Common Core State Standards Phonics and Word Recognition Fluency Grades K-2 SNRPDP.
Decoding Instruction: How do we teach more advanced phonics & fluency skills? Letter-sound...
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Transcript of Decoding Instruction: How do we teach more advanced phonics & fluency skills? Letter-sound...
Decoding Instruction: How do we teach more advanced phonics & fluency skills?
Letter-sound correspondence
Phonics analysis
Structural analysis
Contextual analysis
Decoding Irregular Words
Multisyllabic strategies
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Content Objective
• Given student assessment data on a phonics skills assessment, teacher candidates will plan a week of phonics instruction using effective principles of sequencing and teaching phonics instruction (as described in Carnine et al. and class notes)– (This will be assessed on the decoding assignment
rather than on a class quiz)
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Language Objective
• Given a week’s worth of phonics lesson plans, teacher candidates will deliver a sample phonics lesson using effective instructional delivery elements (as described in the Teaching Reading Sourcebook; Carnine et al.; and class notes)– (This will be assessed by modeling a lesson in class
rather than on a class quiz)
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Phonic Analysis
• Teach letter sound correspondences– Long /short vowels sounds, most common sounds
• Teach common consonant digraphs– sh, th, wh, ch, kn, ph, wr, qu
• Teach common vowel digraphs– ai, ay, au, aw, ea, ee, igh, oa, oo, ou, ow, oy
• Teach r and l controlled vowels– ar, er, ir, or, ur, al, ol
• Teach students to recognize these items in words and in text– graph, haunt, thirst, cloak
Know Letter Combinations on
Table 8.1 4
Structural Analysis: Know affixes (prefixes & suffixes)
• Teach common prefixes–un, a, be, re, de
• Teach common suffixes–er, ing, ed, -y, est, le, ic, ful, ly
• Teach students to recognize items in words and in text– Batter, funny, alive, refill, sadly, comic
Know Affixes from Table 10.8
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VCe and VCe Derivatives
• Teach VCe rule–made, time, hope, fine, cute
• Teach VCe derivatives–hoping, hopping, likely, useful
• Teach students to recognize items in words and in text Know VCe pattern
words (pp. 123-126)6
Multisyllabic Strategies
• Teach common prefixes– inter, pro, con, ex, trans
• Teach common suffixes–ment, able, ful, ence, ture
• Teach students to recognize in words / text– interact, movement, protection
Table 10.87
Instructional Scaffolding
• Teach the most common items first:– er ing wh th ar ch
• Introduce item in isolation:– Introduce one new combination and practice with
other mastered combinations• Practice new combination in word lists– Design prompted word lists to practice recognizing
and reading new combinations in words• Practice in isolation and word lists over several days• Read in context of passages / stories– Check for generalization of the skill
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Table 8.1
Phase 1
• Introduce item in isolation:– Introduce one new combination and practice with
5-6 other mastered combinations• Practice new item in word lists– Design prompted word lists to practice recognizing
and reading new combinations in words
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Use explicit strategies…
• Model the new skill– Tell students the new sound
• Guided Practice– Students read new sounds
several times with other mastered sounds
• Check for Mastery– Ask an individual to read the
new sounds and a few review sounds
New skill: oooo erea ooing shar oo
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Teaching Procedure
• Model– Here’s a new sound. These
letters usually say ‘oooooo”– What do these letters usually
say?• Guided Practice– Read these sounds when I
touch them.• Check for Mastery– Call on individuals to read a few
sounds.
New skill: oooo erea ooing shar oo
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Phase 1Prompted Words List
• Practice the new sound in a prompted word list.– Provide prompt (underline) to
help students recognize the new combination in words.
• Read combination first, then whole word.
• Go back to the top and read the whole word.
coolshootsoonbeancartmoodquittool
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Teaching Procedure for Phase 1
• Touch under the letter combination–What sound?–What word?
• Repeat with all the words in the list.• Return to top and have students
read the whole word:–What word?
• Call on individuals to read a few words
coolshootsoonbeancartmoodquittool
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Correcting Errors
• If students miss the letter combination:– Model the sound, then ask, “What
sound?” and then, “What word?”– Go back to top of the list
• If students misread the word:– Model the word, then have students
identify sound, then the word: “What sound?” “What word?”
– Go back to the top of the list
coolshootsoonbeancartmoodquittool
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Phase 2
If students do well with Phase 1, move to Phase 2: • Continue to review new combination– Practice with 5-6 previously introduced letters
combinations• Practice new combination in word lists– Design partially prompted word lists to practice
recognizing and reading new combinations in words
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Phase 2 - review sounds in isolation
• Model– Remember our new sound. These
letters usually say ‘oooooo”– What do these letters usually say?
• Guided Practice– Read these sounds when I touch
them.• Check for Mastery– Call on a few individuals to read a
few sounds
New skill: oooo whea ooar ersh oo
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Phase 2Partially Prompted Word List
• Use different words each day.• Provide prompt (underline) to help
students recognize the new combination in the first half of the list.
• Read combination first, then whole word for first half of list.
• Go back to the top and read the list by whole word only.
poolshootcloakspoon leastmoonshackhoop
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Teaching Procedure - Phase 2
• Touch under the letter combination– What sound?
• Read whole word– What word?
• Continue with the prompted words• Go back to the top of the list and read
the whole word– What word?
• Call on individuals to read a few words
poolshootcloakspoonleastmoonshackhoop
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Correcting Errors
• If students make errors, provide strategy correction.• Touch under the
combination, and ask:–What sound?–What word?
• Go back to the top of the list and read each word again with the specified procedure.
poolshootcloakspoonleastmoonshackhoop
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Phase 3
• If students do well with Phase 2, move to Phase 3:
• DO NOT provide a model– Remember our new sound. – What do these letters usually say?
• Guided Practice– Read these sounds when I touch
them.• Check for Mastery– Call on a few individual to read
several sounds.
New skill: oooo whea ooar erth oo
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Phase 3Unprompted Word List
• Use different words each day.• Remind the students to look for
the new sound in words, but have them only read the whole word.
• Errors: Reinforce the strategy by touching under the combination–What sound?–What word?–Go back to the top of the list
foolwheatstooproastshunmoosetenthsmooth
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Teaching Procedure - Phase 3
• Remind students to look for letter combinations they know– Remember your sounds, don’t
get fooled.• Read whole word– What word?
• Call on individuals to read a few words
• Errors? Use strategy correction:– What sound? What word?– Go back to the top of the list
foolwheatstooproastshunmoosetenthsmooth
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Designing Word Lists
• Approximately 8-10 words• In Phase 1, the first 2-3 words should
contain new letter combination.• In Phases 2 & 3, the first 1-2 words
should contain the new combination.• One-half to one-third of the list should
contain new combination.• When possible, include words that will
appear in story reading passages
poolshootspooncloakleastmoonshackhoop
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• Decoding Assignment:– Apply the principles you learned to • Identifying what letter sound or phonic elements to teach
and in what order• Planning how to teach the letter sounds/phonic elements
in isolation and in word reading exercises explicitly• Planning how to systematically review so that students
learn it to mastery and maintain and generalize reading the sounds in isolation and words
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Word Sort (Practice Quiz)Put the following words into 4 categories according to the decoding strategy:
Regular words made up of most common
soundsOne and two syllable
Regular VCe pattern words
One and two syllable
Words with common letter combinations
(Table 8.1)
one and two syllable
Words made up of affixes
(10.8)
One and two syllable27
Word Sort
pocket seesaw cupcakedepend
filling walnut smoke kitten
mouth stripe seven regret
velvetshave charcoal runner28
Word Sort AnswersPut the following words into 4 categories according to the decoding strategy:
MCSpocket kittenseven velvet
VCe cupcake smoke stripe shave
LC seesaw walnut mouth charcoal
Affixes depend filling regret runner
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Adding -ed endings to words
• How to you say this affix in isolation?-ed
• Problem? –jump + ed = jumped–humm + ed = hummed–start + ed = started
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Teaching -ed endings (see p. 123, 124)
• Provide verbal practice adding -ed to words
hop lift hand rub
• Then practice reading words with -ed endings in words lists
hummed begged tripped
jumped handed lifted
-ed
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Teaching VCe Derivatives
• Problems: some word change spelling patterns when adding endings– pin + ed = pinned– pine + ed = pined– make - er = maker
• Text recommendation:– Recognize base word, read word with ending: likely baker hopped tamer hoped– Then teach strategy for discriminating CVCe
derivatives from CVC derivatives32
Teaching CVCe Derivatives (p. 126)
•Discriminate:– Some of these words have one
consonant after the underlined vowel.– Some of these words have two
consonants after the underlined vowel.
•Teach the rule:– two consonants come next, we say
the vowel’s sound.– If one consonant comes next we
say the vowel’s name.
hoping
taping
filling
tapping
roping
batting33
Teaching CVCe Dervatives (p. 126)
•Apply the rule:–Are there two
consonants or one?–Does the vowel say its
name or its sound?–What sound (or name)?–What word?
hoping
taping
filling
tapping
roping
batting34
Recommended Curriculum
• Phonics for Reading– Publisher: Curriculum Associates– Levels 1, 2, 3– Appropriate for Grades 1-8
and ESL
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Recommended Curriculum
• REWARDS and REWARDS PLUS– Publisher: Sopris West– Appropriate for Grades 4-12– Decoding Multisyllabic Words– Fluency– Rate Building
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