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