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Explicit phonics session 2
- 3. Purpose Provides and explicit model of how to blend through words when reading Helps students focus on consistent spelling patterns while decoding Allows practice for building automaticity when blending and reading words
- 4. V I D E O
- 5. Effective Instructional Techniques Signaling Unison oral responding Pacing Monitoring Correcting errors and teaching to mastery
- 6. Monitoring Students Teacher is right- handed game hide fake bride ride flame shame slide blame glide shake take
- 7. Teacher is left- handed game hide fake bride ride flame shame slide blame glide shake take Monitoring Students
- 8. Components Focus WaitTime Signal for Student Response
- 9. Template #8 Please refer toTemplate 8 In your resources.
- 18. Procedure ▪ Explain the task. ▪ Model the task using two words. ▪ Provide practice with unison response until knowledge appears to be solid. ▪ Use the correction procedure when needed. ▪ Provided individual turns. ▪ Apply skills by reading connected text.
- 20. Triad Rules Teacher Student Coach Explain Listen Observe for: Model Observe Correct Instruction Unison Response Correct Responses Succinct Signaling Finger Placement Individual Response Respond Appropriate Feedback All three participants will take a turn at each role.
- 22. Closing “That direct instruction in alphabetic coding facilitates early reading acquisition is one of the most well-established conclusions in all of behavioral science.” • Stanovich, K(1994)
Editor's Notes
- This session is approximately 70 minutes Materials: Sorting cards precut Poster paper (2 per group) Markers Template 8 Word List on a sticky note for presenter
- Ask participants what a stop sound is. What is a continuous sound? Pass out prepared letters precut with labels continuous/stop. Instruct participants to work in pairs to sort. 3-4 minutes
- Review the various benefits to using the Sound-by-Sound template with students. Sound-by-Sound blending can assist students in decoding regular words, Irregular, high frequency words will need to be learned by sight. One instructional method to teach irregular high frequency words is “Say It, Spell It, Say It.” Here is an example of the word was. *Teacher displays the word was and uses it in a sentence. “This word is was. The girl was yelling.” *What’s this word?” Students respond. *How do you spell was?” Students respond w-a-s. *”What’s this word?” Students respond. Needs to be applied to decodable text
- Begin video at 16:14 End at 24:29 Foundation Skills for Teaching Reading Explicit Phonics instruction Discuss implicit/explicit phonics instruction Phonograms/word families are not good for teaching sounds (refer to session 1. Students must know sound-spellings before word families). Implicit = analytic Explicit = synthetic and SYSTEMATIC
- These same techniques are used with each of the strategies we will learn in all five sessions. Each of these have a purpose and should not be neglected. Signaling: A signal is a cue given by the teacher that tells students when to make a unison response. The effective use of signals allows participation by all students., not just the higher performers, who, if allowed, tend to dominate the lower-performing students. It also provides think time to for students when necessary without a few students providing the answer for all students. It lets students know when to give their response. This is critical for ELL and struggling students -- once they know the signal, then can focus on the task and not on translating directions. Signals should be consistent and succinct. Never signal while you’re talking. Talk first and then signal. Unison oral responding: Gives all students, rather then just a few, an opportunity to practice the skill. Pacing: Pacing should be quick with appropriate wait time when indicated. This keeps all students engaged, yet provides intense instruction. The templates that will be shared today can be done in just a few moments,, yet provide repetition for students. Monitoring: Teachers need to become adept at the technique so that they can monitor student understanding of the skill/strategy. Students need to be seated in such a way that they can all see, and the teacher can also see them. Correcting errors and teaching mastery: The goal of the direct instruction strategy that will be shared is to provide multiple practice opportunities for students so that they might gain mastery. Each technique that participants will learn today will demonstrate how to provide corrective feedback to students when errors are made.
- Discuss the need to be cognizant of where the teacher and students are positioned. Usually, if you are right handed it is best if you stand to the left side of the board and students are positioned toward the right side of the board. With this configuration, the teacher will not block the students’ view of the words. *Be specific about how to hold the pen. *Write as you go and then point with one finger *Elbow and wrist down *Become proficient before modification
- Monitoring requires that a teacher is positioned so that they can pay adequate attention to the eyes and mouths of his/her students when conducting an explicit phonics lesson. Watching students’ eyes allows you to make sure they are attending to the task, and watching their mouths allows you to make sure the student is forming the correct pronunciation. If you are left-handed, it is usually best if you stand to the right side of the board and students are positioned toward the left side of the board. Again, the important thing to remember is that we want all students to have a clear view of the board.
- Turn to Template 8. There are three different components to attend to when using the templates. The first is to provide a focus for students. Depending on what you are asking the students to do, the way you focus the student’s attention changes. The second component is wait time. The wait time can be different depending upon what you are asking the students to do. The third component of the templates is the signal for student response. As you learn the various techniques and templates, you will note that often the signals are similar between different tasks. Remember that your voice should always preceded the signal for student response.
- #4 is where you find the correction procedure. The way the correction procedure is utilized is dependent on where the students make their error. In other words, you correct an error with sound differently than you do an error with blending a word. When a sound error occurs, correct the error and have students respond. Then erase the letters and re-present the word. When a blending or a word error occurs, correct the error and then back up two words to use the Sound-by-Sound blending technique again, and then re-present the missed word. The correction procedure is critical for ensuring that students practice skills the correct way.
- The red dot indicates the position of the teacher’s finger, while the text box with the word in it provides the teacher’s verbal prompt. The writing of the spelling provides the focus for the students. The verbal prompt provides a cue for students. The teacher writes the letter, says “Sound?” and then taps under the spelling for which student should provide the sound. The finger tap should be crisp and succinct. The tap should be directly under the letter(s) that the students are providing the sound for. Do not allow students to give the sound until the signal is provided.
- Write the next letter, say, “Sound?” and tap under the spelling for which students must provide the sound.
- Place finger to the left of the word, say “Blend” and loop your finger under the first two sounds in an arching fashion. Your finger movement should end under the second spelling.
- Write the next sound/spelling, say “Sound,” and have students provide the sound when you tap under the spelling.
- Rest your finger to the left of all sound spelling, say “Blend” and have students verbally blend the sound as you loop your finger under the sound/spellings given so far. End finger movement under the last spelling.
- Write the next spelling, sat “Sound?” and tap under the spelling so that students will provide its sound.
- Rest your finger to the left of the word, say “Blend” and swoop your finger under the sound spellings while students blend the sounds together.
- Reast your finger to the left of the word, say “Word?” and then draw your hand quickly from left to right as students read the word naturally.
- If you forget how to move through a word, Template 8 will provide you will an explicit example regarding Sound-by-Sound blending. Template 8-Explain the Task: This is where you will find some specific directions on how to explain the task to students the first and/or second time that you use Sound-by-Sound Blending. Be sure to Model the Task for students using two different words. You can use the first two words from the list you will be working through with your students on any particular day. After modeling the routine with two words, go back and begin again, with student participation. Continue to move through your list. Once students are familiar with the routine, you will no longer need to explain and model the task. It is important to correct students when errors are made. Box #4 is where you will find the correction procedure. The way the correction procedure is utilized is dependent on where the students make their error. You correct an error made at the sound level different than you do an error made while blending a word. When a sound error occurs, correct the error and then have students make the correction. The erase the letters and begin to re-present the word. When a blending or a word error occurs, correct the error and then back up two words to use the Sound-by-Sound blending again. The correction procedure is critical for ensuring that students practice skills the correct way. We will concentrate on learning the Sound-by-Sound strategy today and we will not spend time practicing the correction procedure. We will address how to use the correction procedure in the next session.
- Have the words prepared on a sticky for reference. Refer participants to the template directions in their notebook. Use the template to model the Sound-by-Sound strategy on a whiteboard. Tell the participants to write the words from left to right. Explain the task Model the task using two words: boil toy Provide practice with unison response until knowledge appears to be solid. Use the following list of words. boil toy meet deed soil Roy moist jeep seek As you model, stress the importance of: -writing words across the page instead of going down (left to right directionality for students) -Preplanning (materials, students who will be worked with, where it fits in the program, etc.) -Having words listed on a post-it note for quick teacher reference – plan the words to be used ahead of time -Know sound/spelling patterns (i.e., ‘ce’ is a spelling pattern for /s/) -Consistent, succinct signaling on teachers part -Verbal prompts (which may eventually be dropped as students become familiar with routine) -Correction procedure will be modeled later.
- This activity is about 10 minutes. Participants need the Common English Sounds Spellings Chart for reference. Break the class into groups of three. Have each group use the words from Word List #1 to practice the Sound-by-Sound technique. Explain roles to participants, reinforcing the following things: The practice is a serious opportunity to work on technique so that you are ready to implement in the classroom. They should not purposely give incorrect answers. This practice is not about acting like a student – but practicing the technique. Each person should work through an entire word list when it is their turn to be the teacher. This is the participants’ opportunity to practice in a risk-free environment where they can get support from their peers and the instructor. Practice needs to begin immediately and proceed for the entire time provided. If the group finished early, everyone can try some words from the list they didn’t present the first time through. All participants should be ready to receive feedback, both from their peers and the instructor. One participant will be the teacher using the first set of words. The teacher will use the template to deliver specific sound-by-sound instruction to the participant who is the student. This includes explaining the task, having the student respond, and providing an opportunity for individual response. The second participant will be the student. As the student, he/she should allow the teacher to practice by making no errors. The third person in the group will act as an observer/coach. The observer should watch for appropriate signaling. Each person should take a turn in each role using the various sets of words. At the conclusion of the triad practice, the instructor should answer any questions that participants might have.
- Provide participants with a different model. This time model a variety of spelling patterns that they will encounter as they work with students. Stress that a list like the one you will model would never be presented to children (Students usually focus on one or two sound spellings at a time). The variety included in this list is for the purpose of allowing them to gain experience with many different sound spelling patterns. As you observe this model, attend to how digraphs, r-controlled vowels, and other patterns are addressed. Provide practice with unison response until knowledge appears to be solid. Use the following list of words. ar igh ai met time sight Starve gem shame drain bliss still pitch fear Have participants turn to Sound-by-Sound practice word list #2
- It is important that we explicitly teach phonics to our students. Exit Ticket: How comfortable are you with Sound-by-Sound Blending?