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Draft due March 4 (Topic, relevant words) Actual Activity Due April 1

Phonics I: Letter-Sound Relations

EDC424

Objectives for Phonics - Part 1 You will be able to:

• Describe rationale for teaching phonics (letter-sound relations)

• Identify what beginning readers need to know• Understand/Practice the correct sequence for

introducing letter-sound correspondences • Identify activities for practicing segmenting,

blending, and substituting phonemes (with letters)

Why teach letter-sound relations?

Case 1: What does this student struggle with?Words known

andbatcuthehot

momno

Words not knownanbutmenot

Good sight word knowledge, but it’s masking student’s lack of understanding of the alphabetic principle: (1) sounds are represented by letters and (2) those letters represent the sounds rather consistently

Case 2: What does she struggle with? Pseudoword

kotswipgandreeshubflate

meep

Child’s responsekas

gada…er

serfa

mech

Some knowledge of first sound in a syllable, but little ability to decode the vowel and final phoneme Needs: teach vowel sounds; how to blend sounds into a word; words need to make sense*

Case 3: What does this 3rd grader struggle with? Word

coldsoonwar

figurecertainmineral

paragraph

Child’s responsecouldsamewearfingercurtur

materialpotograph

Paying attention to beginning and final grapheme but ignores middle grapheme and pulls from words he knowsNeeds: attention to medial letters/sounds and monitoring

What do children need to know and be able to do to read words?

• Know the speech sounds associated with written letters in words

• Know how to put those sounds together to form a pronounceable word

• Have a strong sense of English spelling/writing patterns

• Recognize words rapidly

Isabel Beck, 2006

Principles of Teaching Letter-Sound Correspondence

1. Instruction should highlight letter-sound relationship at all positions in the word (e.g., beginning, middle, end)

2. Instruction should link phonemic awareness with letter sound correspondence

Three perspectives: 1. Phonemic awareness Decoding2. Decoding Phonemic awareness3. ** Phonemic Awareness Decoding No evidence that engaging children in sophisticated speech-

only tasks (substitution/manipulation) will improve decoding. In fact, some evidence that knowledge of letters helps complete these sophisticated tasks (Isabel Beck, 2006).

Isabel Beck, 2006

SYSTEMATIC Sequence of Instruction for

Letter-Sound Correspondence

1. Consonants (p. 34-35 m..s..a..t) 2. Vowels (p. 39-42 short vowel a) 3. Two-letter graphemes and phonemes

(p. 43-46 ea vs. ee vs. magic e) 4. Successive blending

(p. 52-53 s > a > sa > sat)

Isabel Beck, 2006

Introducing Letter-Sound Correspondences

• Introduce letters in sequence based on frequency of use in texts and spelling– m, s, a, t before x, z– Hard /k/ sound (can, cat) before soft /s/ (cent)– Hard /g/ (girl) before soft /g/ (gym)

• Begin with letter-sounds that can be combined to make many words (CVC) – m, s, a, t = at, am, as, mat, sat, Sam– Introduce common consonants and few vowels– M, s, a, t, i = it, mit, sit

Introducing Letter-Sound Correspondences

• Introduce just a few and then lots of practice! • Once students consistently know a letter-sound,

present a new sound/letter mixed in with previously known ones (built in review)

– s t m t p t s

Look on the wiki for many letter-sound correspondence activities

Letter-Sound Instruction• Sequence: Consonants > Vowels > Sounds represented

by more than one letter (ee, ai, ph, ng)• Lesson Sequence for Teaching Consonant Letter-Sound

Correspondence 1. Develop phonemic awareness by focusing on the sound

represented by a particular letter in the initial position.2. Connect the printed letter with the sound the letter

represents.3. Discriminate among words that have letter-sound in the initial

position and those that do not. 4. Develop phonemic awareness by focusing on the sound in the

final position. 5. Discriminate among words that have letter-sound in the final

position and those that do not.6. Discriminate among words that have the letter-sound in the

initial and final positions.

Isabel Beck, 2006

I’ll model > Then you try• Mary Mouse: Begin with same sound /m/ - you say

sound along with me • Letter = Sound: This the letter “m” – Each time I say the

sound, touch the letter m, and say /m/. • Discriminate at beginning: Find your letter m. If word

begins with /m/ sound, hold your letter up; if not, shake your head

• Hear at end: In broom, /m/ sound comes at end. Say/think of other words with /m/ at the end.

• Discriminate at end: Hold up or shake head• Discriminate at beginning and end. Position your letter

m card correctly in your word pocket.

Consonants

Vowel-Sound Correspondence(same as consonants but focus on initial & medial)

1. Focus on short vowel sound in initial position2. Connect sound with letter3. Discriminate words that have that vowel sound at

beginning and other words that do not4. Focus on short vowel sound in medial position5. Discriminate words that have that vowel sound in

the middle and other words that do not6. Discriminate among words that have the letter-

sound in the initial and final positions.

Isabel Beck, 2006

I’ll model > Then you try• Apple, ant, at: Begin with same sound /a/ - you say

sound along with me • Letter = Sound: This the letter “a” – Each time I say the

sound, touch the letter a, and say /a/. • Discriminate at beginning: Find your letter a. If word

begins with /a/ sound, hold your letter up; if not, shake your head

• Hear in middle: In hat, /a/ sound comes in middle. Say/think of other words with /a/ in the middle

• Discriminate in middle: Hold up or shake head• Discriminate at beginning and middle. Position your

letter a card correctly in your word pocket.

Vowels

Segmenting, Blending, and Substituting Phonemes (now linked to letters)

Need more explicit instruction and practice in blending sounds?

Substituting/Manipulating Phonemes and Reviewing Short Vowels in CVC word patterns

Change A Hen to A Fox

Find: h, e, n, p, t, i, s, x, f, o

You try….with your letters

Directions

Seven Other Lessons For Changing A Hen To A Fox

pigrigridribrobBobboxfox

bugdugdigpigpinpentenhen

pigbigwigwinfinfitfatcat

catbathatratpatpetpenhen

foxboxboptopmopmapmatcat

bughugdugdigbigbagbatcat

cathatratragbagbigdigpig

Homework Due Tuesday – Change dates due to Snow Day!

• Biggam, Ch. 3 (Decoding & Word Recognition) – Underlying Concepts & Principles – Assessing– Teaching

• Beck (see syllabus for old pages; see wikispace for new pages) refresh class activities

• WTW, Ch. 5 (Letter Name-Alphabet Stage)– ** p. 161 sequence

Empty versions of slides for handouts

Case 1: What does this student struggle with?Words known

andbatcuthehot

momno

Words not knownanbutmenot

Case 2: What does she struggle with? Pseudoword

kotswipgandreeshubflate

meep

Child’s responsekas

gada…er

serfa

mech

Case 3: What does this 3rd grader struggle with? Word

coldsoonwar

figurecertainmineral

paragraph

Child’s responsecouldsamewearfingercurtur

materialpotograph

Literacy Photo Journal DirectionsDue March 6 - Help on Feb 27

• A. Pre-Reflection Activity• B. Collect 10 Photos of classroom materials,

structures, and activities (no students!) – Interview teacher if possible

• C. Observations and Interpretations– Description, location, literacy purpose, and why

appropriate

• D. Post-Reflection Activity – Understanding, vision, opinion, ideas, realizations