Phonics and Word Identification Ch. 4 The Essentials of Teaching Children to Read: The Teacher Makes the Difference
Letter sound correspondence or graphophonemic knowledge What is phonics?
Skills children use to pronounce a word in print Also referred to as word attack skills Word Identification
Connecting word pronunciation with its meaning This includes structural analysis, onset and rime (word families) Dice game Concentration QRI3 Test Word Recognition
Letters and letter combinations represent speech sounds This is the first step toward learning to decode words using phonics Alphabetic Awareness Test Letter / Sound Identification Test Alphabetic Principle
Speech is made up of individual sounds (phonemes) Speech sounds are represented by specific letters (graphemes) and letter combinations Primary-grade Teachers help children learn the following:
CVC pattern –vowel between 2 consonants, usually represents a short vowel sound (ex. Sat, let, win, mop, sun) Vowel digraphs (CVVC) – 2 vowels come together the first vowel carries the long sound and the second is silent (ex. toad, fleet, day) VCE (final silent e) pattern – when 2 vowels appear and 1 is a final e the first vowel is usually long and the final e is silent (ex. cape, rope, kite) CV pattern – consonant followed by a vowel, vowel is usually long (ex. be, go, so) R – controlled vowels – vowels appear before an r, usually neither long or short but over powered by the “r” (ex. person, player) Important Phonics Patterns
Consonant blend – also known as a consonant cluster, 2 or more consonants in which you hear both sounds (ex. blue, frost, desk, splash) Vowel digraphs – 2 vowels together produce one sound (ex. eel, head, oak) Schwa – the vowel is in an unaccented syllable, sounds kind of like “uh” most names (ex. Debra) Diphthongs – 2 vowels together in a word produce a single (ex. oil, flower, count) Other important Phonics Terms
Basic meaning units 2 types: 1. Bound – must be attached to a root word (ex. prefixes and suffixes) 2. Free – can stand alone (ex. dog) Some words can have both bound and free morphemes (ex. replay) Morphemes
Phonics activities and group share
PHONEMIC AWARENESS
What is phonemic awareness? The form of speech not the content of speech Refers to an awareness of sounds in spoken, not written language Speech is made up of a series of individual sounds that can be manipulated (phonemes) Students who are phonemically aware can: Rhyme Blend isolated sounds together to form a word Identify the number of sounds heard in a word Segment spoken words into their constituent sounds
Research suggests: Phonemic awareness can be developed in individuals by experiencing language that encourages active exploration and manipulation of sounds Researchers have concluded that children who have received training in phonemic awareness are more successful in reading and writing Phonemic awareness has been shown to be the most powerful predictor of later reading achievement Research article (packet pp )
Components (Strategies) of Phonemic Awareness Matching sounds to words (beginning / ending sounds) brush, car, doll Isolate a sound in a word (initial, medial, ending sounds) Blend individual sounds to form a word /b/, /i/, /g/ big Substitute sounds in a word (word families) Segment a word into its constituent sounds (Yopp)
Teaching Phonemic Segmentation Rubber Band Stretch Stretchy Names Sound Boxes / Markers A Song to Teach Phonemic Segmentation Video – Strengthening Students Phonemic Awareness
Yopp-Singer Test of Phonemic Segmentation Have one test sheet for each child in your class. Assess individually in a quiet place. Keep the assessment playful and game-like. Explain the game to the children exactly as the directions specify (packet pp ) Model for the child what he/she needs to do with each of the practice words. Have them break apart each word with you.
Websites oms/patti/k-1/activities.segment.html oms/patti/k-1/activities.segment.html awareness_what_does_it_.htm content2/phonemic.p.k12.4.html 30.html