Word Recognition: Phonics, Word Families And The
Word Recognition:Phonics, Word FamiliesSPC ED 587And the Research says. . . Ability to decode is NOT strongly linked tointelligence Working memory (short-term) IS a factor inbeing able to decode, as is developmentof phonological awareness .Connors et al. (2001)Types of Word Recognition(Attack) Skills: Phonics – teaching letter-soundrelationships Onset/rime – using word familiesapproach to decode words Structural analysis – identification ofindividual meaning elements Sight words – high-frequency vocabularywords learned by memorization1
Phonics is both knowledge of letter-sound relationships reading instruction that teaches studentsto make the connections betweenphonemes (sounds) and the graphemes(letters)Phonics Instruction Analytic (implicit)Whole – Part – Wholesat /s/ sat Synthetic (explicit)Part – wholes /s/ /s/ /a/ /t/sat Patterns (word families)Effective Phonics Instruction Builds on students’ prior knowledge of printfunctions Is explicit, i.e., clear Is integrated into a comprehensive readingprogram – focus on reading words andunderstanding (meaning) (not just drill & practice!) Is integrated with writing Starts with Assessment: determine what letter/sound correspondences a student already knowsbefore beginning instruction2
Sequencing Levels of Difficulty Begin instruction with sounds in the initialposition– cat, tan, map Then teach sounds in the final position– cat, nap Then teach sounds in the medial position– catnap,One Suggested Sequence of Instruction1.2.3.4.5.6.7.8.9.10.Letter Names/Phonemic AwarenessInitial consonantsShort vowelsEasy long vowels Final consonantsInitial-consonant clustersLong vowels: final –e markerLong-vowel diagraphs and trigraphsAdvanced consonant correspondencesR-controlled correspondencesOther Vowel correspondencesVenn Diagrams for Vowel Sounds:CVC vs CVCesithitkitisitebitekiteOn a Dry board, teachers can work with small groupsto teach or review vowel sounds in the context ofwords. This type of comparison helps readers paycloser attention to the unique differences betweenwords that, on a glance, look the same.3
Format for Explicit Phonics Instruction1. Bombard students with correctmodels.2. Provide structured practice.3. Assess learning using a phonicsgame (remember, assessmentdoesn’t have to always be a formaltesting situation!)4. Provide opportunities for students toshare what they’ve learned.Word Families This approach has students break words intoonsets (the part of the syllable that comes beforethe vowel) and rimes (part of the syllable thatbegins with a vowel); recognize similaritiesbetween words based on their rimes Example: -at family––––batcathatsatClosed Word Sort (by opdripselldrop4
Published Resources for MakingWords Lessons (All by Patricia M.Cunningham) Making Words: Multilevel, Hands-On,Developmentally Appropriate Spelling andPhonics Activities Systematic sequential phonics they use forbeginning readers of all ages. (Have this inIntern Library at UNM) Making More Words Month-by-Month Phonics for First Grade:Systematic, Multilevel Instruction for FirstGrade (Month-By-Month)Making Words A guided invented spelling activity which can be used atvarious levels to meet the needs of the readers. Students will– Learn how to look for patterns in words– Learn how changing one letter or where you put aletter changes the whole word– Construct new words by manipulating and reorderinga set of letters from another word (i.e., anagrams)– Use meaning clues and phonics patterns to makewordsMaterials Use the word list (or make up your own letters and words)– (a) words that you can sort for the pattern(s) you want toemphasize– (b) little words and big words so that the lesson is a multilevellesson– (c) words that can be made with the same letters in differentplaces (e.g., ten, net) so children are reminded that when spellingwords, the order of the letter is crucial– (d) a proper name or two to remind them where we use capitalletters– (e) words that most of the students have in their listeningvocabularies.5
Making Word Procedures Teacher preparation:– Write all the words on index cards and orderthem from shortest to longest.– Place your set of large letter cards in a pocketchart.– Make sure every child has a set of paper/cardboard letters.Making Words Procedures Instructional:– Hold up and name the letters on the large letter cards, and havethe children hold up their matching small letter cards.– Write the numeral 2 (or 3, if there are no two-letter words in yourlesson) on the board. Tell them to take two letters and make thefirst word. Use the word in a sentence after you say it.– Have a child who has the first word made correctly make thesame word with the large letter cards in the pocket chart.Encourage anyone who did not make the word correctly at first tofix the word when they see it made correctly.– Continue having them make words, erasing and changing thenumber on the board to indicate the number of letters needed.Use the words in simple sentences to make sure the childrenunderstand their meanings. Remember to cue them as to whetherthey are just changing one letter, changing letters around, ortaking all their letters out to make a word from scratch. Cue themwhen the word you want them to make is a proper name, andsend a child who has started that name with a capital letter tomake the word with the big letters.Making Words Procedures Instructional:– Before telling them the last word, ask "Has anyone figured outwhat word we can make with all our letters?" If so, congratulatethem and have one of them make it with the big letters. If not,say something like, "I love it when I can stump you. Use all yourletters and make "kitten."– Once all the words have been made, take the index cards onwhich you have written the words, and place them one at a time(in the same order children made them) in the pocket chart.Have children say and spell the words with you as you do this.Use these words for sorting and pointing out patterns. Pick aword and point out a particular spelling pattern, and ask childrento find the others with that same pattern. Line these words up sothat the pattern is visible.– To get maximum transfer to reading and writing, have thechildren use the patterns they have sorted to spell a few newwords that you say.6
Sample ��asatlabtabsatbatbatsstablastblastlstSort:-ab (lab, tab)-at (sat, bat, at)-ast (last, blast)Secret Word (uses all theletters): blastWord wall activities Blending: What word am I trying to say?Mmmmm/oooooo/p. Segmentation (first sound isolation): Whatis the first sound in mop? Segmentation (last sound isolation): Whatis the last sound in mop? Segmentation (complete): What are allthe sounds you hear in mop?Elise’s Dynavox page7
Elise’s Alphabet PageMaking Big WordsLetters: em nenoptuylmMake:my ply toy yet pet metmelt pelt pony only typenylon penny money emptyenemy lumpy plentyemploy moment monumentemployment unemploymentSort:-ment (moment, monument,employment, unemployment)-y (my, ply, type, nylon)-y (pony, only, penny, money,empty, enemy, lumpy, plenty)-oy (toy, employ, employment,unemployment)-et (yet, met, pet)-elt (melt, pelt)Secret Word (uses all the letters):unemploymentWord wall Add new words from Making words to theword wall– My word wall book f8
Connected text with making words Develop SentencesDevelop PoemsRead Books connected to the “Word”(i.e., Bat)Connect to ListeningComprehension across theCurriculum One of the words fromthe making word activity. i.e., Bat Science: The studentswill learn about Bats,Clapper Rails, andecosystems. Social studies: Friends,Civic Responsibility ArtBad Words Don’t make words we can’t use at school That’s a non-school word. We won’t add itto the list.9
Phonics, Word Families SPC ED 587 And the Research says. . . Ability to decode is NOT strongly linked to intelligence Working memory (short-term) IS a factor in being able to decode, as is development of phonological awareness . Connors et al. (2001) Types of Word Recognition (Attack) S
Phonics instruction is designed for beginners in the primary grades and for children having difficulty learning to read. In teaching phonics explicitly and systematically, several different instructional approaches have been used. These include synthetic phonics, analytic phonics, embedded phonics, analogy phonics, onset-rime phonics,
Blend Phonics for First Grade, its accompanying reader, Blend Phonics Lessons and Stories, and Blend Phonics Timed Fluency Drills. The section below “On Teaching Phonics” was largely taken from Florence Akin’s 1913 all time phonics classic, Word Mastery: Phonics for the Fi
What Is Phonics? 2 What Is the Purpose for Teaching Phonics? 3 How Are Phonemic Awareness and Phonics Connected? 4 SECTION 2: OVERVIEW Key Learning Goals 5 Building Blocks for Teaching Children to Read 6 Alphabetic Principle Graphic Organizer 7 SECTION 3: PRESENTATION What Are Two Elements of Phonics? 8 What Is Phonics Instruction? 10
The word lists are organized into 262 phonics-based lessons. All the word lists are 100% decodable, meaning they only use phonics rules from the current lesson and earlier lessons. This organization enables your children or students to learn all the phonics patterns and sounds of English in addition to the speci!c words. In addition to the word .
b W H A T The CORE Phonics Survey and the CORE Spanish Phonics Survey assess the phonics and phonics-related skills that have a high rate of application in beginning reading. Each survey presents a number of lists of letters and words for the student to identify or decode. Pseudowords, or made-up words, are included
to-use phonics folder and a phonics exercise book with lines. Keep all the paper-based core resources that belong to the learner in his or her phonics folder which can then be used routinely for personal ‘revisit and review’. Use the phonics exercise book as a working notebook for any addition
Explorers Phonics Teacher’s Notes introduction Explorers Phonics Readers are part of the Macmillan English Explorers reading scheme. The books are designed to run alongside and complement the existing ‘core’ readers. Explorers Phonics Readers are ideal for introducing and teaching phonics in context, in a structured, developmental manner.
for use in animal nutrition. Regulation (EC) No 178/2002 laying down the general principles and requirements of food law. Directive 2002/32/EC on undesirable substances in animal feed. Directive 82/475/EEC laying down the categories of feed materials which may be used for the purposes of labelling feedingstuffs for pet animals The Animal Feed (Hygiene, Sampling etc and Enforcement) (England .
