1

Read this passage and jot down: What is the passage about? What instruction

would you need to understand it?

Phonics & the Alphabetic Principle

plan & execute

1. What do I do & why do I do it?

2. How can I help my students break the code?

3. What new tricks & resources am I taking away?

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Reading Framework

What is Balanced Literacy?

Example of Phonics

teach

t -ea-chWhat did you see me do?

spelling pattern

sound

blend

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Definition of Phonics

Phonics is the process of identifying spelling patterns, connecting these with their phonemes (sounds), and blending the sounds to produce a

spoken word.

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Why Teach Phonics?

It’s a “deal-breaker” & it must be explicitly taught.

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The alphabetic principle is the

idea that letters represent sounds.

Fluent ReadingFluent ReadingFLUENT READING!

What you HEAR

What you SEE

Page 512

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Fluent ReadingFluent ReadingFLUENT READING!

What you HEAR

What you SEE

DOG = d + o + g

= /d/ + /o/ + /g/

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Don’t remember the letter sounds?

cuatu

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Don’t remember the letter sounds?

Watch the video, note if you have any questions

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Sound Spelling Patterns

Think of as many words as you can with different ways to spell the sound /ā/, the ‘long a.’

Short vowels (as in “lamb”) Long vowels – “say their name” (as in “make”)

You have 1 minute to write with your team and then we’ll list them!

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Sound Spelling Patterns

• a_e, ey, a, ai, ei, _ay, eigh, ea• As in:

make, they, lady, rain, vein, play, neighbor, great

What makes teaching phonics difficult?

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Fluent ReadingFluent Reading

One of your students is struggling with phonics.

In a parent conference, how do you explain what is

phonics & why it’s important for their child to

learn?

FLUENT READING!

2 minutes on a sticky note to plan, 2 minute conference, switch roles

How do you know what sound-spelling patterns to teach?

Your Word Study section of the ISAT, based on STUDENT needs from the QSI Data

Elementary Literacy Text (resource room)

Resource Room Display

Your district curriculum might be in a specific order

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Phonics Sequence from the QSI • Emergent – letter sounds and names• Letter name – short vowels, blends (br, bl,

sr etc.) and digraphs (sh, ch, th etc.) • With-in word – long vowels, r-influenced

vowels• Syllables and Affixes – ending sounds,

simple prefixes and suffixes (re-, un-, dis-) • Derivational Relations – advanced prefixes

and suffixes (mono-, tri-, aud - )

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How do you introduce sound-spelling patterns?

Blending Lesson Sequence• Introduce the sound-spelling pattern• Blend words• Read sentences• Decodable text reading• Spelling

IBRDS = “EYE BIRDS”

Page 513

I can identify the ___ sound.I can blend words with the ___ and ___ spellings.

I can blend words with the ___ and ___ spellings.I can sort words with the ___ and ___ sounds

I can read sentences with ___ and ___ words.I can segment and spell with _____ and _____ words.

I can spell words with the ___ and ___ sound.I reread a decodable text with __ and __ words.

I can complete the weekly spelling test!

I/B

I can read a decodable text with ___ and ___ words.

I/B

B/R

D

S

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How do you introduce sound-spelling patterns?

Blending Lesson Sequence• Introduce the sound-spelling pattern• Blend words• Read sentences• Decodable text reading• Spelling

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Introduce the sound-spelling pattern

Introducing a sound-spelling is designed to

strengthen the connection between the sound and the spelling.

In the video, identify at least 5 things that the

teacher does to strengthen this connection for his students?

Introducing the Sound-Spelling Pattern – techniques

• Tell students the sound; have them repeat the sounds many times

• Show students the spelling(s), repeat!• Listen to words WITH and WITHOUT the sound• Give students memory devices

– Visual images for the sounds (a cow)– Kinesthetic Motions (where appropriate)– Stories and poems to remember the sounds and

connect to the visual image and the spellings

Let’s Practice Teaching Sound-Spelling Patterns

• With your group, select a sound spelling pattern to introduce to your students and plan how you would introduce it to your students.

• Come up with a visual, word and kinesthetic motion/song (if applicable).

• sh- , ar-, oi

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How do you blend the words?

Blending Lesson Sequence• Introduce the sound-spelling pattern• Blend the words• Read sentences• Decodable text reading• Spelling

What is blending?

• Teach explicitly • Plan blending routines• Choose words with your sound-spelling

pattern

bHow do you teach blending?

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p

e dbedcoast c tsoapoint oi ntrain r ai n

Your Turn! Practice blending with your partner.

Emerging Letter Name

With-in Word

Syllable Derivational

Ball, bed cat, bat, fat, tan

cap, capehat, hate

cat, catsBox, boxes

monologueBicycle

Hub, flub Blog, plan, shop, ship

far, fart, shark, start

untierelearnInside

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Blending Lesson Sequence• Introduce the sound-spelling pattern • Blend words• Read sentences• Decodable text reading• Spelling

Reading Sentences

• Practicing words in isolation is not enough

• Take sentences from decodable books on Reading A-Z The weather man said that it is going to rain

tomorrow.The rain in Spain falls mainly on the plain.

• Brainstorm your own

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Blending Lesson Sequence• Introduce the sound-spelling pattern • Blend words• Read sentences• Decodable text reading• Spelling

Decodable Text Reading

• Practice decoding and reading the skill in an entire text

• Find books at the Resource Room or on Reading A-Z

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Blending Lesson Sequence• Introduce the sound-spelling pattern • Blend words• Read sentences• Decodable text reading• Spelling

Spelling

• Shows that they REALLY understand the sound-spelling patterns.

• Practice everyday• Final assessment is your spelling test on

Day 5

Pop Quiz!2 minutes to create hand gestures with your partner to remember the steps of IBRDS

I can identify the ___ sound.I can blend words with the ___ and ___ spellings.

I can blend words with the ___ and ___ spellings.I can sort words with the ___ and ___ sounds

I can read sentences with ___ and ___ words.I can segment and spell with _____ and _____ words.

I can spell words with the ___ and ___ sound.I reread a decodable text with __ and __ words.

I can complete the weekly spelling test!

I/B

I can read a decodable text with ___ and ___ words.

I/B

B/R

D

S

1

2

3

4

5

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Using the words “phonics”, “alphabetic principle” & “word study” explain why your token

for today is a lego.

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The Bottom Line

PHONICS IS A DEAL BREAKER. We teach these skills explicitly so

that our students can read & understand text.

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Go back to your question…

Delta Literacy Blog

delta11literacy.wordpress.com

Closing • Fill out exit slip and put it into the folder for your

school.

• Next steps:1. Contact me with any questions2. Wednesday you’ll get to pick up your guided reading copies!

One collab. member will take the “shopping list” for the group to the library

3. Don’t toss the copies. Trade, share, return.