Early Phonics Interventions

1
Early Phonics Interventions

• Presented by
• Deborah Anders, Ph.D.
• Ardas Wachter-Grene, M.A.Ed.
• Mary Thalgott, Ph.D.

2
Agenda

• Purpose for Phonics Instruction
• Relationship Between Early Phonics Intervention,
  DIBELS and the Big 5
• Characteristics of Good Phonics Lessons
• Components of a Phonics Intervention Lesson
• Effective Phonics Activities

3
Objectives

• Participants will be able to
• Identify the purpose of phonics instruction
• Explain the relationship between phonics, DIBELS
  and the Big 5
• Identify the characteristics of a good phonics
  lesson
• Describe the components of a phonics lesson
• Learn effective early phonics activities

4
Purpose for Phonics Instruction

• The purpose of phonics instruction is not that
  children learn to sound out words. The purpose is
  that they learn to recognize words, quickly and
  automatically, so that they can turn their
  attention to comprehension of text.
• Steven Stahl, 1992

5
Why Teach Phonics?

• Phonics helps all learners
• Good readers spell better with phonics
  instruction
• Struggling readers learn to read better and
  faster with explicit, systematic phonics
  instruction
• National Reading Panel, 2000
• American Psychological Society, 2001

6
Relationship between DIBELS, Phonics the Big 5

• The Big 5 of Early Literacy
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• DIBELS measures the Big 5
• Nonsense Word Fluency is the DIBELS measure of
  phonics.

7
(No Transcript)
8
NWF assesses a students phonics ability in these
beginning 1st grade areas

• Recalling consonant sounds
• Recalling short vowel sounds
• Applying knowledge of the cvc and vc patterns to
  decode
• Blending (recoding) phonemes into words.

9
NOTE

• If a students NWF score is in the at-risk
  category, then PSF should be checked using
  progress monitoring materials.
• If a student is at-risk in both NWF and PSF, then
  instruction in phonological awareness should be
  provided.

10
DIBELS Stair steps
3rd Grade Reading level -110 WCM
2nd Grade Fluency Reading Level - 90 WCM
1st Grade Fluency Reading Level - 40 WCM
Phonics
Letter Naming
Phonemic Awareness
11
Characteristics of Good Phonics Lessons

• General characteristics of effective instruction
• Active students engaged
• Social interactive
• Reflective students making sense of what they
  learned

12
Specific Characteristics of Good Phonics Lessons

• Differentiated
• Systematic
• Sequential
• Cumulative
• Explicit
• Applied to text
• Active vocal response

• At your table, discuss each of these terms.

13
Definitions

• Differentiated varying the emphasis of
  instruction according to the needs of the
  students
• Systematic methodical, orderly, regular,
  organized, efficient, logical
• Sequential -
• Pre planned skill sequence
• Progresses from easier to more difficult

14
Letter Sound Introduction OrderLouisa Moats, 2005
15
Definitions cont.

• Cumulative builds on previous lessons and
  experiences
• Explicit
• Teacher explains and models
• Guided practice
• Corrective feedback
• Extended practice on skills as needed by
  individuals
• Check for understanding
• I do, we do, you do

16
Modeling Cycle has 3 steps

• I Do Teacher models
• We Do Teacher and students practice
  together
• You Do Practice alone with teacher feedback
• THEN independent practice
• Susan Hall, 2006

17
Definitions cont.

• Applied to text - students practice reading the
  skill taught in isolated words, word lists and
  decodable books
• Active vocal response - students talk and
  interact with the instructor the lesson is not
  quietly completing worksheets alone

18
Systematic/Explicit vs Implicit Phonics

• The systematic approach to phonics provides
  teachers with lessons that teach a set of phonic
  elements in a particular order. This order is
  generally based on linguistic factors related to
  which sounds are easiest for students to produce
  at an early age.
• With incidental (implicit) phonics instruction,
  the teacher does not follow a preplanned sequence
  of lessons to teach sound/spellings, but makes
  decisions as to what phonic elements to teach
  based on the opportunities the text presents

19
Systematic/Explicit or Implicit?Example 1

• Read the big book Minnie Monkey. Ask students to
  listen for a sound they hear many times in this
  book (/m/). Ask individual students to show where
  in the book they see words that contain the sound
  /m/. Give students sentence strips to order and
  retell the story. Ask students to think of other
  /m/ words. Have them draw pictures for each word
  in their journals and write a sentence that
  contains one of the words.
• Reading First Professional Development for
  Harcourt Trophies, 2005

20
Systematic/Explicit or Implicit?Example 2

• Display the large ice cream sound/spelling card.
  Ask a student to name the picture that is on the
  card. Write the words ice cream on the board, and
  ask a volunteer to underline i in the word ice.
  Ask students what sound the i makes in ice cream.
  Have children chant /ie/ /ie/ /ie/ /ie/ as you
  point to the letter.
• As you display and name each picture card, have
  children repeat the word and listen for the long
  i sound bike, dime, five, kite, nine, prize,
  slide, vine.
• Reading First Professional Development for
  Harcourt Trophies, 2005

21
Systematic/Explicit or Implicit?Example 3

• Engage is a fast-paced, whole group response PA
  activity using the /m/ sound. Display the large
  mitten sound/spelling card. Have children name
  the picture with you. Point to the m and say that
  the spelling m makes the /m/ sound. Say that /m/
  at the beginning of monkey is spelled with an m.
  Have children chant /m/ as you point to m.
• Ask students to write an m in the air as you
  remind them that m is a spelling for /m/. Read a
  list of words and have students use thumbs up
  when they hear /m/ at the beginning of a word.
  Then blend 15-20 words on the board using
  sound-by-sound blending, most of which use the
  /m/ m sound/spelling. Then pass out Matts Map
  and engage in whole class reading of the
  decodable book.
• Reading First Professional Development for
  Harcourt Trophies, 2005

22
National Reading PanelReport, 2000

• A meta-analysis revealed that systematic
  instruction in phonics produces significant
  benefits for students in kindergarten through 6th
  grade for children learning to read.
• Reading First Professional Development for
  Harcourt Trophies, 2005

23
Components of a Phonics Intervention Lesson
24
Three ways to teach blending for decoding

• Additive
• Whole Word
• Stretch and Say

25
Additive Blending - ant

• Teacher
• My turn. Write a and say /a/.
• Write n and say /n/.
• Slide fingers under an and say /an/.
• Write t and say /t/.
• Slide fingers under ant and say /ant/.
• This word is ant. Use it in a sentence.
• Your turn. Use tapping signal to guide
  students through steps.

26
Whole Word Blending - Kip

• Teacher
• My turn. Tap under the letter K and say /k/.
• Tap under the letter i and say /i/.
• Tap under the letter p and say /p/.
• Run fingers under Kip and say /Kip/.
• Your turn. Tap under each letter. Students
  say each sound and then the word.

27
Stretch and Say

• Display the word tap
• Teacher says the whole word /tap/.
• Ask students to hold up one finger for each sound
  they hear My turn, /t/ /a/ /p/.
• Teacher says the whole word while sweeping hand
  from left to right My turn, /tap/.
• Teacher says, Your turn and guides students
  through steps.

28
Consonant and Vowel Phoneme Articulation

• Use handouts with videos to complete this
  activity
• Adapted from Louisa Moats

29

• Activities for Early Phonics Interventions

30
1 Consonants and Vowels

• Objective
• Identify consonants and vowels
• Student Materials
• Alphabet arc Alphabet plastic letters
• Letter tiles
• Letter cards
• Description
• Teacher demonstrates position of the mouth which
  helps students distinguish between vowels (open
  mouth) and consonants (closed or blocked mouth).

31
2 Letter Sounds

• Objective
• Learn 5 consonant sounds and one short vowel
  sound
• Materials
• Letter sound cards
• Description
• Teacher models letter name, sound, and target
  word. Students repeat.
• a - /a/ - apple
• I do, we do, you do.

32
3 Word Building (initial sound)

• Objective
• Blend cvc patterns using known sounds (5
  consonants and one vowel taught in activity 2)
• Materials
• Neuhaus sound boards
• Sound board letter templates (website)
• Harcourt word builder cards
• Description
• Teacher dictates a cvc word
• Students repeat the word
• Students segment the word
• Students name the letters in the word
• Students move letter cards to bottom pocket
• Students read the word
• Students change the initial letter and read the
  new word

33
4 Word Building (final sound)

• Objective
• Blend cvc patterns using known sounds (5
  consonants and one vowel taught in activity 2)
• Materials
• Neuhaus sound boards
• Sound board letter templates (website)
• Harcourt word builder cards
• Description
• Teacher dictates a cvc word
• Students repeat the word
• Students segment the word
• Students name the letters in the word
• Students move letter cards to bottom pocket
• Students read the word
• Students change the final letter and read the new
  word

34
5 Word Building (middle sound)

• Objective
• Blend cvc patterns using known sounds (5
  consonants and one vowel taught in activity 2)
• Materials
• Neuhaus sound boards
• Sound board letter templates (website)
• Harcourt word builder cards
• Description
• Teacher dictates a cvc word
• Students repeat the word
• Students segment the word
• Students name the letters in the word
• Students move letter cards to bottom pocket
• Students read the word
• Teacher says change sat to sit continue with
  known sounds

35
6 Say and Write

• Objective
• Writing cvc pattern words
• Materials
• Letter cards or tiles
• Pencil/paper or dry erase board/marker
• Description
• Teacher dictates cvc word
• Student segments word
• Student says each sound while picking up letter
  card/tile and placing on paper/board
• Student writes word
• Student reads word

36
7 Elkonin Boxes

37
7 Phoneme-Grapheme Mapping

• Provides explicit, multisensory instruction in
  the alphabetic principal
• Begins with sound segmentation and ends with
  conventional orthography
• Results in dramatic gains in conventional
  spelling
• Makes linguistic principles more concrets
• Louisa Moats

38
Mapping, contd

• Always use one sound per box
• Spell words conventionally
• Students have grid paper, chips and a pencil
• Say the word and have students lay out chips for
  each sound in the word
• Students move the chips and fill in the letters
• Louisa Moats

39
Summary

• Start with phoneme, link to grapheme
• Follow a planned sequence
• Teach concepts explicitly
• Use engaging, multi-sensory activities
• Move from simple to complex, concrete to
  abstract, frequent to less frequent
• Provide ample practice, including the words in
  controlled text
• Louisa Moats

40
Words in the English Language

• 50 are wholly decodable
• 37 are off by only one sound
• 50 of the words we use are made up of the 107
  most used high frequency words (Ehri, 1995)
• Reading First Professional Development for
  Harcourt Trophies, 2005

41
Rapid Recognition Chart Names or Sounds
42
Rapid Recognition Chart Kip the Ant Words from
Decodable Text (p. 403)
43
Rapid Recognition Chart High Frequency Words
(Themes 5, 6, 7)
44
Summary

• Begin with phoneme (sound), link to grapheme
  (letter)
• Follow planned sequence
• Teach concepts explicitly
• Use engaging, multi-sensory activities
• Move from simple to complex, concrete to
  abstract, frequent to less frequent
• Provide multiple opportunities for practice,
  including reading in controlled text

45
Early Phonics Interventions Materials