Conquer the Code:Sounds, Symbols, and Syllables
Reading . . .    an extraordinary ability,        peculiarly human and yet             distinctly unnatural.Dr. Sally Shay...
Literacy . . .Begins at birth,       and is a lifelong process!
Unfortunately,Children are not born with thisinsight, nor does it developnaturally without instruction.       Reid Lyon, 1...
In today’s world,learning to read well is a key to thefuture success of our children. Notonly is reading fluently and with...
In fact,     teaching reading is       Rocket Science!(See Teaching Reading Is Rocket Science: What Expert Teachers of Rea...
Research                      Practice• National Research Council: Committee on National  Research Council: Preventing Rea...
Reading and the Brain“If we provide intervention at an early age, then we can improve reading fluency and facilitate the d...
Language Components          Receptive   ExpressiveOral      Listening   SpeakingWritten   Reading     Writing
“The Big Five”•   Phonemic Awareness•   Phonics•   Vocabulary•   Fluency•   Text Comprehension
Reading Components     and the “Big Five”   Means             End DECODING      COMPREHENSION• Phonemic      • Vocabulary ...
Lesson Plan Format•   Preread       Schema•   Read it       Story grammar•   Reread it     Fluency•   Discuss it    Vocabu...
Read with “HuGs”        unitingHolistic & Graphophonic       strategies
Reading is the union ofComprehension   +     Decoding (Holistic)         (Graphophonic)Pre-read it          Code it:Read i...
Code it: Alphabetic Code•   Hear it        Phonological: sound•   See it         Print: symbol•   Associate it   Sound/sym...
Conquer the Code:Sounds, Symbols, and Syllables• Sounds  – Phonological Awareness  – Phonemic Awareness• Symbols  – Print ...
Oral Language•   Listening and Speaking•   Literacy Events•   “Grand Conversations”•   Phonological Awareness: sensitivity...
Phonology: Sounds•   Phonological awareness•   Phonemic awareness•   44 phonemes (speech sounds)•   Oral / auditory•   Rel...
How many sounds?• in the word box• in the word enough• in the word precious
44 Sounds of the     English Language• Vowels (10)    • Consonants (18)  /ă//ā/          /b/   /j/   /s/  /ĕ/      /ē/    ...
44 Sounds of the      English Language• Vowel Diphthongs (2) • Consonant Digraphs(7)  /ou/                    /sh/ /ch/ /w...
Phonological Awareness• “Funnel – ogical” awareness• Sensitivity to the sounds of language  – words, syllables, and sounds...
Phonological Awareness•   Word awareness•   Rhyming words•   Syllable awareness•   Alliteration•   Onset-rime•   Phonemic ...
Phonological Activities• Clapping, standing, using body  motions• Manipulatives, e.g., linking blocks,  puzzles, objects, ...
Written Language•   Reading and writing•   Print awareness•   Reading: decoding + comprehension•   Sound – symbol connecti...
Orthography: Symbols•   Alphabet (26 letters)•   Represent speech sounds•   Written / visual•   Spelling patterns
Print Awareness• Concepts of Print  • Book concepts  • One-to-one correspondence  • Directionality• Alphabet Knowledge  • ...
How do children develop   print awareness?•   Read alouds•   Shared reading•   Print rich environment•   Big Books, little...
Alphabet Activities• Sort plastic or magnetic letters• Use letter cards with the ABC song• Match environmental print label...
Pre-Phonics• Phonological Awareness  • Oral  • Sounds• Print Awareness  • Visual  • Symbols
Phonics“refers to instructional practicesthat emphasize how spellings arerelated to speech sounds insystematic ways.”    (...
What is the Alphabetic         Principle?• the systematic and predictable  relationship between the letters of  written la...
Why learn the Alphabetic           Code?• It provides the understanding for  the internal structure of words.• It helps ch...
Phonics• Synthetic Phonics          • Structural Analysis   • Part to whole                               • Root words,• A...
Color-CodeVowels        Digraphs   Blends     a          sh        bl-     e          ch        cr-     i          th     ...
Orthography: Syllables•   Six basic syllable types•   85 – 88% of English language•   Vowel Patterns (syllable types)•   S...
Vowel Patterns• Regular          • Effective• Reliable         • Efficient• Research-based   • Easy to use
Vowel Pattern ChartClosed         Open           Silent eBossy r      2 Vowels          C+le          Talkers   Whiners
Vowel Pattern ChartClosed           Open            Silent e cat                me             ride fish               go ...
Vowel PatternsClosed:   A word or syllable that contains only one vowel        followed by one or more consonants;        ...
Vowel PatternsOpen:A word or syllable that ends with one  vowel; the vowel is long.“If one vowel at the end is free, it  p...
Vowel PatternsSilent e [Magic e]:A word or syllable that ends in e, containing one   consonant before the final e and one ...
Vowel PatternsBossy r [r-controlled]:A word or syllable containing a vowel followed by r;  the vowel sound is altered by t...
Vowel PatternsDouble Vowel Talkers: [vowel digraphs]A word or syllable containing two adjacent  vowels; the first one is l...
Vowel PatternsDouble Vowel Whiners :[diphthongs and variants]A word or syllable that contains two adjacent  vowels; the vo...
Vowel PatternsC+le: [consonant + le]This syllable ends with “le” preceded by a  consonant, and occurs in two-syllable  wor...
Vowel Pattern        “Prediction Power”The prediction power of the patterns ranges from 77 to 89%, each of which is much b...
Irregular / “Memory”         Words• About 12 – 15% of English words do  not conform to the regular patterns• Can be taught...
Structural Analysis•   Root words and affixes•   Compound words•   Contractions•   Syllabication
Root Words and AffixesPrefix         Root           Suffix un            friend           ly re             heat          ...
Compound Words•   Begin with whole word, e.g., doghouse•   Segment and blend•   Use fists, puzzles, linking blocks•   Make...
Contractions• Compare “long” and “short” forms, e.g.,                            do not (long – 2  words)            don’t...
Syllabication Patterns•   C+le    turtle     tur – tle•   VC/CV   rabbit     rab – bit•   V/CV    tiger      ti – ger•   V...
Strategy for Syllabication• “Spot and dot” the vowels• Connect the dots• Look at the number of consonants between  the vow...
Apply and Transfer• Provide many opportunities to use  these skills and strategies, both in  isolation and in connected te...
Why?When students have the MEANS to conquer the code,they will reach the GOAL, and  master the meaning!
The End    Remember . . .Teach a child to read, Give a gift for life!! Thank you for your   kind attention!  Happy Teaching!
Websites of Interestwww.aft.org American Federation of Teacherswww.ascd.org Association for Supervision and  Curriculum De...
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Phonics

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  • “ News of the Day” in kindergarten HighScope automaticity
  • Phonics

    1. 1. Conquer the Code:Sounds, Symbols, and Syllables
    2. 2. Reading . . . an extraordinary ability, peculiarly human and yet distinctly unnatural.Dr. Sally Shaywitz, Overcoming Dyslexia, 2003
    3. 3. Literacy . . .Begins at birth, and is a lifelong process!
    4. 4. Unfortunately,Children are not born with thisinsight, nor does it developnaturally without instruction. Reid Lyon, 1997, NICHD
    5. 5. In today’s world,learning to read well is a key to thefuture success of our children. Notonly is reading fluently and withcomprehension by third grade alegislated priority, it is an ethical andprofessional imperative. (Wolfe and Nevills, 2004)
    6. 6. In fact, teaching reading is Rocket Science!(See Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do by Louisa C. Moats, AFT, June 1999)
    7. 7. Research Practice• National Research Council: Committee on National Research Council: Preventing Reading Difficulties in Young Children (1998)• National Research Council - Starting Out Right: A Guide to Promoting Children’s Reading Success (1999)• National Reading Panel: Teaching Children to Read (2000)• Put Reading First: The Research Building Blocks for Teaching Children to Read (2001)• Scientific Research in Education (2002)
    8. 8. Reading and the Brain“If we provide intervention at an early age, then we can improve reading fluency and facilitate the development of the neural systems that underlie skilled reading.”(Sally and Bennett Shaywitz,Educational Leadership, March 2004, p. 10)
    9. 9. Language Components Receptive ExpressiveOral Listening SpeakingWritten Reading Writing
    10. 10. “The Big Five”• Phonemic Awareness• Phonics• Vocabulary• Fluency• Text Comprehension
    11. 11. Reading Components and the “Big Five” Means End DECODING COMPREHENSION• Phonemic • Vocabulary Awareness • Text• Phonics Comprehension
    12. 12. Lesson Plan Format• Preread Schema• Read it Story grammar• Reread it Fluency• Discuss it Vocabulary• React to it Comprehension• Code it Alphabetic code• Apply it Practice• Transfer it Generalization
    13. 13. Read with “HuGs” unitingHolistic & Graphophonic strategies
    14. 14. Reading is the union ofComprehension + Decoding (Holistic) (Graphophonic)Pre-read it Code it:Read it Hear itReread it See itDiscuss it Associate itReact to it Expand it
    15. 15. Code it: Alphabetic Code• Hear it Phonological: sound• See it Print: symbol• Associate it Sound/symbol• Expand it Structural analysis
    16. 16. Conquer the Code:Sounds, Symbols, and Syllables• Sounds – Phonological Awareness – Phonemic Awareness• Symbols – Print Awareness – Alphabet knowledge• Syllables – Vowel Patterns – Syllabication
    17. 17. Oral Language• Listening and Speaking• Literacy Events• “Grand Conversations”• Phonological Awareness: sensitivity to the sounds of language
    18. 18. Phonology: Sounds• Phonological awareness• Phonemic awareness• 44 phonemes (speech sounds)• Oral / auditory• Related to reading and writing
    19. 19. How many sounds?• in the word box• in the word enough• in the word precious
    20. 20. 44 Sounds of the English Language• Vowels (10) • Consonants (18) /ă//ā/ /b/ /j/ /s/ /ĕ/ /ē/ /k/ /l/ /t/ /ĭ/ /ī/ /d/ /m/ /v/ /ŏ/ /ō/ /f/ /n/ /w/ /ŭ/ /ū/ /g/ /p/ /y/ /h/ /r/ /z/
    21. 21. 44 Sounds of the English Language• Vowel Diphthongs (2) • Consonant Digraphs(7) /ou/ /sh/ /ch/ /wh/ /oi/ /th/ /th/ /zh/• Vowel Variants (3) /ng/ /au/ /oo/ (moon) • r-controlled (3) /oo/ (book) /ar/ /or/ /er/• Schwa (1) /ə/
    22. 22. Phonological Awareness• “Funnel – ogical” awareness• Sensitivity to the sounds of language – words, syllables, and sounds• Includes phonemic awareness• Necessary for understanding the alphabetic principle and how sounds match print
    23. 23. Phonological Awareness• Word awareness• Rhyming words• Syllable awareness• Alliteration• Onset-rime• Phonemic segmentation and blending• Phonemic manipulation
    24. 24. Phonological Activities• Clapping, standing, using body motions• Manipulatives, e.g., linking blocks, puzzles, objects, chips or tokens• Pictures, books, posters• Music and rhyme• “Feel it in your mouth!”• Elkonin (sound) boxes
    25. 25. Written Language• Reading and writing• Print awareness• Reading: decoding + comprehension• Sound – symbol connection [phonics]• Writing: spelling, handwriting, written expression [writing process]
    26. 26. Orthography: Symbols• Alphabet (26 letters)• Represent speech sounds• Written / visual• Spelling patterns
    27. 27. Print Awareness• Concepts of Print • Book concepts • One-to-one correspondence • Directionality• Alphabet Knowledge • Recognition • Identification • Formation
    28. 28. How do children develop print awareness?• Read alouds• Shared reading• Print rich environment• Big Books, little books, lots of books• Hearing poems, nursery rhymes• Seeing charts, signs, lists, “Morning Message” and “Sign in”
    29. 29. Alphabet Activities• Sort plastic or magnetic letters• Use letter cards with the ABC song• Match environmental print labels to alphabet letter cards• Locate target letter by using highlighter tape• Write letters in the air, using large muscle movements• Write letters in shaving cream, sand, or rice trays
    30. 30. Pre-Phonics• Phonological Awareness • Oral • Sounds• Print Awareness • Visual • Symbols
    31. 31. Phonics“refers to instructional practicesthat emphasize how spellings arerelated to speech sounds insystematic ways.” (Snow, Burns, & Griffin, 1998)
    32. 32. What is the Alphabetic Principle?• the systematic and predictable relationship between the letters of written language and the sounds of spoken language• the way print matches speech• the relationship between phonology and orthography• also known as the alphabetic code
    33. 33. Why learn the Alphabetic Code?• It provides the understanding for the internal structure of words.• It helps children recognize familiar words and decode new words.• It connects reading and writing.• It enables children to read with fluency and comprehension.
    34. 34. Phonics• Synthetic Phonics • Structural Analysis • Part to whole • Root words,• Analytic Phonics prefixes & suffixes • Whole to part • Word families (rimes) • Compound words• Vowel Patterns • Contractions • 6 Syllable types • Syllabication • 85-88% regularity
    35. 35. Color-CodeVowels Digraphs Blends a sh bl- e ch cr- i th st- o wh -nd u ph -mp-y -w etc.
    36. 36. Orthography: Syllables• Six basic syllable types• 85 – 88% of English language• Vowel Patterns (syllable types)• Structure of our language• Alphabetic code
    37. 37. Vowel Patterns• Regular • Effective• Reliable • Efficient• Research-based • Easy to use
    38. 38. Vowel Pattern ChartClosed Open Silent eBossy r 2 Vowels C+le Talkers Whiners
    39. 39. Vowel Pattern ChartClosed Open Silent e cat me ride fish go cape bub- ta- hopeBossy r 2 Vowels C+le Talkers Whiners car ta - ble boat boy girl bub - ble meat clown tur- tur - tle
    40. 40. Vowel PatternsClosed: A word or syllable that contains only one vowel followed by one or more consonants; the vowel is short. “One lonely vowel squished in the middle, says its special sound just a little.” sat bed fin top gum sand best print shop lunch at Ed in on up
    41. 41. Vowel PatternsOpen:A word or syllable that ends with one vowel; the vowel is long.“If one vowel at the end is free, it pops way up and says its name to me.” me she hi go flu fly
    42. 42. Vowel PatternsSilent e [Magic e]:A word or syllable that ends in e, containing one consonant before the final e and one vowel before that consonant; the vowel is long.“The magic e is quiet, but it has a claim to fame; it makes the vowel before it say its real name.”The magic e is so powerful, it gives all its strength to the other vowel so that it can say its real name. make Steve ride hope cube
    43. 43. Vowel PatternsBossy r [r-controlled]:A word or syllable containing a vowel followed by r; the vowel sound is altered by the r.The letter r is so bossy, it tells the vowel that it can’t say its real name (long vowel) or its special sound (short vowel), but must say the r sound (as in car, for, her). car her girl for curl
    44. 44. Vowel PatternsDouble Vowel Talkers: [vowel digraphs]A word or syllable containing two adjacent vowels; the first one is long.“When two vowels go walking, the first one does the talking and says its name.” rain day see meat pie boat toe slow suit blue
    45. 45. Vowel PatternsDouble Vowel Whiners :[diphthongs and variants]A word or syllable that contains two adjacent vowels; the vowels say neither a long or short vowel sound, but rather a very different sound.Sometimes when two vowels are next to each other, they make a funny whining sound, like when you fall down and say “ow,” “aw,” “oy,” and get a “boo- boo.” fault saw foil boy loud cow moon new book
    46. 46. Vowel PatternsC+le: [consonant + le]This syllable ends with “le” preceded by a consonant, and occurs in two-syllable words.When a word ends with a consonant and “le,” the “le” grabs the consonant before it, and the word breaks into two parts right before that consonant. bub–ble ca–ble ea–gle poo–dle pur-ple
    47. 47. Vowel Pattern “Prediction Power”The prediction power of the patterns ranges from 77 to 89%, each of which is much better than predictions on the basis of chance alone. Teaching children vowel patterns can make a difference in their fluency and comprehension (May, 2002). Closed Open Silent e 86 – 89% 77% 81% Bossy r 2 Vowels C+le Talkers Whiners 77%
    48. 48. Irregular / “Memory” Words• About 12 – 15% of English words do not conform to the regular patterns• Can be taught through context, repetition, multisensory techniques, and learning games, e.g., Word Wall activities, VAAKT (associative word cards), BINGO
    49. 49. Structural Analysis• Root words and affixes• Compound words• Contractions• Syllabication
    50. 50. Root Words and AffixesPrefix Root Suffix un friend ly re heat ed in spect or• Color-highlight or draw a box around affixes (prefix = green; suffix = red)• Make charts for similar affixes
    51. 51. Compound Words• Begin with whole word, e.g., doghouse• Segment and blend• Use fists, puzzles, linking blocks• Make lists of compound words• Use color-coding (doghouse)• Practice deletion (say doghouse without dog)
    52. 52. Contractions• Compare “long” and “short” forms, e.g., do not (long – 2 words) don’t (short – contraction)• Highlight apostrophe (use elbow macaroni) and deleted letter/s in red• Use a rubberband to show long and shortened forms (same meaning)• Make lists of contractions from stories
    53. 53. Syllabication Patterns• C+le turtle tur – tle• VC/CV rabbit rab – bit• V/CV tiger ti – ger• VC/V camel cam – el• V/V lion li - on
    54. 54. Strategy for Syllabication• “Spot and dot” the vowels• Connect the dots• Look at the number of consonants between the vowels• If 2 – break between the consonants• If 1 – break before the consonant; if it doesn’t sound right, move over one letter
    55. 55. Apply and Transfer• Provide many opportunities to use these skills and strategies, both in isolation and in connected text – Fiction and non-fiction – Poetry and songs – Decodable text – Learning games and activities
    56. 56. Why?When students have the MEANS to conquer the code,they will reach the GOAL, and master the meaning!
    57. 57. The End Remember . . .Teach a child to read, Give a gift for life!! Thank you for your kind attention! Happy Teaching!
    58. 58. Websites of Interestwww.aft.org American Federation of Teacherswww.ascd.org Association for Supervision and Curriculum Developmentwww.educationworld.com Education Worldwww.fcrr.org Florida Center for Reading Researchwww.idafla.org Florida Branch - IDAwww.interdys.org International Dyslexia Associationwww.nifl.gov National Institute for Literacywww.nationalreadingpanel.org National Reading Panelwww.reading.org International Reading Associationwww.readingrockets.org Reading Rockets
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