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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Components of a Balanced Literacy Diet

• Motivation for literacy
• Concepts of print
• Word/World knowledge
• Language development
• Listening/thinking skills
• Sight words
• Phonemic awareness and letter-sound connections
• Letter formation
• Spelling
• Schema development
• Real reading
• Fluency
• Text structures
• Comprehension strategies
• And REAL WRTING experiences

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REMEMBER

• Word recognition is the foundation of Reading
• Comprehension is the goal of Reading

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Phonemic Awareness Assessment (Roberts, E., 1997)

• Directions
• Students say the phonemes (sounds) in the target
  words for the number of disks presented. If they
  are unable to say the sounds, the administrator
  of the test can show them a picture of the target
  word as a visual cue (If a visual cue is used,
  indicate in test margin with a v). Record their
  responses.

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Phoneme Segmentation

• Ask
• What are the phonemes in (target word)? Show the
  number of sounds in the target words by moving
  the appropriate number of disks.
• For example What are the sounds in the word
  run?
• Answer r u n
• Your turn-go, grab, drum

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Word Recognition Phases (Ehri)

• 1. Pre alphabetic phase-logographic phase
• Depends on visual cues and environmental print
• Studies by Gough Griffith and Dewitz Stammer
• 2. Partial alphabetic phase
• Some phonemic awareness and letter sound
  knowledge/invented spellings
• 3. Alphabetic phase
• Phonemic awareness and letter sound knowledge

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Final Phase

• 4. Consolidated Phase
• Orthographic knowledge
• Understands spelling patterns, morphological
  knowledge
• Can learn to use analogies aware of subunits in
  words-onsets and rimes
• Onsets initial consonants in words
• Rimes the vowel and what comes after it in a
  word
• Ex. In the word cat, c is the onset and at is
  the rime.
• Use conventional spellings of words
• Has developed a large sight vocabulary

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Roberts Spelling Error Guide

• Ehri Word Bear et al.
• Recognition Stage Spelling Stage
  Example Pre-alphabetic Early Letter
  Name bed b (visual cues)
• Partial Alphabetic Letter Name
  bed bad
• (phonetic cues) drive grive
• Full alphabetic Within Word Pattern ship
  (distinct spellings) sip, ship

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Roberts Spelling Error Guide, cont. (Adapted
from Bear, Invernizzi, Templeton, Johnston,
1996 Ehri, 1992)

• Ehri Word Bear et al.
• Recognition Stage Spelling Stage Example
• Consolidated Syllable
  Juncture popping popping
• (chunks of letters) plesure
• plesour,
  pleasure

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Common Phonics Patterns in English Syllables

• Syllables that end in a consonant CVC (sat,
  splat, napkin) the vowel is usually short.
• Syllable that ends with a vowel CV (me, spider),
  V (a, halo, baby) the vowel is often long.
• Final e CVCe (take, home, cupcake) the vowel
  is often long while the final e is silent.
• Vowel digraph (ai, ee, ea, oa, etc.) as in team,
  green, lean, peanut the 1st vowel is often long
  and the 2nd one is silent, but this does not
  apply to many vowel teams.
• Consonant digraph (sh, ph) as in shut,
  paragraph
• 5. R controlled vowel (ar, ur, ir, or, er) as in
  far, fur, for the vowel is neither long or
  short. Plus-ir, ar, ur often sound like er in one
  syllable words as in the word car, fur.
• 6. Consonant plus le, as in little, purple,
  treble pur/ple
• Diphthongs (oi, oy) as in boil, toy the vowels
  make a unique sound
• Schwavowel makes uh soundawake
• Soft and hard c and g-activity on website
• http//rbeaudoin333.homestead.com/hardsoftc_g_1.ht
  ml

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1. Ways to Segment Words 2. How to Add ing as a
suffix (from Graves, Juel,Graves, deWitz, 2011,
p.190)
Segment Words by Planet Cats
Morphemes planet Cats
Syllables Plan et cats
Onsets rimes (spelling patterns) Pl an et k ats
Phonemes P l a n et K a t s
How to add ing to words Double the consonant then add ing Just add ing
VC words get getting
VCC wordsask asking
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Dividing Words Into Syllables

• Between 2 medial consonants ig/nore, hap/py
• After medial consonant between 2 vowels ov/en
• Words ending in leconsonant le re/li/a/ble,
  bab/ble
• Prefixes and suffixes un/done,
  trans/for/ma/tion, hap/pi/ness
• Applications with diagraphs both/er
• Discuss then check http//www.dictionary.com

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Frequently Used Prefixes
Prefix Prefix
un inter
re fore
in, im, ir, il (not) de
dis trans
en, em super
non semi
in, im (in or into) anti
Over (too much) mid
mis Under (too little)
sub
pre
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The Analogy Strategy

• Examples of chunking unfamiliar words using the
  analogy strategy Spelling patterns are
  underlined. Vowels are long and short
• VowelsA,E, I, O, U and sometimes y and w!
• C at Re/spon/si/ble
• Steps of the analogy strategy
• Teach 1-5 key words each week and study
  onset-rime (rime is also called spelling
  patterns) of key words
• Create word families from the key words
• Use the key words in language experience stories
• Use the key words in a variety of activities
  during the week (word analysis, related games and
  connect to reading and writing for comprehension)
• Place the key word on a Word Wall as a reference
  for decoding unfamiliar words with the same
  spelling patterns

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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 generalization/rule? Does it
  break the rule?

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Talk to Yourself Chart

• 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
• 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