Download - The BIG FIVE Components of Reading Phonics
The BIG FIVEComponents of Reading
Phonics
The Big Five Components of ReadingObjectives
At the end of this series of staff development, you will be able to– Identify the Big 5 of Reading and how you
assess each
– Discover where the Big 5 are present in your literacy instruction
– Be intentional in planning so the Big 5 are present in all your lessons
The Big 5 Components of Reading
Comprehension
PhonicsVocabulary
Phonological ProcessingPhonological
Processing
Phonological Awareness
Rapid serial naming
Articulation speed
Verbal short term memory
Phonemic Awareness
Syllable Awareness
Word Awareness
Phoneme Categorization
Phoneme Blending
Phoneme Isolation
and Identity
Phoneme Segmentation
Phoneme Manipulation
Rhyming
PhonicsObjectives
You will be able to
– Define Phonics and its components
– Learn how we assess Phonics
– Discover where Phonics is present in your literacy instruction
– Be intentional in teaching Phonics
Vocabulary
• Graphic awareness
• Synthetic phonics
• Analytic phonics
• Structural analysis
• Elkonin Boxes
Common Core StandardsReading Standards: Foundational Skills (K-5)
• Look over the standards for your grade
level
• Look over the standards to see the progression of phonics skills across the grade levels
Independent Reading
Writing
Word WorkSupported
Reading
Balanced Literacy
Phonics
The relationship between the sounds of a spoken language and the letters of a written
language
PhonicsGraphic Awareness
Letter identificationConcepts about printSpaces between words
Synthetic PhonicsBlending Consonants Vowels
Digraphs (th, sh, wh, ch)Dipthongs (au, aw, oi, oy)
Analytic PhonicsPatterns in words
Word families
Vowel PatternsClosedOpen
Silent ‘e’Double vowels
Bossy ‘r’
Structural AnalysisPrefixesSuffixes
Compound wordsContractions
Syllabication patterns
Graphic AwarenessConcepts About Print
• How a book works – front, back• Title• Where to begin reading, which way to go• Punctuation• 1:1 matching• What is a word? Sentence? Letter?
Page 20 in handout
Teaching the Letters and Their Sounds
Learning letters in English is a hard task because:
Problems with Graphic AwarenessPhonics: Letter-Sound Association
• Letters are abstract shapes and convey no meaning
A B C D E F G H Δ Φ Ψ έ Њ Ѓ Ђ ж
Problems with Graphic AwarenessLetter Names May Sound Alike
B “bee” P “pee”
D “dee” T “tee”
Problems with Graphic AwarenessLetter Shapes May Be Similar
b d p q h n u m
V W M l i j
Problems with Graphic AwarenessLetter Forms May Be Different
A a a G g g
D d E e
Problems with Graphic AwarenessLetter Sounds in Letter Names
Letter names that begin with the letter sound:b = ‘bee’ k = ‘kay’ t = ‘tee’
Letter names that end with the letter sound:f = ‘eff’ l = ‘ell` x = ‘ex’
Letter names not containing the letter sound:c = ‘see’ h = ‘aich’ w = ‘double u’
Principles of Teaching Letter-Sound Association
• Teach sequentially and systematically
• Teach directly and explicitly
• Teach to mastery and automaticity
• Use multisensory strategies
• Teach sound to letter and letter to sound
Teaching the Sounds of LettersMulti-Sensory
Use picture cues and motions:Pam the lamb cries when she is hungry. She says, “a a a”
The bouncing ball bounces all over the floor. “b b b”
e = Jen’s Heni = Pickles the Pigo = Bob the FoxU = Tubby the Tugboat Page 21-22ff in handout
Drills for Letter-Sound Association
• Flash cards for letter names – both capital and lower case
• Flash cards for letter sounds. Use both capital and lower case.
• Work with 3-4 letters at a time:– Sand– Shaving cream
• Do not allow guessing
Letters
Consonants: b c d f g h j k l m n p q r s t v w x y z
Vowels: a e i o u Sometimes y w
R-controlled: ar, or, er/ir/ur
Digraphs: sh, ch, wh, th, th, ng n(k)
Diphthongs: oo, oo, ow, ou, aw, au, oi, oy
Analytic Phonics• Patterns in words (the mind is a pattern seeker)• Word families
– Teach the 37 most common rimes that make up 500 primary grade words
– Teach one at a time
– When children start to see the things words have in common, they see the relationship among words. This makes it easier for them to recognize and spell the words
See handout p. 23-24
Synthetic PhonicsMoving to Blending of Sounds
Begin with a small set of items
Vowels: a (begin with short vowels)Consonants: b t s f m
Words: at, am, bat, tab, sat, Sam, fat, mat
As soon as the “story” and actions for each letter sound are taught, begin to blend the sounds into words.
Synthetic Phonics Teaching Blending
For “dog”1. Write d, Point: Sound2. Students: /d/3. Write o, Point: sound4. Students: /o/5. Slide under do, Blend Blend through the vowel6. Students: /do/7. Write g, Point: Sound8. Students: /g/9. Slide under dog, Blend10. Students: /dog/11. What’s the word?12. Students: dog
Synthetic Phonics Blending with long vowel
Mile:
Write m. Point. Sound? /m/Write i_e. Point. Sound? /i/Blend. Slide /mi/Write l in blank. Point. Sound? /l/Blend. Slide /mil/What’s the word? mile
Synthetic Phonics Blending 2 syllables
Replace:Write r. Point. Sound? /r/Write e. Point. Sound? /e/Blend. Slide /re/Cover re. Write p. Point. Sound? /p/Write l. Point. Sound? /l/Write a__e. Point. Sound? /a/Blend. Slide. /pla/Write c. Point to ce. Sound? /s/Blend. Slide /plas/Uncover first syllable. Blend. replaceWhat’s the word? replace
Synthetic Phonics You try it
bad show
make hi
flour steal
law nighttime
Vowel PatternsSix Types of English Syllables
CLOVER
Closed: vc, vcv at, henle: (consonant +le) lit/tleOpen: v, cv I, heVowel teams: v+v eat, see
Vowel whiners: au, aw, oy, oi, etc.E: silent e, vowel-consonant e likeR: r-controlled, v+r far, for, her, bird, fur
HO 25
Vowel PatternsClosed Syllable/Open Syllable
Closed (short vowel) Open (long vowel)
rock goask meclub fluwest hi
HO 26-27
Vowel PatternsSilent e
When a word or syllable ends in e, the e gives up all its power to make the vowel long. The ending e becomes silent.
make Pete mike
bone use a__eHO 28
Vowel PatternsVowel Teams - Vowel Walkers
When two vowels go walking, the first one does the talking and the second one is silent.
team day feet
toe aim flue
foal pie fruit
May include consonants: igh, eighCan also be short sound: bread HO 29
Vowel PatternsVowel Teams - Vowel Whiners
(Diphthongs)2 vowels go together to make a new sound:
au, aw fault, hawk
oi, oy coil, boy
ou, ow shout, cow
oo long: moon
short: foot HO 30
Vowel PatternsR-controlled
Vowel plus r. R changes the sound of the vowel.
farm for
/er/ spelling most to least common:er ir urher bird fur
HO 31
Structural AnalysisRules for Syllabication
• Count syllables
• Most common types of syllables:– Consonant + le– VC/CV– V/CV– VC/V
HO 35
Structural Analysis Syllables: Consonant + le
• -le grabs the consonant before it and makes a syllable; vowel sound is a schwa: e
able a/ble
handle han/dle
True 100% of the time in English HO 36
Structural Analysis Syllables: VCCV
• When there are 2 consonants between the vowels, divide between the 2 consonants (closed syllable)
goblin gob/lin
cotton cot/ton
silver sil/ver Vowel is short
complex com/plex
hundred hun/dred
instruct in/struct HO 36
Structural Analysis Syllables: V/CV
• When there is only 1 consonant between the vowels, we usually divide before the consonant
(open syllable)
romance ro/mance
rodent ro/dent
famous fa/mous Vowel is long
pecan pe/can
dethrone de/throne HO 37
Structural Analysis Syllables: VC/V
• Sometimes when there is one vowel between the consonants, we divide after the consonant (closed syllable)
satire sa/tire sat/ire
socket sock/et
desert des/ert
Vowel is short HO 37
Teaching SyllabicationSpot and Dot
1. Count the number of syllables Random = 2 syllables = you will hear 2 vowels in this
word.2. Find the first two vowels you hear and put a dot above
them.. .
random3. Draw a line between the 2 dots
. .
random4. There are 2 consonants between the dots. Divide
between them.5. What kind of syllable is ran? Closed = short vowel6. What kind of syllable is dom? Closed = short vowel7. Pronounce word - random
HO 40
Teaching SyllabicationSpot and Dot
1. Count the number of syllableshotel = 2 syllables = you will hear 2 vowels in this word.
2. Find the first two vowels you hear and put a dot above them.
. .
hotel3. Draw a line between the 2 dots
. .
hotel4. There is 1 consonant between the dots. Divide before it
(usually).5. What kind of syllable is ho? Open = long vowel6. What kind of syllable is tel? Closed = short vowel7. Pronounce word - hotel
Teaching SyllabicationSpot and Dot
1. Count the number of syllableslemon = 2 syllables = you will hear 2 vowels in this word.
2. Find the first two vowels you hear and put a dot above them.
. .
lemon3. Draw a line between the 2 dots
. .
lemon4. There is 1 consonant between the dots. Divide before it
(usually).5. What kind of syllable is le? Open = long vowel6. What kind of syllable is mon? Closed = short vowel7. Pronounce word – lemon8. Sometimes the division goes after a single vowel
lem on lem=closed=short vowel on=closed=short vowel
You try it!
com pu ter
fan tas tic
de stroy
Copy Me Teaching: computer
You try it:
fantastic
destroy
Structural Analysis
• Prefixes
• Suffixes
• Compound words
• Contractions HO 41-
44
Segmenting Words (Writing Skill)
Elkonin Boxes:1. Say the word2. Stretch the word3. Stretch the word counting sounds4. Make that number of boxes5. Slide a marker into each box as you make the
sound6. Later: Ask what sounds are heard and put out
letters for those sounds7. Later: Write the letters that make the sounds
in the boxes
Elkonin Boxes - Introduction
Elkonin Boxes – Sound/Spelling Connection
h a t
Elkonin Boxes – Independence
m a n
l a t e
l i t et l
You Try Elkonin Boxes
• Make boxes for spike
lamb
dream
spoon
You Try Elkonin Boxes
• Make boxes for spike
lamb
dream
spoon
es p i k
bmal
maerd
noops
Principles of Phonics Instruction
• Provide explicit instruction
• Model the skills
• Connect the sounds and the letters
• Use manipulatives
• Teach simple to complex
• Pronounce sounds correctly
• Provide guided practice
Assessing Phonics
• Please turn and talk about the ways you assess phonics and if this is sufficient
PhonicsGraphic Awareness
Letter identificationConcepts about printSpaces between words
Synthetic PhonicsBlending Consonants Vowels
Digraphs (th, sh, wh, ch)Dipthongs (au, aw, oi, oy)
Analytic PhonicsPatterns in words
Word families
Vowel PatternsClosedOpen
Silent ‘e’Double vowels
Bossy ‘r’
Structural AnalysisPrefixesSuffixes
Compound wordsContractions
Syllabication patterns
Resources for Teaching Phonics
• http://education.uncc.edu/bric/reading resources.htm
– Letter Naming Fluency Classroom Activities– Nonsense Word Classroom Activities
• Handouts• Put Reading First• fcrr.org – Florida Center for Reading
Research• Cool Tools• Words Their Way
Imagine It and Phonics
• Please take out your manual and find where your grade level standards for phonics are taught
PhonicsObjectives
• You will be able to
– Define Phonics and its components
– Learn how we assess Phonics
– Discover where Phonics is present in your literacy instruction
– Be intentional in teaching Phonics
Vocabulary
• Graphic awareness
• Synthetic phonics
• Analytic phonics
• Structural analysis
• Elkonin Boxes
Common Core StandardsReading Standards: Foundational Skills (K-5)
• Look back over the standards for your
grade level
• Talk with your partner about how you will not only teach the standards for your grade level, but teach previous standards for students who need them
Vowel PatternsConsonant + le
The –le grabs the consonant before it and makes a syllable. The vowel sound is a schwa:
fid/dle peo/ple fa/ble
You do it:trouble wiggle abletrou/ble wig/gle a/ble
e