Word Study Demonstration Activity

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Word Study Demonstration Activity

• Example Rhyming
• Sign up for your activity
• Draft due March 4 (Topic, relevant words)
• Actual Activity Due April 1

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Phonics I Letter-Sound Relations

• EDC424

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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)

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Why teach letter-sound relations?
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Case 1 What does this student struggle with?

• Words known
• and
• bat
• cut
• he
• hot
• mom
• no

Words not known an but me not
Good sight word knowledge, but its masking
students lack of understanding of the alphabetic
principle (1) sounds are represented by
letters and (2) those letters represent
the sounds rather consistently
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Case 2 What does she struggle with?

• Pseudoword
• kot
• swip
• gan
• dree
• shub
• flate
• meep

Childs response ka s ga daer ser fa 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
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Case 3 What does this 3rd grader struggle with?
Childs response could same wear finger curtur mat
erial potograph

• Word
• cold
• soon
• war
• figure
• certain
• mineral
• paragraph

Paying attention to beginning and final grapheme
but ignores middle grapheme and pulls from words
he knows Needs attention to medial
letters/sounds and monitoring
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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
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Principles of Teaching Letter-Sound
Correspondence
Isabel Beck, 2006

• Instruction should highlight letter-sound
  relationship at all positions in the word (e.g.,
  beginning, middle, end)
• Instruction should link phonemic awareness with
  letter sound correspondence
• Three perspectives
• Phonemic awareness ? Decoding
• Decoding ? Phonemic awareness
• 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).

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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 gt a gt sa gt
   sat)

Isabel Beck, 2006
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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

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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

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Look on the wiki for many letter-sound
correspondence activities
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Letter-Sound Instruction
Isabel Beck, 2006

• Sequence Consonants gt Vowels gt Sounds
  represented by more than one letter (ee, ai, ph,
  ng)
• Lesson Sequence for Teaching Consonant
  Letter-Sound Correspondence
• Develop phonemic awareness by focusing on the
  sound represented by a particular letter in the
  initial position.
• Connect the printed letter with the sound the
  letter represents.
• Discriminate among words that have letter-sound
  in the initial position and those that do not.
• Develop phonemic awareness by focusing on the
  sound in the final position.
• Discriminate among words that have letter-sound
  in the final position and those that do not.
• Discriminate among words that have the
  letter-sound in the initial and final positions.

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Ill model gt Then you try
Consonants

• 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.

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Vowel-Sound Correspondence(same as consonants
but focus on initial medial)
Isabel Beck, 2006

1. Focus on short vowel sound in initial position
2. Connect sound with letter
3. Discriminate words that have that vowel sound at
   beginning and other words that do not
4. Focus on short vowel sound in medial position
5. Discriminate words that have that vowel sound in
   the middle and other words that do not
6. Discriminate among words that have the
   letter-sound in the initial and final positions.

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Ill model gt Then you try
Vowels

• 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.
  

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Segmenting, Blending, and Substituting Phonemes
(now linked to letters)
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Need more explicit instruction and practice in
blending sounds?
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Substituting/Manipulating Phonemes and Reviewing
Short Vowels in CVC word patternsChange A Hen to
A Fox

• Find
• h, e, n, p, t, i, s, x, f, o

You try.with your letters
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Directions
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Seven Other Lessons For Changing A Hen To A Fox
cat bat hat rat pat pet pen hen
cat hat rat rag bag big dig pig
pig big wig win fin fit fat cat
fox box bop top mop map mat cat

• pig
• rig
• rid
• rib
• rob
• Bob
• box
• fox

bug dug dig pig pin pen ten hen
bug hug dug dig big bag bat cat
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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

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Empty versions of slides for handouts
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Case 1 What does this student struggle with?

• Words known
• and
• bat
• cut
• he
• hot
• mom
• no

Words not known an but me not
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Case 2 What does she struggle with?

• Pseudoword
• kot
• swip
• gan
• dree
• shub
• flate
• meep

Childs response ka s ga daer ser fa mech
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Case 3 What does this 3rd grader struggle with?
Childs response could same wear finger curtur mat
erial potograph

• Word
• cold
• soon
• war
• figure
• certain
• mineral
• paragraph

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Once you teach, provide LOTS of practice (model,
shared, interactive, guided, independent)

• Model/Shared (Sharing Circle gt Centers)
• Mrs. Jones Kindergarten Letter Names and Letter
  Sounds
• Song Lyrics for Children (more on YouTube)
• Guided/Independent (Center activities)
• Read Write Think Picture Match
• Starfall ABC Alphabet
• Monitor/Reteach
• PALS Phonological Awareness Literacy Activities
  (that correlate with PALS assessment)

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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