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Foundational Skills 2
Foundational Skills 2
2
What is Phonics?
MEANS to an end
Ehri’s Phases of Word Recognition Development
Pre-Alphabetic Phase
“read” visual cues
Automatic Phase
Proficient word reading
1. Non-accurate
(Samuels, 2002)
Adam’s (1990) Model of Skilled Reading
Context Processor
(Constructs coherent
interpretation of text)
Semantic Processor
(Determines correct
meanings)
Print Speech
Approaches to Phonics Instruction
1. Synthetic
2. Analytic
3. Analogy
4. Embedded
Synthetic: Teacher explicitly introduces a new sound and students
blend this sound, with previously taught sounds, to decode new
words.
Emphasized
need for code Embedded
based phonics
instruction in
instruction in
the context of
phonics. authentic
reading and
writing
experiences
“Perhaps the most widely respected value of letter-sound
instruction is that it provides students with a means of deciphering
written words that are visually unfamiliar”
--Marily Jager Adams
The Alphabetic Principle
Letter-Sound Associations
Mnemonic Pictorial Aids
http://www.teachyourmonstertoread.com/
One size does not fit all…
• Systematic phonics programs are significantly
more effective than non-phonics approaches
(National Reading Panel, 2000)
• Simple to Complex
facilitate decoding
Language patterns
Rule breakers
Word
Identification
Strategies
1. Phonics (e.g. long and short vowel patterns, consonant
blends, digraphs)
Sound by Sound
Continuous
Whole Word
Spelling Focused
Sound by Sound Blending
/t/
s /ssss/
sat
/sssaaat/
sa /aaa/
sat
sat
sa /sssaaa/
sat
sat
Continuous Blending with CVC words
sat /sss/
/sssaaa/
sat
Continuous Blending Video
/sssaaat/
sat
sat
sat
Whole Word Blending
rope /r/
/oooo/
rope
/p/
rope
rope
rope
Spelling Focused Blending
/e/
read
read
read
Decoding By Analogy
One syllable words are broken apart into an opening part (onset)
and the ending part (rime) (Pinnell & Fountas, 1998)
Pinterest
ReadWriteThink.org
FCRR
Reading Rockets
c- at
b -at
More Classroom Activities
• Word building allows students to see the effects on words when we change letters.
ad
mad
had
hat
hit
it
sit
Teachers may challenge students to build as many words as they can, using a
selection of (a) onsets or (b) rimes.
Word Sorting
Students may sort words according to:
– Beginning or ending sounds
– spelling patterns (e.g. rhyme, vowel patterns)
– Syllable patterns (e.g. type or number)
Making Words Exercise
1. Manipulate letters to make word
2. Sort words according to rhyme patterns
3. Transfer learning to reading and spelling new words.
http://tarheelreader.org/
Check it Out!
Starfall.com is a free application that assists children to
read with phonics. It combines a systematic phonics
approach with phonemic awareness practice.
http://www.starfall.com/
Application of Skills in Writing
Integrating Skills
Students practice by
thinking about known
sound patterns and apply
them during independent
writing tasks.
Putting it all together…
If you are explicitly teaching the phonogram -at
http://www.scholastic.com/teachers/article/lesson-plans-and-activities-teaching-phonics
FLUENCY
FLUENCY
Automatic word recognition and expressive reading.
Fluency
CCSS.RF.4.K
Read emergent reader texts with purpose and understanding
CCSS.RF.4.1-5
Read with sufficient accuracy and fluency to support comprehension
What the Research Says…
“Adequate progress in learning to read…
depends on sufficient practice in reading to
achieve fluency with different texts” (p. 4)
1. Decoding
2. Comprehension
3. Attention
Excerpt from
National Reading Panel
Report
p s tu d ents
c an we hel ders?
How luent re a
co m e f
be
READ!
- s k il ls of
ra ct ice s ub
P r eading
flu e nt
e
Motivat h and
s h ig
e xp e ctation
(keep e su cc ess!)
z
recogni
n t r ea ding
lue
Model f a c ti vities
re a d- aloud
during
Alignment of instructional
practices with CCSS
Activities for Building
Foundational
Fluency Skills
CCSS.RF.4.K
Read emergent-reader
texts with purpose and Choral Reading
understanding (K)
Shared Reading
CCSS.RF.4.(1-5)
Read with sufficient
accuracy and fluency to Reader's Theater
support comprehension
Activities to Build Fluency
Activities for Building
Foundational
from the Florida Center for Reading
Fluency Skills Research including:
CCSS.RF.4.K
Read emergent-reader
texts with purpose and
Rapid Letter Recognition
understanding (K)
High Frequency Words
CCSS.RF.4.(1-5) Chunked Text
Read with sufficient Reading with Expression
accuracy and fluency to
Repeated, Timed Reading
support comprehension
Listening Center
Choral Reading
Readers Theater
Always Keep in Mind…
Select a grade level, complex text and apply one of the following
instructional methods:
Fluency Development Lesson (FDL)
or
Fluency-Oriented Reading Instruction (FORI)
VRI Sample
Section 5
PHONICS, WORD RECOGNITION, AND FLUENCY
RESOURCES
Center on Instruction
Center on Instruction
CCSS
Standard
Standard
Sub-Skills
Instructional
Examples
o rd
W
n d ns
a o n io
s
n ic niti ress
o
Ph ecog Prog
R g p le
n
r ni Sam
a
Le
y o ns
nc ess i
ue
Fl rogr
P le
n g p
r ni Sam
a
Le
Phoneme-Grapheme Correspondences
Phoneme Word Examples Common spellings
/p/ pit, spider, stop p
/b/ bit, brat, bubble b
/m/ mitt, comb, hymn m, mb, mn
/t/ tickle mitt, sipped t, tt, ed
/d/ die, loved d, ed
/n/ nice, knight, gnat n, kn, gn
/k/ cup, kite, duck, chorus, folk, quiet k, c, ck, ch, lk, q
/g/ girl, Pittsburgh g, gh
/ng/ sing, bank ng, n
/f/ fluff, sphere, tough, calf f, ff, ph, lf
/v/ van, dove v, ve
/s/ sit, pass, science, psychic s, ss, sc, ps
Phoneme-Grapheme Correspondence
Phoneme Word Examples Common spellings
/z/ zoo, jazz, nose, as, xylophone z, zz, se, s, x
/th/ thin, breath, ether th
/th/ this, breathe, either th
/sh/ shoe, mission, sure, charade, precious, sh, ss, s, ch, sc, ti, si, ci
notion, mission, special
/zh/ measure, azure s, z
/ch/ cheap, future, etch ch, tch
/j/ judge, wage j, dge, ge
/l/ lamb, call, single l, ll, le
/r/ reach, wrap, her, fur, stir r, wr, er/ur/ir
/y/ you, use, feud, onion y (u, eu), i
/w/ witch, queen w, (q)u
/wh/ where wh
/h/ house, whole h, wh
Phoneme-Grapheme Correspondence
Phoneme Word Examples Common spellings
/ē/ see, these me, eat, key, happy, chief, ee, e__e, -e, ea, ey, -y, ie, ei
either
/ĭ/ sit, gym i, y
/ā/ make, rain, play, great, baby, eight, vein, a__e, ai, ay, ea, -y, eigh, ei,
they ey
/ě/ bed, breath e, ea
/ă/ cat a
/ī/ time, pie, cry, right, rifle i__e, ie, -y, igh, -i
/ŏ/ fox, swap, palm o, wa, al
/ŭ/ cup, cover, flood, tough u, o, oo, ou
/aw/ saw, pause, call, water, brought aw, au, all, w, ough
/ō/ vote, boat, toe, snow, open o_e. oa, oe, ow, o-
/ŏŏ/ took, put, could oo, u, ou
/ū/ [ōō] moo, tube, blue, chew, suit, soup oo, u_e, ue, ew, ui, ou
Phoneme-Grapheme Correspondence
Phoneme Word Examples Common spellings
/y/ /ū/ use, few, cute u, ew, u_e
/oi/ boil, boy oi, oy
/ow/ out, cow ou, ow
/er/ her, fur, sir er, ur, ir
/ar/ cart ar
/or/ sport or
Consonant Graphemes
Consonant Definition Examples
Grapheme
type
Single letters Single consonant letter can represent a b, d, f, g, h j, k, l, m, , p, r, s,
consonant phoneme t, v, w, y, z
Doublets Uses two of the same letter to spell one ff, ll, ss, zz
consonant phoneme
Digraphs Two letter combination that stands for th, sh, ch, wh, ph, ng (sing),
one phoneme none stands for alone gh (cough) [ck]
Trigraphs Three-letter combination “ -tch -dge
Consonants in 2-3 graphemes with separate sounds Scr, thr, cl, ft, lk, st (many
blends more)
Silent letter One represents the phoneme, the other kn, wr gn, ps, rh –mb, -lk, -
combinations is silent mn, -st
Combination These letters together stand for 2 quickly
qu sounds
Vowel Graphemes
Consonant Definition Examples
Grapheme
type
Single letters Single vowel letter can represent a cap, hit, gem, clod, muss,
vowel phoneme me, no, music
Vowel teams 2-3-4 letters stand for a vowel head, hook, boat, sigh,
weigh, toil, bout
Vowel-r A vowel followed by r, works in car, sport, her, burn, first
combinations combination with /r/ to make a unique
vowel
Vowel- The vowel-consonant-silent e pattern is gate, eve rude, hope, five
consonant-e a common spelling for a long sound
(Vce)
Syllable Patterns
Syllable type Definition Examples
Common Core
Standards
Appendix A
P. 17 and P.37
This is a link to the Florida Center for Reading Research Website. This site contains Student
FCRR
Center Activities for foundational skills practice. Explicit instruction would be needed prior to
engaging in these practice activities.
Check it out!
This is a link to the Florida Center for Reading Research Website. This site contains
Student Center Activities for foundational skills practice. Explicit instruction would
be needed prior to engaging in these practice activities.
Program Evaluation Recommendations
Belvins, W. (2006). Phonics from A to Z: A Practical Guide. New York NY: Scholastic
Carnine, D.W., Silbert, .J., Kame’enui, E.. J., Tarver, S. G., & Jungjohann, K. (2006). Teaching struggling and at-risk readers. Upper Saddle River NJ:
Pearson.
Cohen, V.L. & Cowen, J.E. (2011).Literacy for children in an informational age: Teaching reading, writing, and thinking. Belmont CA: Wadsworth
Cengage Learning.
Cunningham, P.M. (2011). Best Practices Teaching Phonological Awareness and Phonics. In L.M. Morrow, & L.B. Gambrell (Editors) Best Practices
in Literacy Instruction. New York, NY: Guilford Press.
Dahl, K.L. (2000). Rethinking Phonics: Making the Best Teaching Decisions. Heinemann
Ehri, L.C. & Deffner, N.D., & Wilce, L.S. (1984). Pictorial Mnemonics for phonics. Journal of Educational Psychology 76(5) 880-893.
Honig, B. Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook: For all educators working to improve reading achievement (2 nd. Edition).
Berkley, CA: Arena Press.
Kosanovich, M. & Verhagen, C. (2012). Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards:
Foundational Skills in the Common Core State Standards.
Kuhn, M.R., & Rasinski, T. (2011). Best practices in fluency instruction. In L.M. Morrow, & L.B. Gambrell (Editors) Best Practices in Literacy
Instruction. New York, NY: Guilford Press.
Kyle, F., Kujala, J., Richardson, U., Lyytinen, H., & Goswami, U. (2013). Assessing the Effectiveness of two theoretically motivated computer-assisted
reading interventions in the United Kingdom: GG Rime and GG Phoneme. Reading Research Quarterly, 48(1), pp 61-76.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its
implications for reading instruction. Washington DC: National Institute of Child Health and Human Development.
References
Pinnell, G.S. & Fountas, I,C. (1998). Word matters: teaching phonics and spelling in the reading/writing classroom.
Portsmouth NH: Heinemann.
Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. New York NY: Guildford Press
Samuels, S.J. (2002). Reading Fluency: Its Development and Assessment. In What research has to say about reading
instruction (3rd ed.) Delaware: IRA
Schwanenflugel, P. ( 2008). Fluency development and whole class instruction: Approaches for shared reading. In M.R.
Kuhn, The hows and whys of fluency instruction. Boston, MA: Pearson.
Shanahan, T. (2013). Common Core State Standards in the Primary Grades. Presentation, Retrieved from:
https://sites.google.com/site/summer2013ccss/home/summer-2013-presentations
Stahl, S.A., Duffy-Hester, A.M., & Dougherty Stahl, K.A. (1998). Everything you wanted to know about phonics (but were
afraid to ask). Reading Research Quarterly, 33(3).
Stahl, S.A., & Heubach, K.M. (2005). Fluency-Oriented Reading Instruction. Journal of Literacy Research, 37(1) p. 25-60.
Vaughn, S., Wanzek, J. & Murray, C.S. (2012). Intensive Interventions for students struggling in reading and
mathematics: A practice guide. Portsmouth NH: RMC Research Corporation, Center on Instruction.
Vaughn, S. & Linan-Thompson, S.L. (2004). Research-Based Methods of Reading Instruction, Grades K-3. Alexandria VA:
ASCD.
Other Sources
www.fcrr.org
www.centeroninstruction.org
www.readingrockets.org
www.teachersdomain.org
www.readwritethink.org
www.pinterest.com
www.teachingchannel.org
www.readnaturally.com
www.scholastic.com
www.education.pitt.edu
www.textproject.org
www.cast.org
http://www.educationalleader.com