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Phonics and Decoding EDRD 521 • Phonics instruction must be explicit and systematic. Systematic, explicit phonics refers to an organized program where letter-sound correspondences for letters and letter clusters are directly taught, blended, practiced in words, word lists, and word families. Phonics Lesson in a K-1 Classroom The best language arts instruction will include explicit and systematic lessons in sounds and their symbols, and it will link this instruction to the reading of decodable texts. The best language arts instruction will also immerse children in rich language by reading to them from a wide variety of texts (both narrative and expository) and by providing access to rich texts. Decodable Texts Research asserts that from the beginning of first grade and in tandem with basic phonics instruction, the most appropriate materials for independent reading are decodable texts. Most new words in these texts should be wholly decodable on the basis of phonics that students have been taught. Sight words should be familiarized ahead of time so that they will not divert this purpose. • The main purpose of decodable texts is to develop automaticity in word recognition. • Four common methods for teaching children to blend sounds in words are: Whole-Word Blending Sound-by-Sound Blending Vowel-First Blending Rime-First Blending • The first letter is revealed and its sound is practiced in isolation. • /s/ • The second letter is revealed and its sound is practiced in isolation. • /a/ • Then the first two letter sounds are blended together. • /sa/ • The third letter sound is practiced in isolation. • Then all three letter sounds are blended and the word is read. • /t/ • sat • Vowel-First Blending with ConsonantVowel-Consonant Words • Rime-First Blending with ConsonantVowel-Consonant Words Teach several of the continuoussound consonants (m, s, f, l, r, n, h, v, w, z) because these continuous sounds can be more easily blended with short vowel sounds. Teach one of the vowel sounds that can be combined with several of the consonant sounds to make simple words (am, an, as, man, Sam). Teach students to blend these sounds into words. Use decodable texts that include some sight words to allow children to practice blending sounds into words. • Teach other continuous and stop-sound consonants –(b, c, d, g, p, t, j, k, y, x, q) and other short vowels and give practice blending sounds into words (at, pat, pats, tap, taps, map, mat, mats). • Teach consonant digraphs (sh, ch, th, wh). –Teach consonant digraphs with short vowel and consonant patterns (ship, this, chop, fish, with). • Teach silent-e-marker words (final e makes vowel long). – Teach students how the silent-e-marker changes the sound of the vowel from a short vowel sound to a long vowel sound (tap-tape, hop-hope, rat-rate). – Continue to use decodable texts that allow students to practice blending sounds into new word patterns. • Teach vowel digraphs/diphthongs (ie, oa, ee, ai, oi, oy) and r-controlled vowel patterns (fur, smart, jar, fir).. – Teach common vowel digraphs in the context of words (oa-soap, ea-leak, ai-pain, ee-see, oi-coin). Teach rcontrolled vowel patterns (fur, smart, jar, fir) along with vowel digraphs. • Teach multi-syllabic word patterns. – As you teach each new phonics pattern give students the opportunity to practice that pattern in the context of real reading. At first use decodable texts which control the text by using phonics patterns with some sight words. As children move into long vowel patterns, the texts can be less controlled. • Automaticity is fluent processing of information that requires little effort or attention, like recognizing letter sounds or reading sight words. It involves the ability to recognize a word (or series of words) in text effortlessly and rapidly. • Automaticity is fluent processing of information that requires little effort or attention, like recognizing letter sounds or reading sight words. It involves the ability to recognize a word (or series of words) in text effortlessly and rapidly. • Automaticity is needed at the Pre-K and kindergarten levels in orally blending and segmenting sounds and recognizing letters and generating letter sounds. • • Automaticity is fluent processing of information that requires little effort or attention, like recognizing letter sounds or reading sight words. It involves the ability to recognize a word (or series of words) in text effortlessly and rapidly. Automaticity is needed at the Pre-K and kindergarten levels in orally blending and segmenting sounds and recognizing letters and generating letter sounds. • Automaticity in word recognition is essential as students begin to read. Automaticity in processing sounds, letters and/or words must be reached in each reading phase or stage. • “Recognition of printed words depends on the ability to map speech sounds to letter symbols - the alphabetic principle - and to recognize letter sequences accurately and quickly - orthographic processing. The majority of poor readers who read below the 30th percentile in the intermediate and upper grades have either pronounced or residual needs for instruction in these basic skills.” They cannot read so they do not like to read Over time their comprehension skills decline because they do not read, and they also become poor spellers and poor writers. Reading is labored and unsatisfying so they have little reading Because they experience have not read much, they are not familiar with the vocabulary, sentence structure, text organization, and concepts of academic book • Uses of Different Types of Literature in Beginning Reading Instruction • Uses of Different Types of Literature in Beginning Reading Instruction • Decodables – Whenever possible, these should have visual support to assist in comprehension and ELD lessons preceding the decodable text lesson. – These should use more common vocabulary that makes sense. (Not “The ball tags the cab. Nan dabs the cab.” • Uses of Different Types of Literature in Beginning Reading Instruction • Decodables – Whenever possible, these should have visual support to assist in comprehension and ELD lessons preceding the decodable text lesson. • Student / Teacher Generated Text • Student/Teacher generated stories using sound/spelling patterns that have been taught and practiced should be used as a basis for reinforcing phonics instruction. • • Student / Teacher Generated Text Student/Teacher generated stories using sound/spelling patterns that have been taught and practiced should be used as a basis for reinforcing phonics instruction. • High Quality Trade Books – For English Language Learners, a special emphasis needs to be placed on building academic language. – Use these to explicitly model and develop vocabulary and syntax. LINKING READING AND SPELLING DEVELOPMENT OF WORD RECOGNITION (Ehri, Perfetti) Letter Name Incidental Knowledge Visual Cues Partial Phoneme Awareness LOGOGRAPHIC SELECTIVE CUE PHASE Recognition of “Chunks” GraphemePhoneme Connection s More Elaborated Phoneme Awareness Sequential Decoding and Fluent Analogizing to Larger Units Phoneme, Syllable Morpheme Speech-Print Connections Phoneme and Morpheme Awareness MATURE NOVICE ORTHOGRAPHIC ALPHABETIC ALPHABETIC SPELLING-SOUND PHASE AUTOMATIC PHASE