Phonics and Word Study

Phonics

Phonics is the next essential element of reading instruction I would like to discuss.  Phonics can be defined as the set of relationships between written letters and spoken sounds that those letters represent.  As we explore phonics and word study, we must keep in mind the close relationship between phonics and phonemic awareness.  Before children can begin to understand those relationships (between letter and sounds), they must understand the idea that spoken words can be broken down into individual phonemes and manipulate those sounds (phonemic awareness). 

There is and will always be great debate about phonics instruction.  You must always remember that we need to offer students a “healthy” balance of literacy instruction that includes all the essential elements (phonemic awareness, phonics, fluency, vocabulary and comprehension).

Before we begin, please take the opportunity to read the short article on Understanding Phonics below to activate your prior knowledge or build some background.  http://www.scholastic.com/teachers/article/understand-phonics

“Phonics is one of the primary building blocks of reading. Without an understanding of the relationship between letters and sounds, reading cannot occur. This multifaceted connection between print and pronunciation is an important component of any instructional program in reading because it provides readers with tools for discovering new written words.

What is phonics?

Simply put, phonics is the connection between graphemes (letter symbols) and sounds. Because we have been readers for a good portion of our lives this relationship seems apparent and common sense. However, in reality there is no natural connection between words and their meanings. For example, there is nothing innately “cup-like” about the word “cup”. Even more, the written letters making up the word “cup” do not reflect anything about an actual cup. The word and its written form are agreed upon by English speakers and thus must be learned in order to communicate.

At the very core of phonics lies the alphabet. In order to master phonics a person must master the alphabet. Letters then need to be connected to their corresponding sounds. As we know as English speakers, this is easier said than done. Many letters can represent a number of different sounds. Thus learning phonics is an ongoing process for a developing reader.” (http://www.k12reader.com/what-is-phonics/)

 “Impact of Phonics on Reading Ability

Phonics instruction has a strong impact on the reading abilities of young children. Those receiving phonics instruction in the early grades (K-1) showed significant gains in their reading comprehension and spelling abilities and moderate growth in oral reading skills. Studies show that children in grades 2-6 also show growth in these areas, but theirs is not as considerable as that seen in primary grade students. At the upper grades, phonics instruction has a positive impact on the reading abilities of disabled, low achieving non-disabled students as well as those from low socio-economic backgrounds. These groups of children showed growth in their abilities to decode and spell new words. However, their reading comprehension skills were not affected by phonics instruction.” (http://www.k12reader.com/what-is-phonics/)

What elements to include in phonics or word study instruction?

Ø  Print awareness

Ø  Alphabetic knowledge (knowing shapes, names, and sounds of letters and progresses from letter names to shapes to sounds; ability to recognize and name letters with automaticity and accuracy)

Ø  Alphabetic principle (relationship between sounds and letters)

Ø  Decoding and reading practice with decodable text (word families, spelling patterns, and onset and rimes) (they will gradually move to more advanced decoding strategies such as inflectional endings, prefixes and suffixes)

Ø  Teaching of irregular words

Now that you have some new or refreshed knowledge of phonics instruction, I’d like for you to watch the following Phonics lesson.  As you watch the lesson, ask yourself some questions:

1.      What do I like from the lesson?

2.      What did the teacher do well?

3.      What would I do differently?

4.      What were the students' responses to the lesson?

5.      What was the teacher doing during the lesson?

http://www.youtube.com/watch?v=9IgQZVczLBs

 

So now a recap of phonics and word study instruction:

We know that systematic phonics instruction is a valuable and essential part of a successful classroom reading program and that it’s designed to increase accuracy in decoding and word recognition skills, which in turn facilitate comprehension. 

And most importantly phonics skills must be integrated with the development phonemic awareness, fluency and comprehension. 

 Looking ahead to next week: fluency :) YAY!!

 

Works cited

Blevins, Wiley. Understanding Phonics. Retrieved from http://www.scholastic.com/teachers/article/understand-phonics

K-12 reader. Retrieved from http://www.k12reader.com/what-is-phonics/

Parry, Lucia. Youtube video. http://www.youtube.com/watch?v=9IgQZVczLBs

Vaughn, Sharon and Linan-Thompson, Sylvia. (2004). Research-based methods of Reading Instruction Grades K-3. Alexandria, VA: ASCD (Association for Supervision and Curriculum Development).

 

Phonemic Awareness

Phonemic Awareness

Research has proven that “preschoolers and kindergarteners who are provided phonemic awareness training become better readers (Ball &Blachman, 1991; Lundberg, Frost, & Peterson, 1998).   In fact one of the best predictors of how well students will learn to read during their first two years of school is phonemic awareness (Learning First Alliance, 2000; NRP, 2000).” (Vaughn and Linan-Thompson, 2004).  The research clearly states that there are significant positive benefits from explicit instruction in phonemic awareness. 

With that being said, phonemic awareness is one of the essential elements of reading instruction.  Phonemic awareness is defined as the ability to rhyme, identify phonemes (smallest identifiable units of sound) in words and segmenting words and sentences. It’s the ability to manipulate phonemes, by separating, blending, adding, deleting and substituting phonemes. 

 Phonological Awareness Skills and Activities

Discriminating – Students listen to determine if two words begin or end with the same sound

Counting – students identify the number of words in a sentence, syllables in a word, or sounds in a word

Rhyming – Students create words families with rhyming words. (this can include nonsense words)

Alliteration – students create tongue twisters

Blending – students say the sounds in a word and then put them ”together” (you can use manipulatives to demonstrate the blending)

Segmenting – students say the word and then say each syllable or sound

Manipulating – deleting, adding, and substituting sounds and syllables.

·         Deleting – deleting initial and final sounds

·         Adding – adding syllables or sounds to words  

·         Substituting – changing sounds (for example – changing the /b/ in bat to a /p/ to make pat

 

Here is Reading rockets article that will provide more information on the development of phonological skills.  It may help you gain a better understand.   

http://www.readingrockets.org/article/28759

Well there it is in a nutshell.

Now the Tejas Lee and TPRi data you will acquire at the beginning of the year will give you a better picture of the instructional path needed for your students.  Not only will you see the strengths and deficiencies of the entire class, but also those of individual students.

 

Phonics - coming soon...

Key components of literacy instruction

“To learn to read is to light a fire; every syllable that is spelled out is a spark.” – Victor Hugo

This quote reminds us that our roles, as educators, are very powerful. We are charged with the responsibility of “lighting a fire.”  It is our responsibility to create lifelong learners and readers.  In order to do this effectively, we must understand the essential elements of literacy instruction.  In 2000, the National Reading Panel issued a report entitled Teaching Children to Read, which details the key components of literacy instruction as phonemic awareness, phonics, fluency, vocabulary and comprehension.  http://www.nichd.nih.gov/research/supported/Pages/nrp.aspx/

“The Panel found that a combination of techniques is effective for teaching children to read:

• Phonemic awareness—the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. Children who are read to at home—especially material that rhymes—often develop the basis of phonemic awareness. Children who are not read to will probably need to be taught that words can be broken apart into smaller sounds.
• Phonics—the knowledge that letters of the alphabet represent phonemes, and that these sounds are blended together to form written words. Readers who are skilled in phonics can sound out words they haven't seen before, without first having to memorize them.
• Fluency—the ability to recognize words easily, read with greater speed, accuracy, and expression, and to better understand what is read. Children gain fluency by practicing reading until the process becomes automatic; guided oral repeated reading is one approach to helping children become fluent readers.
• Guided oral reading—reading out loud while getting guidance and feedback from skilled readers. The combination of practice and feedback promotes reading fluency.
• Teaching vocabulary words—teaching new words, either as they appear in text, or by introducing new words separately. This type of instruction also aids reading ability.
• Reading comprehension strategies—techniques for helping individuals to understand what they read. Such techniques involve having students summarize what they've read, to gain a better understanding of the material.”

In the following weeks, I will be sharing some research based activities for teaching each of the key components.  I will be referencing Research-Based Methods of Reading Instruction Grades K-3 by Sharon Vaughn and Sylvia Linan-Thompson. 

New Teachers - Classroom Management Q&A

Let me begin by wishing you a Happy 4th of July!!

As my summer is nearing an end,... :(  I am reminded that the new school year is just around the corner.  I have been thinking of ways to help new teachers.  With the help of my Dual Language partner (Leah) (thank you Leah!), I have complied a Q&A list for new teachers.  The first list I will share has to do with classroom management. It is my hope that NEW teachers will find this helpful as they begin to plan for the upcoming school year. 

Classroom Management

·        How do I start the school year?

            Begin the school year by establishing your classroom management and classroom procedures.  Classroom management suggestions (but not limited to these): establishing rules, consequences (ex: changing colors, cards, signing a discipline book or log, etc.)  and positive reinforcements (ex: note home, library pass, extra reading time, ipod or ipad time, pencils, stickers, homework pass, etc.)  Classroom procedures should include (but are not limited to): procedures for lining up, what to do if… your pencil breaks, you don’t have a pencil, where to get paper, how to ask for permission to go to the restroom, where to keep supplies, how to care for classroom materials, who to ask if you need help.

Other procedures:  expectations for walking in the hall, cafeteria rules and expectations, how to pick up your lunch tray, how to dispose of your lunch tray, where to sit, how to line up after recess, homework procedures and expectations, etc.

·        What procedures should I have ready before the first day of school?

            Before the first day of school, you should already know how you will hold students accountable for the classroom behavior and how you will communicate it (positive or negative) to parents.  It’s important to keep parents informed of their child’s behavior.  In addition, you will need to have thought out all of the other procedures listed on the prior question. 

·        What do I do the first day of school? The first week?

            The first day of school will be a day of getting to know your students.  It’s important that you begin to establish a good rapport with your students.  It’s also imperative that you make your expectation for behavior extremely clear.  In addition, any negative behavior should re-directed immediately.  You must maintain consistency with your expectations.  Your classroom management is a key factor in your instructional success.  Remember to show students you care about them, while maintaining your expectations.  On the first day of school, establish the classroom rules along with your students (with your guidance, of course).  They need to be active participants in this process.  This will give them a sense of ownership. 

The first week will be spent reinforcing your rules and procedures.  I suggest keeping a log of anecdotal notes that will help you get to know your students better.  As you become more experienced, your need for this type of log may or may not be necessary.  J You will soon find what works for you and your students.  Remember that teaching is NOT “one size fits all” and you may need to make adjustments from year to year. 

           

·        What does a classroom management plan look like?

            Basically a classroom management plan can take any shape you would like.  There are a plethora of management plans to choose from. Some examples are listed on question 1.  The most important thing to remember with a management plan is that it should be something that isn’t terribly time consuming.  Make sure you will be able to keep up with it.  It’s imperative to communicate with parents.  As a parent, I want to know how my student is doing (good or bad).  You should establish a good rapport with parents and make them an ally in their child’s education.  With that said, there should be some type of management plan in the classroom and some type of communication format (ex: calendar, planner, etc.) (Your team should be able to share the one they are using) for parents.  The communication should occur daily. 

·        How strict should I be?

            This is always a tricky question… so with that said, I give you my opinion.  I feel that the first week of school will “make” or “break” a teacher’s success.  It will not matter how well you can deliver content, if you don’t have classroom management under control.  So in my opinion, the first few weeks teachers should be fairly strict.  Remember… Strict can be accomplished without being Mean.  Your expectations should be explicitly stated and displayed for students.  They need to be active participants in creating the class rules (with your guidance, of course).  Remember that the first week will be spent teaching and reinforcing rules and procedures, so this week will also be an opportunity to re-direct any negative behavior.  It will be important to be firm and consistent.  Students will take advantage of your weakness of you do not follow through.  Your discipline plan will only be as good as your fidelity to it.  J

·        What behaviors deserve consequences?

            As far as consequences, there are the obvious behaviors that would most definitely warrant a FREE pass to the office such as fighting, hitting, biting, stealing (some examples, but not limited to these). But the less serious offenses would just depend on the severity and the frequency of the offense.  On a personal note, I feel that all students should have at least one verbal warning to give them an opportunity to change the behavior.  It’s about choices and having students accept responsibility and holding them accountable for their behavior. 

·        What should my consequences be?

            Consequences should be discussed with your team members.  They may vary from campus to campus. 

·        What incentives can I offer to encourage good behavior?

            Some examples of incentives are listed above.  Your team should be able to give you more ideas. 

·        How do I handle a student that does not respond to consequences or incentives?

            Unfortunately you may have a student that doesn’t respond to the consequences or incentives you’ve established, so it is your mission to find something that motivates that student.  Everyone has something that motivates them.  It may not be the obvious, but there will be something.  Crazy enough these are the students that will challenge you and you will to grow to love more.  These are the students you are sad to see leave at the end of the year and you hope the next teacher cares as much as you do. 

·        What kinds of behaviors deserve a call home?

            Calls home should be positive and negative.  As far as the positive ones, the calls can be made for welcoming the student and family to the classroom, praise for good work or behavior, etc. The negative calls will be more difficult.  Remember that parents need to be your ally, so don’t upset them with a plethora of negative phone calls.  Negative behavior phone calls should be limited to extreme negative behavior (that requires an office visit) or a repeat offense.  If a negative call must be made, it may help to give the parents a positive before the negative.