Looking at Word Study

Sharing What We Know and Learned

From Readings – What did you From Readings – What did you learn that you want to remember?learn that you want to remember?

What did you learn What did you learn from the research from the research reports that you didn’t reports that you didn’t know and want to know and want to remember?remember?

What did you What did you learn from your learn from your book?book?

Some Teaching Ideas Some Teaching Ideas or Games for Future or Games for Future Use and SharingUse and Sharing

Phonemic Awareness

What is it?

“Phonemic awareness refers to a child’s understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds.”

From International Reading Association and the National Association for the Education of Young Children 1999). Learning to Read and Write: Developmentally Appropriate Practice for Young Children (p. 10).

A Great Resource

IRA’ s Position Statement on Phonemic Awareness

http://www.reading.org/General/AboutIRA/PositionStatements/PhonemicAwarenessPosition.aspx

Phonemic Substitution

Teaching phonemic awareness centers on just the teaching of sounds. For a demonstration of phonemic awareness instruction, go to

http://video.google.com/videoplay?docid=8184985641242774020

Underlining Literacy Principle in Learning Phonics

To have many experiences working with written symbols so they can learn how to look at letters and use this information to read and write.

To explore words and learn how words work so they can use this information to read and write.

From Words Matter (page 12)by G. S. Pinnell and I. Fountas

Phonics Instruction

Important Terms: Synthetic Phonics – Synthetic Phonics – Going from sounds and letters

to words – The Open Court Reading Program is an example of this type of phonics instruction.

Analytical Phonics – Analytical Phonics – Learning phonics through associations such as onset and rhyme (If c-a-t is cat, the b-a-t would be bat.) or looking for little words in big words – Making Words by Pat Cunningham is an example of this type of phonics instruction. (I will

demonstrate this next week in class). Embedded Phonics – Embedded Phonics – Going from a piece of text to a Going from a piece of text to a

generalization that can be taught by using it. For generalization that can be taught by using it. For example, you may have a piece of text with a lot of example, you may have a piece of text with a lot of

short a words in it so you teach short a.short a words in it so you teach short a.All types were included in the National Reading Panel

Report and research did not indicate one being more effective than another.

Systematic Instruction: Definitions Systematic Instruction: Definitions from Different Perspectivesfrom Different Perspectives

“Lessons as involving direct instruction (often in teacher-scripted, whole-class lessons) and learner practice in materials crafted to emphasize specific phonics concepts” (Adams & Bruck, 1995; Beck & Juel, 1995; Chall, 1967/1983; Ehri, 1991; Foorman, Francis, Fletcher, Schatschneider & Mehta, 1998)

“Instruction is systematic when it is planned, deliberate in application, and proceeds in an orderly manner. This does not mean a rigid progression of ‘one size fits all’ instruction” (Strickland, 1998)

From Building a Knowledge Base in Reading, 2nd Edition

By Jane Braunger & Jan Patricia Lewis

Analytical PhonicsAnalytical Phonics

“ They know the skills. They just don’t use them.” These words express the frustration felt by many teachers who spend endless hours teaching phonics only to find that the skills that are demonstrated on a worksheet or a mastery test often don’t get used where they matter – in reading and writing” (page 1).

From Phonics They Use by Patricia Cunningham

Analytical Phonics – Analytical Phonics – Some StrategiesSome Strategies

Looking at small words in big words

Onset and rhymeBuilding words using rhyming

patternsSortingLooking at what you know

Embedded Phonics

Going from reading material to word analysis

Teaching what children need at the time – letting the story or poem come first and then the phonics instruction

Materials for Embedded Phonics Approach

Anthologies Poetry Trade Books“…providing children with the opportunities to

reconstruct the functions and uses of written language without the intrusion of prepackaged training programs” (p. 34).

From a Child’s Point of View

By Denny Taylor

Factors for Why Children Don’t Get It

Ear Infections – If children have ear infections, they have problem hearing pure sounds for at least six months afterwards. For these children, analytical phonics is the most appropriate choice.

Learning Disabilities – These children need a multisensory, combination approach.

Learning Strengths (not considered in instruction) – Children with auditory strengths do well in an synthetic phonics program and children with visual strengths do much better in an analytical approach.

Moving In and Out of programs – Unfortunately programs have a different scope and sequence in how phonics skills are taught. Therefore, students who move from school to school often have problems with missing important skills. These children need to be tested with an assessment like the El Paso (taught in REED 609) which will show where the deficits are and what needs to be taught.

Always make sure to consider the following multi-sensory strategies which are very important to phonics instruction:

Can they visually make a connection? If a student needs auditory reinforcement, is it

available? If they need it, can they manipulate something

to reinforce learning? Can they move with it? Moving around is crucial

for learning for some students especially those who are hyperactive.

In the next class, some examples of these different types of reinforcements will be shared.

Important Considerations Learned by All Approaches for Phonics

Instruction

Explicit, direct, and sequential instruction

Syllabication Morphology – breaking words into

meaningful parts

Don’t forget – sight words and Don’t forget – sight words and applying generalizations in real applying generalizations in real contextscontexts

Orton Gillingham Approach

Systematic Rules Introduced and Reinforced Multi-sensory Combines analytical approach with

synthetic orientation (put sounds together but often in chunks)

Resources

Using Orton Gillingham, You would:

Slowly teach each phoneme (small chunk such ot, it, em, oa, etc.) and give students an opportunity to see it, say it, feel it and write it

For more information about this approach, go to the following website:

http://www.everyone-can-read.com/index.php?id=61

5 Word Attack Strategies

Blank ItFrame ItBlend ItBreak ItAsk It

From the University of Maryland Reading Clinic

Blank It!

Read to the end of the sentence.

Or Start the sentence again.

What word makes sense in the sentence?

(Cloze procedure?)

The Role Invented Spelling Plays in Word Study

Often parents ask questions about invented spelling. This video may help answer those questions:

http://video.google.com/videoplay?docid=7547026574733408588&q=readingrockets+teach

Cloze Procedure RouteCloze Procedure Route to Using Context Clues to Using Context Clues

Choose short passage with a challenging word in the first sentence. Type the passage on a transparency or a Powerpoint slide.

Cover the challenging word. Reveal the first sentence with the challenging word covered. Have the students try to guess the correct word. Record the

guesses. Reveal the next second sentence and record guesses again. Uncover the first letter and record guesses again. If they still haven't gotten the word, highlight some of the

hints in the passage. Once they get the word, create a chart with all of the different

clues to the word. Adapted from The Vocabulary Enriched Classroom, Block

& Mangieri, 2005.

Frame It!

Look back at the word.Look at the beginning sound.

Use the sounds you know.In the TU Reading Clinic we have found that

teaching children to track (sweeping their fingers under the text when they are reading) improves focusing their attention on the letters within the word.

Blend It!

Still don’t know it (notice this is not first)

Use your strategy for sounding out.

Caution: You don’t want students to do this for every word. Teaching children only this strategy causes fluency problems.

Break It!

Is it a big word?How can you break it up?Look for prefixes, suffixes, root words

(The analytical approach)

If all else fails …

Look at the following strategies in your Course Handbook:

What To Do When I Am Stuck (Reading Recovery)

VAKT Erase the Word Concentration

What Do Our Books Tell Us

In your books, examine our texts for recommended phonics instruction and share examples of the following in your blog response:

Synthetic PhonicsSynthetic Phonics Analytical PhonicsAnalytical Phonics Embedded PhonicsEmbedded Phonics

Also, share any unique features that you Also, share any unique features that you saw in your book which could be very saw in your book which could be very helpful for teachers. If after doing the helpful for teachers. If after doing the reading and this PowerPoint, you have reading and this PowerPoint, you have some word study questions, post them in some word study questions, post them in your blog response.your blog response.

Blog for Word Study

On the blog for word study, share some of your new learning about phonics that you have after reading your book. Additionally, share any questions that you still may have. If there is something in your book that you really liked, share that. Make sure to state in your blog response what book you read.