Word Recognition: Phonics and Comprehension Presented by Dr. Elaine Roberts

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Word Recognition Phonics and ComprehensionPresen
ted byDr. Elaine Roberts
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The Analogy Strategy

• Examples of chunking unfamiliar words using the
  analogy strategy. Begin with an unfamiliar word.
  If the word is a multi-syllabic word first teach
  students to chunk words into syllables and circle
  the prefixes and suffixes. Then have students
  underline spelling patterns to help with
  pronunciation. Have the students underline the
  spelling patterns. Spelling patterns are
  underlined in the words below, cat and
  responsible. The spelling pattern is the vowel
  and letters after it in a syllable (i.e., catat
  is the spelling pattern). Remind students that
  are frequently long or short. Long vowels say
  their name such as i in the word ride whereas
  short i makes the sound of i as in the word hit.
  What is the spelling pattern in the word
  ride?___. What is the spelling pattern in the
  word hit? ____(answers on last page of this
  PowerPoint (pp). Remind them that Sometimes
  vowels are neither short or long such as the
  vowel a in the word car since a is r controlled
• VowelsA,E, I, O, U and sometimes y and w!
• C at Re/spon/si/ble

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Steps of the Analogy Strategy

• Teach key words Teach 1-5 key words each week
  and study onset-rime (rime is also called
  spelling patterns) of the key words. For example,
  if a student missed the word responsible teach
  them to chunk the word by syllables and underline
  the spelling patterns (as in the previous slide
  of this PowerPoint). Select the spelling pattern
  on from the word responsible and create a key
  word with the on spelling pattern such as Don.
  This will help the student identify words with
  the on spelling pattern. Also, help the student
  with affixes missed.
• Create word families from the key words(Don- Jon,
  on, con)
• Use the key words in language experience stories
  that are enjoyable and add prefixes or suffixes
  if appropriate depending on their reading level.
• Use the key words in a variety of activities
  during the week (word analysis-NEXT SLIDE,
  related games and connect to reading and writing
  for comprehension)
• Place the key word on a Vowel Word Wall as a
  reference for decoding unfamiliar words with the
  same spelling patterns (refer to the word wall
  slide in this PP)

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Word AnalysisYour Turn How Many Sounds Do You
Hear? How Many Letters are in the Word?

• C A R V I N E S EE
• k au r 3 v i n 3 s e 2
• C A N T E N T R OU N D
• k a n 3 t e n t 4 r ou n d
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• Ask Tell me about the vowelwhat is your rule?
  What is the phonics rule? Does it break the rule?
  Refer to Gaskins article under courseden phonics
  for more examples of word analysis

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Talk to Yourself Chart-Ask students to use word
analysis and use the words of this chart as they
use it

• 1. The word is ______________ .
• 2. Stretch the word.
• I hear __________________ sounds.
• 3. I see ________ letters because _______ .
• 4. The spelling pattern is _____________ .
• 5. This is what I know about the vowel
  _______________ .
• 6. Another word on the word wall with the same
  vowel sound is _____________ .

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Partner-sharing Chart

• Person 1
• 1. My word is _________________ .
• 2. My word wall word is _______________ .
• 3. The words are alike because ____________ .
• 4. Do you agree?
• Person 2
• Give one of these answers
• Yes/No, because _____________.
• Switch roles.

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Day 1 Using the Analogy Strategy for Word
Recognition

• Introduce 1-5 key words to be used during the
  week (Ex. Cat, grab, her, red, take) and learn
  the spelling patterns at, ab, er, ed, ake.
• Use the 1-5 key words in word families with the
  same spelling patterns
• cat, hat, sat grab, cab, drab her,
  better
• red, sled, bed take, cake, rake
• Use the 1-5 key words and some of the words in
  their word families in a Language Experience
  Story that is fun to write.

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Day 2

• Analyze the key words
• t a k e
• t a k (Tell me about the vowel-is it long,
  short, or makes a unique sound. Why?)
• Review the 1-5 key words to be learned during the
  week (cat, grab, her, red, take).
• Use the key words in sentences and challenge
  sentences (model), for example
• Please take the cake out of the oven.
• We went skating after the party.
• Please __________ the cat outside.

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Apply in a Game

• Play Whats in My Head?
• My word is on the board.
• My word begins like table.
• My word rhymes with lake.
• Please __________ the cat outside.

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Vowel Word Wall

• Aa Ee Ii Oo Uu Yy
• cat bed ride boat up yes
• at/tach/ed son
• re/ spon/ si/ble
• spelling patterns are also called rimes (the
  vowel and letters after it in a syllable). The
  spelling patterns are underlined.
• Struggling readers need to focus on phonics and
  vocabulary and connect to reading and writing
• Great resource Gaskins et al article about word
  recognition in Journal, The Reading Teacher