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Phonics and Reading in K-2

February 27, 2014

Ms. LaBella & Ms. DiLiberti

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Critical Components of

ReadingWord recognition

• DECODING = figuring out new words

1. ACCURACY

Language analysis of syllabic, phonological andmorphological segments in words

• knowledge of letter names & sounds

• knowledge of syllable types [spelling patterns]

• 2. SPEED = fluency

• *** MEMORY for words that don’t follow rules(“red words”, sight words, high frequency words)

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Critical Components of

Reading

Oral language comprehension

• VOCABULARY 

• GRAMMATICAL STRUCTURE 

• TEXT STRUCTURE » Narrative 

» Expository 

» Persuasive 

» Poetic 

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Word Recognition

-the ability to read words.

-2 major categories of written words:

regular spelling patterns (these are calledsyllable type patterns)

irregular (they do not follow a spelling pattern

and therefore must be memorized, such asTHE, WAS and HAVE).

* 85% of the words in English are regular and15% are irregular* 

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What is decoding?

It requires students to understand that spoken

words are made up of syllables, phonemes

(individual speech sounds) and morphemes(units of meaning like –ing, -ed, plural –s, un-,

-ful, re-, and many more. 

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What is decoding?

It also requires that they know the letter

sounds that correspond to each of the letters

of the English alphabet (and this is difficultbecause the vowels can make more than one

sound).

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What is decoding?

It also requires that they know the spelling

 patterns (which are known as syllable type

patterns) of our written language, becausethe vowel sound changes depending on the

letters around it. 

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What is decoding?

The thing about memorizing words is that youcan’t use this technique for words you havenever seen before. Struggling readers tend toguess at words from the first letters, their shapeor from pictures in the text, and they do thismore than good readers do because they are notgood at decoding new words. This is thecharacteristic that 99% of the time distinguishesgood readers from struggling readers, right intoadulthood.

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So what can we do to explicitly

teach writing?

Remember… struggling readers tend to guess

at words from the first letters, their shape or

from pictures in the text, (as opposed toanalyzing the sounds) and they do this more

than good readers do because they are not

good at decoding new words. 

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So what can we do to explicitly

teach writing?

-letter recognition

-letter sound knowledge (consonants)

-letter sound knowledge (short vowels, open

vowels)

-understanding of syllables

-understand there is a vowel in each syllable*

-tapping out sounds, clapping out syllables**very important for writing! 

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As adults,

reading comes automatically… 

Try these nonsense

words out!

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Let’s Learn to READ!

Let’s learn how to read!

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We read words… Words are made of letters!

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Consonants are words that we

see a lot.

Let’s practice our consonants!

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circle

soft“c” 

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giraffe

soft “g” 

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Vowels are very important

letters.

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The vowels are… 

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The vowels are… 

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The vowels are… 

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The vowels are… 

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The vowels are… 

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The vowels are… 

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The vowels are… 

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Let’s practice our vowels!

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Want to know a secret?

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Want to know a secret?

…there is a vowel in everysyllable!

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All words have at least one

syllable. 

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Remember the secret… 

Every syllable has a vowel!

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’

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Need for Speed!

Fluency is the ability to read things quickly.

Learners also have to figure out words

QUICKLY. If they read too slowly, they willnever be able to comprehend, or understand,

what they are reading. Try reading a

paragraph out loud very very slowly and you

will also have difficulty with comprehension! 

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Word Meaning…

Let’s say a student can in fact read the written wordssuccessfully. THEN he needs to have the meaning of thosewords stored in his head, from earlier oral languagelearning, so that he will comprehend the meaning of the

text he is reading.If you read:

The gromp telved the matlent!

you would not be able to comprehend this sentence eventhough you could figure out how to read each “word”,because you would not have the meanings of these wordsstored in your head (since I made up the words). Therefore,decoding the words is not enough; kids also need to knowwhat the words mean.

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Grammatical Structure

Learners need to understand the grammatical

structure of each sentence in the text. For

example, they need to know what the plural –s morpheme means, or the past tense –ed

morpheme, or how to comprehend basic word

order (syntax), for example, understanding

that THE BOY HIT THE GIRL has a different

meaning from THE GIRL HIT THE BOY.

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Grammatical Structure

Furthermore, kids need to comprehend the

structure of the text, which is different if it is a

narrative text (events with problems andsolutions) compared to an expository text

(topic sentence with supporting details and

conclusions) compared to persuasive text or

poetry.

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How can we help at home?

Have your child read to you every day!

-phonetic readers and poems are especially

good for struggling readers

-ask your child’s teacher if you don’t have access

to “independent level” books

-if your child struggles, remind them to look at

the letters; what sound does that make? Does

that make sense?

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Echo Reading

-you read one sentence or paragraph (length can vary) at a

time while your child follows along in the text with their

finger. Once you pause, your child echoes back the same

sentence or paragraph, following along with their finger sothat you can be sure they are actually reading and not simply

copying you. The guided practice and support of the echo

reading structure instills confidence in students aiming to

develop greater reading proficiencies.

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-some good library books to choose are

Jonathan London’s Froggy Series, and the

Mercer Mayer Little Critter series. They usecontrolled syllable types so that your child can

decode these books.

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-having your child read a short, decodable poem

aloud will help build fluency and automaticity

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-help your child memorize sight words

-play Concentration, have “spelling bees” 

-ask your child’s teacher for a comprehensive list

of sight words

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Save the Date

Phonics and Writing in K-2

March 27, 2014