Phonics and Word Studies CNN Lit 601 M. May Fall 2008

How the Brain Works Sifts out most input keeps ◦What it can connect to something ◦Has emotional meaning Magic Seven Chunking ◦Patterns enlarge the amount we can take in Short term memory space ◦Lack of automaticity uses all STM resources ◦affects comprehensions – no “thinking” space

English Isn’t crazy Large number of words Input from many languages over time ◦Latin 68%, Anglo Saxon, Greek, French others ◦For example:  water(Anglo Saxon)  aqua (Latin) –  hydro (Greek)  fire (Anglo Saxon)  Incen (Latin)  Pyro (Grteek)  Heart (Anglosaxon)  Cardio (Latin)  Coro (greek)

Phonic Debate Old time Phonics – Rote Practice Whole language- Student will learn from reading Inquiry – word study. Whole-Part-Whole

Kinds of Syllables Closed ◦vc –  cat Open ◦Vowel at the end  no Silent e ◦“e” makes the vowel long R controlled ◦Vowel can’t be heard ◦ar, or, and er, ir, ur Vowel teams ◦Two vowels in a syllable –  Long sound ai ay ee  Dipthong –oa ow ou Cle ◦Count back 3 - doubling Sable Final Syllable ◦tion, ous, cial, ture, ing

Terminology phonemesgraphemesmorphemes orthographyphonemic segmentation phonemic awareness diagraphblendsdiphthong articulationaffixesroots prefixessuffixes

Developmental Stages Pre alphabetic stage (logographic) ◦Rely on visual cues or graphic features – signs ◦Semantic connections (stop signs) ◦Many exposures Partial alphabetic stage ◦Letter associations -dog “d” ◦initial sounds ◦Some sight words Full alphabetic stage ◦Read words using letter-sound (grapheme-phoneme ◦Reading speed begins to increase Consolidated alphabetic stage ◦patterns Automatic alphabetic ◦Automatic recognition - strategies to develop automaticity

Order of leaning Word Analysis skills K-12 Print awareness ◦Print organization ◦Page organization ◦Book organization ◦Letter names “y” ◦Letter recognition Phonemic awareness ◦Blending ◦segmentation Letter/sound relationship ◦Consonant ◦vowels Letter patterns and rhymes Syllable ID ◦Compound words ◦Prefixes/suffixes/roots Context clues Rapid recognition vocabulary Skill application through wide reading

Instructional Strategies for teaching phonics Implicit phonics (analytic) ◦Context of word ◦Ex. boy, bat ear all start with b – rule given after student figures out the pattern Letter/sound relationships ◦(letter of the week) Pattern recognitions through rhyme Explicit phonics (synthetic) ◦Relationship made ex. explicit m says mmmmm then read mat man

Goals for teaching word analysis skills Emphasize word analysis instruction in the context of meaning construction Dev. Phonemic awareness Develop print awareness Understand letter patterns/rhyming endings Syllable ID Use of context clues ◦read on to confirm meaning Lots of reading

Instructional Strategies for Teaching word solving skills Syllabication ◦6 Types ◦CV, Vc, vc-e, r-contr, cle, vv, stable final endings ◦Rabbit, camel tiger Compounding ◦Vocabulary (word parts) students already know Prefixes, roots, suffixes ◦Games how many wods can I make? Context clues ◦Modified Cloze ◦Connect the sentence ◦ID word ◦Choose missing word

Instructional Strategies for Developing Fluency Mastery or word analysis Automaticity Benefits comprehension

Word Studies Critical to comprehension Inflectional endings – syntax creates meaning Concepts drive ideas

How we acquire vocabulary 3000 words per year Driven by intellectual curiosity and social use of language Trying on Incidentally through reading K-4 vacab leads reading comp 4 – adult – reading drives vocab

Goals and objectives of vocabulary instruction (Word Studies) In context of narrative and expository Connects new words to Prior knowledge Checking new words to see if it fits context Positive attitudes Teach words that have broad utility Develop Word learning strategies

6 vocabulary learning tasks Learning to read known words Learning new meaning for known words Learning new concepts Clarifying and enriching the meaning of new of known words Moving words from receptive to expressive vocabularies

Principles of vocabulary Instruction Variety of approaches ◦Direct teaching ◦Immediate context ◦Classroom resources  Word wall  Semantic maps ◦Extensive reading broad topic/genre Active learning ◦Reason with words Develop new words by semantically relating them through ◦ contrast/ ◦comparison Social process ◦Personal motivations ◦Adult appeal ◦Immediate usefulness ◦Peer group use Word importance ◦Content ◦Comprehension ◦Student schema Consider teaching objective

Active learning in vocabulary Learning contexts Ensures mental engagement Word reasoning Semantic mapping Interactive cloze Semantic feature analysis

Before reading vocabulary Instruction - Teaching Vocabulary in context (TVC) Preview text and select 4-5 words Write words in text sentences or chart Read sentences aloud and ask students to speculate on the meaning Record children’s ideas on the board Arrive at a class definition of each word (look up if necessary thesaurus/glossary)

During Reading Vocabulary Instruction – When you come to a word that you don’t know… ◦Structure  Parts of word –meaning chunks (Roots prefixes, suffixes) ◦Context  Read to end of sentence  Meaning clues in other parts  Monitor for sense Cont. ◦Sound  Pronounce and search for recognition ◦Reference  Look it up

After Reading VSS (vocabulary self- collection) Long term acquisition of words Students choose new words to learn Nominate words Narrow class list Students record words and definitions Include in unit test

Inquiry WTL (words to learn) ◦Spelling words that child is already trying to use Vocabulary logs Collecting words – vocabulary sleuths Word Sorts Patterns Synonyms/antonyms Homonyms Context specific Concept webs Semantic maps Semantic feature analysis