Cruising Through the Standards Phonemic Awareness, Phonics and Vocabulary Elementary ESOL Grades K-2

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Cruising Through the StandardsPhonemic
Awareness, Phonicsand VocabularyElementary
ESOLGrades K-2

• Michelle Fernandez
• Division of Bilingual Education and World
  Languages
• June 2011

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Objectives

• Common Core State Standards/Next Generation
  Sunshine State Standards (NGSSS)
• Concepts of Print
• Phonological Awareness
• Phonemic Awareness
• Phonics/Word Study
• Vocabulary Development

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Next Generation Sunshine State Standards (NGSSS)

• What are they?
• Are they the same in every grade?
• How do they allow for growth?

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www.Flstandards.org
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Rigor

• Rigor is NOT extra work or harder work.
• Rigor IS the depth of your instruction which will
  actively engage students to become independent
  thinkers.

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Standard Concepts of Print
Identify parts of a book
Locate words on a page
Distinguish informational text from entertaining
text
Distinguish letters from words
Move top to bottom, left to right
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Concepts of Print

• Suppose you were planning to conduct an interview
  with a young child to determine the childs
  concepts about print.
• What questions would you develop to tap the
  childs knowledge about books and print?
• Use a set of questions to use both before and
  during reading.

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Concepts of Print
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Standard Phonological Awareness

• Broad term that includes phonemic awareness
• Is a listening skill that includes the ability to
  distinguish units of speech, such as rhymes,
  syllables in words, and individual phonemes
  (sounds) in syllables.

• Segment sentences into words
• Blend and segment syllables into words
• Recognize and produce rhyming words
• Blend and segment onset and rime

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Instructional Activities

• Specific activities that involve students in
  attending
• to and demonstrating recognition of the sounds of
• language include
• waving hands when rhymes are heard
• stomping feet along with alliterations
• clapping the syllables in names
• slowly stretching out arms when segmenting words.

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Hands-on Learning - (FCRR.org)
Sentence Segmentation
Rhymes
Segment Blend Syllables
Onset and Rime
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Rhyme vs. Rime

• Rhyme is the audio logical ability to hear the
  likeness of sounds.
• speak, peek
• Rime is the graphic representation that follows
  the pattern.
• cat, sat, fat, mat

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Standard Phonemic Awareness

• Narrower sub-category of phonological awareness
• The ability to hear, identify, and manipulate the
  individual sounds (phonemes) in spoken words.
• Phonemes are the smallest part of spoken language
  that makes a difference in making words.

Research clearly shows that the awareness of the
sounds MUST COME BEFORE the introduction of
the letters in order for students to become
proficient readers and writers. This ranked order
allows for better development of good writers and
spellers.
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Phonemes

• Matching initial sounds

• Isolating initial, medial, and final sounds

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Segmenting

• The ability to move from a whole word to its
  sound (phoneme) parts. The word dog can be
  segmented into /d/ - /o/ - /g/

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Blending

• The ability to take isolated phonemes(sounds) and
  
• put them together to make a word or word part

/f/ -- /r/ -- / o / -- /g/ can be blended to
make the word frog
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Manipulating

• Adding a new sound to an existing rime
• Add /b/ to /-at/ to make the new word, bat
• Deleting a sound from the beginning leaving a
  rime intact
• Remove /m/ from the word mat
• Substituting removing the beginning sound and
  adding a new beginning sound
• Remove /r/ from the word rat and replace it
  with /s/ to make the new word sat

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Standard Phonics/Word Study

• Is the pairing of a sound with the letter or
  letters (graphemes) that represent that sound.
• Phonics focuses on word production not meaning.

• Phonics Sounds to letters
• /d//o//g/ dog

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Phonics Instruction Should be Explicit

• EXPLICIT instruction
• I do
• Guided Practice with immediate corrective
  feedback
• We do together
• Independent Practice
• You do (and I check)

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Teaching Phonics
Decoding Longer Words noodle coupon jewel statue
bloom group drew clue moose
oo ew ue ou u u_e
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Phonics (Guided Practice)
goose
classroom
glue
wound
threw
droopy
The foolish poodle is chewing tissue.
Phonics (Apply)
Assign Practice page 209
Follow me for a Making Words lesson
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Making Words

• e w u e
• n f k l g c b s s

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Youre not finished yet

• In order for this to be the strongest lesson
• possible, have students do the following sort
• activity

/oo/ spelled ew few new knew flew blew
/oo/ spelled ue blue glue clue
homonyms blue blew new- knew
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The Research Says

• Phonemic Awareness is one of the best
  predictors of successfully learning to read.
• (Natl
  Institute of Child Health and human Development,
  2000)
• Children who fall behind in first grade
  reading have a one in eight chance of ever
  catching up to grade level.
• 
  
  (Juel, 1994)

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Standard Vocabulary Development

• Vocabulary is the knowledge of words and their
  meaning.
• Learning vocabulary words helps us comprehend
  what we read.
• Vocabulary improves all areas of communication
  listening, speaking, reading, and writing.

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How Do Students Learn Vocabulary?
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English is a Complicated Language

• The dove dove into the water.
• A farm can produce produce.
• The present is a good time to present the
  present.
• I shed a tear when I saw the tear in my clothes.
• After a number of Novacain injections, my jaw
  got number.

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Explicitly Teaching Words

• Contextualize the word within the story.
• In the story, Lisa was reluctant to leave
• Have the students say the word.
• Say the word reluctant
• Provide a student-friendly explanation or
  description of the word.
• Reluctant means you are not sure you want to
  do
• something.
• Versus a definition.
• Reluctant Striving against opposed in desire
  unwilling disinclined loth.

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Explicitly Teaching Words

• Present examples of a word used in context
  different from the story context.
• Someone might be reluctant to eat food that he or
  she had never eaten before. (Teacher gives
  example)
• Students provide an example. (Guided Practice)
• Give a non-linguistic representation of the
  words.
• Students generate one.

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Engaging Students

• Generate examples
• Tell about something you would be reluctant to
  do.
• Try to use reluctant when you tell about it.
• You could start by saying something like, I
  would be reluctant to ________.
• Why might a person be reluctant to eat a new
  food?
• Answering Questions/Giving Reasons
• Why might a child be reluctant to come here?
• Show me how a reluctant broccoli eater would
  look?
• Put the new words in a Vocabulary Log or Word
  Wall.

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Context Clues

• Context clues are clues to the meaning of a word
  contained in the text that surrounds it.

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Context Clues Practice Activity

• Sofias Diary handout
• Be a detective and follow the clues.
• Take each word from Sofias diary that is written
  in her new language and use the context clues in
  the text to figure them out.

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Context Clues Practice Activity

• What could the word poof-poofs mean?
• The sentences tell me it is something that can be
  eaten. I know that it is a breakfast food because
  Sofia said it was morning. I know that it goes
  in a bowl.
• The most logical guess would be cereal .

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Context Clues Practice Activity

• What could the word zilgping mean?
• The sentences tell me it is something Sofia
  needed at school . I also know that it is OK if
  she brings it tomorrow. What do you think it is?
• The most logical guess would be ______________.

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Context Clues Practice Activity

• What could the word zoosh mean?
• The sentences tell me that a person can act this
  way and that Ms. Benzy is being kind and allowing
  Sofia to bring her homework the next day. What do
  you think it is?
• The most logical guess would be ________________.

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Vocabulary Strategies

• Have students select from a set of words to
  complete sentences
• Maxs quiet behavior was related to _______.
• shyness/modesty/terror
• Students restate the definition in their own
  words
• Compare the definition with their own experiences
• Make up a new sentence that demonstrates the
  words meaning
• Find a new word in the newspaper or magazine and
  bring it in
• Display their new words around the room for all
  to see

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Vocabulary Strategies

• Link new words with synonyms, antonyms, multiple-
  meaning words
• Have students classify and categorize words (word
  sorts)
• Vocabulary Self Collection Students choose a
  word they find important, share with the group,
  discuss, and create a class list
• Simulation Students act out a story that will
  guide them to learn new words.
• Creating a play/skit

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Playing Snap

• Goal to win ALL of the cards
• Deal out an equal number of cards to each player.
  (You must have an equal number of players 2 or
  4)
• Each player puts their stack of cards face down
  in front of them. (For eg 2 players divide 1
  color card stack and the other 2 players divide
  the other color card stack).
• Players all turn one card face up and place it
  next to theirs face down stack.
• They look at everyone's card to see if any
  matching synonym/definition cards have been
  turned up.
• If yes, someone says Snap. The first person to
  say Snap gets all the cards in the face-up
  stacks that match each other, and adds them to
  the bottom of his face-down pile.
• If a player has run out of cards, but still has
  face up cards in play, they may continue to yell
  Snap and reenter the game. If they are out of
  cards entirely, they are disqualified and the
  game continues.

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Assessing Vocabulary

• Vocabulary assessment should be varied,
  meaningful,
• and match instruction (NRP, 2000).
• Suggestions for testing word knowledge. You could
  ask the
• child to
• Read the word and circle a picture of it.
• Look at a picture and circle the word for it.
• Read the word and circle a definition, synonym or
  antonym.
• Read the word in context and circle a definition,
  synonym or antonym.
• Read a sentence and write the missing word or
  supply the missing word orally.
• Read the word and draw a picture or tell about
  it.
• Read the word and put it in a category.
• Find the word in a category in which it doesnt
  belong.

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Vocabulary Mapping
Definition
Synonym
Vocabulary Word
Sentence
Picture
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Verbal and Visual Word Association
Word Visual Representation
Definition Personal Association or Characteristic
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Frayer Model
Definition
Characteristics
Word
Examples (from own life)
Non-examples (from own life)
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Word Learning Tools
Vocabulary Words related to a picture Students
look at the cover of the book. If you do not have
multiple copies of the book, use a Smart Board or
an overhead transparency. Students work in groups
of 3 or 4 and write on separate pieces of paper
or index cards, words related to the picture on
the cover of the book. They may use name words,
action words, and describing words, so that they
end up with a large pile of words. Students
arrange words from the word pile into a sentence
that describes the picture. They may add a, an,
and the, as well as prepositions as needed.
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Word Walls
We have space for furniture, equipment, books,
and backpacks. If words are important, then
finding places to organize and display words
should take prominence in the structure of your
classroom.
Colorful Words Wall
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Word Walls
Word Walls are a work in progress.
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Word Walls
Environmental print
A-Z Word Walls- Picture cards with labels, high
frequency words
Purposeful Collections/Jars word families
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Similes
Describing Words
Animal Words
lost, shy, sharp, disagreeable, soft, terrible,
enormous, untidy, scaly
smell like a circus train
dog, kitten, fawn, bear, cubs, tigers, people,
python, snake, reptiles, dinosaur, hoofs, paws,
antlers, fur, buck
Action Words
sitting, bark, wandering, keep, found, brought,
grow up, afford, guessed, smells, clog, slither,
chipping, defrosted, shed
Alliteration
scaly skin
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Word Walls
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The Research Says

• "Readers need to know 90 to 95 of vocabulary
  in a text in order to understand it. 
  College-bound seniors have working vocabularies
  of 60,000-100,000 words. The problem ELLs enter
  our classrooms starting from scratch. Where does
  one begin? "
• (Kurjakovic, 2008)

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• http//www.fcrr.org

http//languageartsreading.dadeschools.net
http//www.corestandards.org/assets/Appendix_A.pdf
http//bilingual.dadeschools.net
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Concluding Thoughts

• Instruction begins when you, the teacher, learn
  from
• the learner put yourself in his place so that
  you may
• understand . . . what he learns and the way he
• understands it.
• - Soren Kierkegaard