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Decoding Instruction: How do we teach
more advanced phonics & fluency skills?
Letter-sound correspondence
Phonics analysis
Structural analysis
Contextual analysis
Multisyllabic strategies
Decoding Irregular Words
1
Content Objective
• Given student assessment data on a phonics
skills assessment, teacher candidates will plan
a week of phonics instruction using effective
principles of sequencing and teaching phonics
instruction (as described in Carnine et al. and
class notes)
– (This will be assessed on the decoding assignment
rather than on a class quiz)
2
Language Objective
• Given a week’s worth of phonics lesson plans,
teacher candidates will deliver a sample
phonics lesson using effective instructional
delivery elements (as described in the
Teaching Reading Sourcebook; Carnine et al.;
and class notes)
– (This will be assessed by modeling a lesson in class
rather than on a class quiz)
3
Phonic Analysis
• Teach letter sound correspondences
– Long /short vowels sounds, most common sounds
• Teach common consonant digraphs
– sh, th, wh, ch, kn, ph, wr, qu
• Teach common vowel digraphs
– ai, ay, au, aw, ea, ee, igh, oa, oo, ou, ow, oy
• Teach r and l controlled vowels
– ar, er, ir, or, ur, al, ol
• Teach students to recognize these items in
words and in text
Know Letter
– graph, haunt, thirst, cloak
Combinations on
Table 8.1
4
Structural Analysis:
Know affixes (prefixes & suffixes)
• Teach common prefixes
–un, a, be, re, de
• Teach common suffixes
Know Affixes from
Table 10.8
–er, ing, ed, -y, est, le, ic, ful, ly
• Teach students to recognize items in words
and in text
– Batter, funny, alive, refill, sadly, comic
5
VCe and VCe Derivatives
• Teach VCe rule
–made, time, hope, fine, cute
• Teach VCe derivatives
–hoping, hopping, likely, useful
• Teach students to recognize items in words
and in text
Know VCe pattern
words (pp. 123-126)
6
Multisyllabic Strategies
• Teach common prefixes
–inter, pro, con, ex, trans
• Teach common suffixes
–ment, able, ful, ence, ture
• Teach students to recognize in words / text
– interact, movement, protection
Table 10.8
7
Instructional Scaffolding
• Teach the most common items first:
– er
ing
wh th
ar
ch
• Introduce item in isolation:
– Introduce one new combination and practice with
other mastered combinations
• Practice new combination in word lists
– Design prompted word lists to practice recognizing
and reading new combinations in words
• Practice in isolation and word lists over several days
• Read in context of passages / stories
– Check for generalization of the skill
8
Table 8.1
9
Phase 1
• Introduce item in isolation:
– Introduce one new combination and practice with
5-6 other mastered combinations
• Practice new item in word lists
– Design prompted word lists to practice recognizing
and reading new combinations in words
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Use explicit strategies…
• Model the new skill
– Tell students the new sound
• Guided Practice
– Students read new sounds
several times with other
mastered sounds
• Check for Mastery
– Ask an individual to read the
new sounds and a few review
sounds
New skill: oo
oo
er
ea
oo
ing
sh
ar
oo
11
Teaching Procedure
• Model
– Here’s a new sound. These
letters usually say ‘oooooo”
– What do these letters usually
say?
• Guided Practice
– Read these sounds when I
touch them.
• Check for Mastery
– Call on individuals to read a few
sounds.
New skill: oo
oo
er
ea
oo
ing
sh
ar
oo
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Phase 1
Prompted Words List
• Practice the new sound in a
prompted word list.
– Provide prompt (underline) to
help students recognize the
new combination in words.
• Read combination first, then
whole word.
• Go back to the top and read
the whole word.
cool
shoot
soon
bean
cart
mood
quit
tool
13
Teaching Procedure for Phase 1
• Touch under the letter combination
– What sound?
– What word?
• Repeat with all the words in the
list.
• Return to top and have students
read the whole word:
– What word?
• Call on individuals to read a few
words
cool
shoot
soon
bean
cart
mood
quit
tool
14
Correcting Errors
• If students miss the letter
combination:
– Model the sound, then ask, “What
sound?” and then, “What word?”
– Go back to top of the list
• If students misread the word:
– Model the word, then have students
identify sound, then the word: “What
sound?” “What word?”
– Go back to the top of the list
cool
shoot
soon
bean
cart
mood
quit
tool
15
Phase 2
If students do well with Phase 1, move to Phase 2:
• Continue to review new combination
– Practice with 5-6 previously introduced letters
combinations
• Practice new combination in word lists
– Design partially prompted word lists to practice
recognizing and reading new combinations in
words
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Phase 2 - review sounds in isolation
• Model
– Remember our new sound. These
letters usually say ‘oooooo”
– What do these letters usually say?
• Guided Practice
– Read these sounds when I touch
them.
• Check for Mastery
New skill: oo
oo
wh
ea
oo
ar
er
sh
oo
– Call on a few individuals to read a
few sounds
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Phase 2
Partially Prompted Word List
• Use different words each day.
• Provide prompt (underline) to help
students recognize the new
combination in the first half of the
list.
• Read combination first, then whole
word for first half of list.
• Go back to the top and read the list
by whole word only.
pool
shoot
cloak
spoon
least
moon
shack
hoop
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Teaching Procedure - Phase 2
• Touch under the letter combination
– What sound?
• Read whole word
– What word?
• Continue with the prompted words
• Go back to the top of the list and read
the whole word
– What word?
• Call on individuals to read a few words
pool
shoot
cloak
spoon
least
moon
shack
hoop
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Correcting Errors
• If students make errors,
provide strategy correction.
• Touch under the
combination, and ask:
– What sound?
– What word?
• Go back to the top of the
list and read each word
again with the specified
procedure.
pool
shoot
cloak
spoon
least
moon
shack
hoop
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Phase 3
• If students do well with Phase 2,
move to Phase 3:
New skill:
• DO NOT provide a model
oo
– Remember our new sound.
ea
– What do these letters usually say?
ar
• Guided Practice
– Read these sounds when I touch
th
them.
oo
wh
oo
er
oo
• Check for Mastery
– Call on a few individual to read
several sounds.
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Phase 3
Unprompted Word List
• Use different words each day.
• Remind the students to look for
the new sound in words, but have
them only read the whole word.
• Errors: Reinforce the strategy by
touching under the combination
– What sound?
– What word?
– Go back to the top of the list
fool
wheat
stoop
roast
shun
moose
tenth
smooth
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Teaching Procedure - Phase 3
• Remind students to look for letter
combinations they know
– Remember your sounds, don’t
get fooled.
• Read whole word
– What word?
• Call on individuals to read a few
words
• Errors? Use strategy correction:
– What sound? What word?
– Go back to the top of the list
fool
wheat
stoop
roast
shun
moose
tenth
smooth
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Designing Word Lists
• Approximately 8-10 words
• In Phase 1, the first 2-3 words should
contain new letter combination.
• In Phases 2 & 3, the first 1-2 words
should contain the new combination.
• One-half to one-third of the list should
contain new combination.
• When possible, include words that will
appear in story reading passages
pool
shoot
spoon
cloak
least
moon
shack
hoop
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25
• Decoding Assignment:
– Apply the principles you learned to
• Identifying what letter sound or phonic elements to teach
and in what order
• Planning how to teach the letter sounds/phonic elements
in isolation and in word reading exercises explicitly
• Planning how to systematically review so that students
learn it to mastery and maintain and generalize reading
the sounds in isolation and words
26
Word Sort (Practice Quiz)
Put the following words into 4 categories according to the decoding strategy:
Regular words made
up of most common
sounds
One and two syllable
Regular VCe pattern
words
One and two syllable
Words with common
letter combinations
Words made up of
affixes
(Table 8.1)
(10.8)
one and two syllable
One and two syllable
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Word Sort
pocket seesaw cupcake
depend
filling
smoke
kitten
mouth stripe
seven
regret
velvet
charcoal
runner
walnut
shave
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Word Sort Answers
Put the following words into 4 categories according to the decoding strategy:
MCS
pocket kitten
seven
velvet
VCe
cupcake smoke
stripe
shave
LC
seesaw walnut
mouth charcoal
Affixes
depend filling
regret
runner
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Adding -ed endings to words
• How to you say this affix in isolation?
-ed
• Problem?
–jump + ed = jumped
–humm + ed = hummed
–start + ed = started
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Teaching -ed endings
(see p. 123, 124)
• Provide verbal practice adding -ed to words
-ed
hop lift hand rub
• Then practice reading words with -ed endings in
words lists
hummed
begged
tripped
jumped
handed
lifted
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Teaching VCe Derivatives
• Problems: some word change spelling patterns
when adding endings
– pin + ed = pinned
– pine + ed = pined
– make - er = maker
• Text recommendation:
– Recognize base word, read word with ending:
likely baker hopped tamer hoped
– Then teach strategy for discriminating CVCe
derivatives from CVC derivatives
32
Teaching CVCe Derivatives
(p. 126)
• Discriminate:
– Some of these words have one
consonant after the underlined
vowel.
– Some of these words have two
consonants after the underlined
vowel.
• Teach the rule:
– two consonants come next, we say
the vowel’s sound.
– If one consonant comes next we
say the vowel’s name.
hoping
taping
filling
tapping
roping
batting
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Teaching CVCe Dervatives
(p. 126)
•Apply the rule:
–Are there two
consonants or one?
–Does the vowel say its
name or its sound?
hoping
taping
filling
tapping
–What sound (or name)?
roping
–What word?
batting
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Recommended Curriculum
• Phonics for Reading
– Publisher: Curriculum Associates
– Levels 1, 2, 3
– Appropriate for Grades 1-8
and ESL
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Recommended Curriculum
• REWARDS and REWARDS PLUS
– Publisher: Sopris West
– Appropriate for Grades 4-12
– Decoding Multisyllabic Words
– Fluency
– Rate Building
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