September 29, 2012 Skilled word reading; Learning to read words; Phonetics and Phonology; The Structure of English Orthography part one CUI 4500 Instruction

Review Activity—Snowball 4 Part Processing Systems & Classroom Instruction  On a blank piece of paper, describe one activity you frequently do with your class as you teach reading.  I will tell you what to do next.

Uses speech that is understandable with only age-appropriate errors Understands concepts such as top/bottom, under/over, beginning/middle/end, first/last/next, before/after, one/all, more/less, same/not same Uses word endings that indicate plurals, possessives, present tense, past tense (e.g., -s, -ing, -ed) Uses sentences with correct word order, of appropriate length, and includes pronouns, verbs, and question forms phonology semantics morphology syntax Match the Oral Skill to the Language Structure: review Complete the blanks with the oral language structure that matches the oral language skill.

Skilled Word Reading Printed Word recognition Language Comprehension x 2 domains

Lexical-Level Factors Frequency and Word Recognition More exposures to a word increases word recognition Words learned earlier in life are read faster Sub-Lexical factors Phoneme Grapheme Correspondence Consistent Spelling Patterns We read morphemes Contextual influences Priming Discourse

More is better……. cain pg 28

When did you learn it? cain pg 28

Regularity increases word recognition cain pg 29

Consistency increases word recognition cain pg 29

Semantically similar words are recalled faster cain pg 32

two routes to read words Page Dual- Route Cascade connectionists model page Triangle Model

Dual-route cascade (DRC) model Print use the graphemes and sounds to figure out the word use linguistic information to figure out the word

Triangle Model Context Processor Orthographic Processor Phonological Processor Meaning Processor writing outputlanguage outputreading input speech sound system letter memory Phonics language input

Learning to Read Words Printed Word recognition Language Comprehension x 2 domains

Ways to Read Words Sight Word Reading Phonological Recoding Reading by Analogy Prediction from Context

Ehri’s Phases of Word-Reading Development incidental visual cues letter knowledge partial phoneme awareness complete phoneme awareness phoneme- grapheme correspondence early sight- word learning reading fluently by sound, syllable, morpheme, whole word, families, and analogies Prealphabetic Early Alphabetic Later Alphabetic Consolidated Alphabetic

Phonetics The Sounds of Speech Printed Word recognition Language Comprehension x 2 domains Why are speech sounds identification can be difficult Consonants Vowels Articulation of speech sounds in the mouth

Counting Phonemes Count the number of phoneme in the following words. Compare notes with someone else. Did you agree on all of them. ___ ice__ choose__ mix__ soothe __ sigh__ sign__ pitched__ her __ day__ thorn__ straight__ boy __ aide__ quake__ measure__ shout

Consonants "'Shut up' doesn't start with an S. (5 minutes later) Oh wait, yes it does. Don't laugh! I was thinking of the SHHH sound.“ - College Student

Features of Consonants Place of Articulation Lips Tongues Dental Palatal Velar Glottal Manner of Articulation Stop and Continuants Nasals Fricatives Affricatives Glides Liquids Voiced or Unvoiced

PhonemeVoicedUnvoicedStopContinuantNasal /b/ /p/ /m/ /t/ /d/ /n/ /k/ /g/ /ng/ Speech Sounds of English and Spanish

PhonemeVoicedUnvoicedStopContinuantOther /b/ *  /p/ *  /m/  nasal /t/  /d/  /n/  nasal /k/  /g/  /ng/  nasal Speech Sounds of English and Spanish

PhonemeVoicedUnvoicedStopContinuantNasal /f/ /v/ /th/ /s/ /z/ /sh/ /zh/ Speech Sounds of English and Spanish

PhonemeVoicedUnvoicedStopContinuantNasal /f/ /v/ /th/ /s/ /z/ /sh/ /zh/ Speech Sounds of English and Spanish

PhonemeVoicedUnvoicedStopContinuantNasal /ch/ /j/ /y/ /h/ /w/ /wh/** /l/ /r/ Speech Sounds of English and Spanish

PhonemeVoicedUnvoicedStopContinuantNasal /ch/ /j/ /y/ glide /h/ glide /w/ glide /wh/** glide /l/ liquid /r/ liquid Speech Sounds of English and Spanish

VOWELS Purpose: Gives Volume Articulation Feature: No closure

English Vowels

Vowel sounds that are close to each other are easily confused. Speech Sounds of English

Schwa and Stress

What does this suggest for instruction? Speech Sounds of English and Spanish

Spanish Consonant Phonemes English Consonant Phonemes Can you identify the sounds that ELL students will likely have difficulty with? Speech Sounds of English and Spanish

33 Is Phonemic Awareness the same as Phonological Awareness? Phonological awareness is the “umbrella.” syllables rhymes onset-rime phonemes words

34 a m v p s If you can do it with your eyes closed, it is phonemic awareness! Is Phonemic Awareness the Same as Phonics?

Stages of Phonological Awareness Development Intermediate Stage Rhyming: production Segmenting and Blending: Syllables Onset-rime Sound Awareness: Initial/medial/final sounds Blending/segmenting Counting sounds Advanced Stage Deletion Substitution Addition Initial/medial/final sounds Beginning Stage Rhyming: recognition Alliteration Segmenting: counting words Pre K 2 nd Grade Dodson, Kuhn

Phonology: Speech Sounds in Use Printed Word recognition Language Comprehension x 2 domains Spoken Syllables Phonological Processing and Literacy Phonological Awareness Minimal Pairs Variations in pronunciation Principles of Teaching

What’s the difference between Ch. 2 and Ch. 3? Phoneticsphonology Study of speech sounds A strand of the broader topic-phonology Broader word Includes both the sounds and the study of sound patterns/rules Includes mental representations of patterns

Spoken Syllables  Grouped around a vowel  Phonemes are grouped together into syllables  A syllable is a coarticulated unit  Every word has at least one syllable=at least 1 vowel sound  # of syllables = # of vowel sounds in a word Let’s look at this word: IDIOT How many vowel sounds? Watch your instructor as he/she demonstrates saying this word and count how many drops of the jaw is completed. 3

Spoken Syllables simple Has a vowel that may be preceded/followed by a single consonant complex Has 2 or more consonants in a cluster before/after a vowel Onset rime Onset=string of letters before a vowel Rime=the vowel and after it Moats, p. 50 Tr ain B est

Spoken Syllables: Let’s not forget that intonation, phrasing and stress also shifts the way we pronounce words. Say the following sentences aloud, with emphasis placed on the red word. John said to get the ball.

Phonological Processing & Literacy Phonological processing is used subconsciously in listening and speaking. Reading and writing, on the other hand, require conscious attention/awareness of phonological aspects of speech. With the following slide, the instructor will assign groups to review the 3 essential kinds of oral language skills that encompass PHONOLOGICAL PROCESSING

Terminology Counts! Defining the “Phon” Words Graphic Organizer Phonological Processing speech perception production metalinguistic awareness syllable onset-rime phoneme phonological memory PWM retrieval naming pp

Group 1: Speech Speech: Unconscious phonological processing. Perception (receptive language): How our brains perceive the acoustic signals of speakers. Production (expressive language): Assembly and pronunciation of sounds and sequences of sounds.

Confusion About Sounds, Confusion About Meaning InputStorageRetrieval goal/gold offensive phonics/intensive phonics reliable/liable syllabus/syllable

I fed the pigeons to the flag.

Group 2: Phonological Awareness Metalinguistic Awareness/Phonological Awareness (these two terms are interchangeable) refers to the ability to identify, think about, and manipulate oral parts of words. While there are many levels of awareness, those most responsible for improvements in reading and spelling are included within this organizer. Syllable: A unit of speech that is organized around a vowel sound. Onset-rime: Onset is the beginning consonant sound(s), and the rime is the vowel and all following sounds within the syllable. Phoneme: An individual speech sound.

Identify words, syllables, onset rimes, phonemes Get 4 sticky notes…write each of the above underline word on a sticky note. Hold up the sticky note that best describes what the instructor says.

Group 3: Phonological Memory Phonological Memory: Retaining phonological information in memory. PWM (Phonological Working Memory): Temporary mental storage of speech stimuli. Retrieval: Formulating and pronouncing a word from memory. Naming: A type of retrieval; producing a verbal label for a visual stimulus. Typically referred to as RAN (rapid automatized naming), this skill often asks students to name letters or numbers under timed conditions.

PWM example: Reverse the sequence of speech sounds in each of these words (say them backward) (HINT: say the sounds, not the letters) Teach Sigh Cuts Cash Snitch

Ranking of Percent Correct Scores of Phonological Awareness Skills for 4- and 5-Year-Old Children Rank Pre-K 4-Year-Olds Pre-K 5-Year-Olds 1Blending syllables 84%Blending syllables 92% 2Segmenting syllables 62%Rhyme detection 81% 3Rhyme detection 58%Alliteration categorization 74% 4Alliteration categorization 53%Segmenting syllables 71% 5Blending onset-rime units 42%Rhyme production 61% 6Alliteration detection 32%Blending onset-rime units 57% 7Rhyme production 31%Alliteration detection 54% 8Blending phonemes 13%Blending phonemes 29% 9Segmenting onset-rime 8%Segmenting onset-rime 22% 10Segmenting phonemes 3%Segmenting phonemes 7% (Paulson, 2004) page 66

Development of P.A. RHYMINGDetection (goat, say, boat) Production (tell me a word that rhymes with sat) ALLITERATIONDetection (which picture starts with the same sound as zoo) Categorization (find all the things that start with /m/) BLENDINGSyllables (put this word together: Mel-a-nie Onset rime Phonemes SEGMENTINGSyllables (say the syllables in Melanie) Onset rime Phonemes

Minimal Pairs When words differ only in one speech sound and all of the others are identical Rode, wrote Bed, bid Damper, tamper “If students can distinguish the sounds in minimal pairs of words and identify which sound makes one word different from another, then they are likely to have attained a level of awareness that fully supports word recognition, spelling, and vocabulary”—pg 60

Variations in pronounciations Small Groups will explore four different types of Allophonic variations: 1. Nasalizations 2. Aspirations 3. Flapping 4. Affrications

Allophonic Variation Aspiration of /p/, /t/, and /k/. Nasalization of a vowel before a nasal consonant; deletion of a nasal consonant after a vowel and before another consonant. Flapping of /t/ and /d/. Affrication of /t/ or /d/ before /r/ or /y/. Let’s look at each of these separately.

Aspiration of /p/, /t/, and /k/ /p/, /t/, and /k/ are pronounced with a push of breath at the beginning of a syllable and before a vowel. As you say these words, put your hand in front of your mouth to feel the air: pet, prize tip, tart cat, couch If /p/, /t/, and /k/ are the second sound in a blend, there is no push of breath. Now say these words while feeling the air. Notice the difference? pit, spit tart, start kin, skin If /p/, /t/, and /k/ are at the end of a word, students often confuse the sound with the voiced partner or omit the letter altogether. p. 48

Aspiration /p/ /b/ /t/ /d/ /k/ /g/ /r/ sbider, sbesl sdashn, sdrt sgin, sgary What words are the young students trying to spell? English Consonant Phonemes by Place and Manner of Articulation

Nasalization of a Vowel Say these word pairs while holding your nose: bad, band said, send rat, rant dote, don’t sick, sink puck, punk What happens to the vowel sounds that come right before the nasals? Students often lose or confuse nasal sounds in their spellings.

Nasalization of a Vowel /m/ /n//ng/ /r/ sik, wet, basemet, juppy, siple What words are the young students trying to spell? English Consonant Phonemes by Place and Manner of Articulation

Flapping of /t/ and /d/ In American dialect, the middle sound of /t/ is changed to /d/ when it falls between an accented and unaccented vowel. Say the following words: waterletterwriterlittle Britishbettermatterpotter What happens to the middle sound?

Flapping of /t/ and /d/ /t/ /d/ /r/ p. 49 English Consonant Phonemes by Place and Manner of Articulation

Flapping of /t/ and /d/ Given this allophonic variant, watch how students often misspell these words: water wadr better bedr writer wridr British Bridish little lidl matter madr letter ledr

Affrication of /t/ and /d/ When a /t/ or /d/ is before an /r/ or a /y/, the sounds for the /t/ and /d/ change. The sounds feel more like /ch/ for /t/ and /j/ for /d/. Look at why this is: Say /t/. Now say /r/. Say /d/.Now say /r/. How does your mouth look and feel when you say these sounds? Use your mirrors to check. Let’s see what happens when these sounds are embedded within words.

Affrication of /t/ and /d/ /t/ /d/ /ch/ /j/ /r/ What words are students trying to spell? chran, chrick, hret jrs, jragin, gran when followed by /r/ English Consonant Phonemes by Place and Manner of Articulation

Affrication of /t/ and /d/ Watch and feel what happens when /t/ or /d/ comes before the glided sound /y/: Say the word Nate. Now say nature. Say Ed. Now say educate. How does your mouth change when you say each pair? p. 49

My favorite holiday Is forofjloiliktowochmy bruver lot the fiveyro I git to live 7 fiveyrosc olev l flou in the aruq all the rast do iot flay sum did I out on an off ani lik to wich the feryrsck. Br Spelling Sample: Second-Grade Student

My favorite holiday Is forofjloiliktowochmy bruver lot the fiveyro I git to live 7 fiveyrosc olev l flou in the aruq all the rast do iot flay sum did I out on an off ani lik to wich the feryrsck. Br Spelling Sample: Second-Grade Student

General Principles of Teaching Phoneme Awareness Think multisensory! A few brief activities (about 5-10 minutes daily) Encourage mouth awareness Focus on speech sounds before letters Follow a scope and sequence of phonological skill development (developmental progression) Include all English phonemes in the instruction I do, We do, You do model Give immediate corrective feedback Use letters as soon as students are ready

Unit 1 example lesson 1. Phoneme production/replication: repeat these sounds…./a/ /t/ /s/ /m/ /b/ /k/ /f/ am, tan, sat, mat, bat, cat, fat 2. Phoneme isolation: Say am, (repeat am), Say am (repeat am) What’s the first sound in am? /a/ Say am (repeat am), say am (repeat am) What’s the last sound in am? /m/ 3. Phoneme Segmentation/Counting: Say mat, (repeat mat), Say mat, (repeat mat), Say the sounds in mat. M-a-t Jane Fell Greene, Sounds and Letters for Readers and Spellers, 1997

Unit 1: sample lesson 4. Phoneme Blending: Listen and repeat. Listen and repeat:/b//a//m/ (repeat 3 times) Bam 5. Rhyming: say sat. (repeat sat) Say sat. Repeat sat. Say a word that rhymes with sat. (hat, cat, bat, at) 6. Phoneme Deletion: Say at. (repeat at) Say at. (repeat at) Say at without the /t/. /a/ 7. Phoneme Substitution: say sat. (repeat sat) Say sat. (repeat sat.) Now change the first sound in sat to /k/. (cat) 8. Phoneme Reversal: Say mat. (repeat mat) say mat (repeat mat) Now change the first sound to last and the last sound to first. (tam)

Unit 1 sample lesson continued 9. Pig Latin: Say bat. (repeat bat) Say bat (repeat bat) Say bat without the /b/. /at/ 10. Say /at/ (repeat at) Say at (repeat at). Say at with /b/ at the end. /at b/ Now say /ay/ at the end. /at bay/ Greene, Sounds and Letters for Readers and Spellers

The Structure of English Orthography Printed Word recognition Language Comprehension x 2 domains History of English Phoneme and Grapheme Mapping

George Bernard Shaw

5 principles for understanding English orthography Orthography We spell by language of origin. We spell by phoneme- grapheme correspondence. We spell position of phoneme or grapheme in a word. We spell by letter order and sequence patterns, or orthographic conventions. We spell by meaning (morphology) and part of speech.

Layers of English Greek Latin French Anglo-Saxon

Eastern Europe Greek Latin French Anglo-Saxon

Angelo Saxon influence in English Dates back 20,000 years Starts with words from tribes in Eastern Europe Found in Germanic languages of German, Swedish, Dutch and English One syllable and everyday objects, activities and events Must have a vowel in each syllable New words created using compound words Greek Latin French Anglo-Saxon

Angelo Saxon influence in English Uses vowel teams; digraphs; silent letters irregular spellings mom, football, at, see, sky, moon, horse, finer, shoe, shirt, pants, sister, hate, touch, think, head, would, do Greek Latin French Anglo-Saxon

Norman French Greek Latin French Anglo-Saxon

Norman (French) influence in English Words related to culture, fashion and food Abstract social ideas and relationships Ou for / ū/ as in soup; soft c and g when followed by e, i or y; special endings –ine, -ette, -elle, - ique beef, couture, rendezvous, amuse, rouge, coupon, novice, croquet, debut, mirage, justice Greek Latin French Anglo-Saxon

Latin influence around the world Greek Latin French Anglo-Saxon

Latin based languages Greek Latin French Anglo-Saxon

Latin influence in English Multi-syllable words organized around a root Often found in literature, social studies and science Typically found in upper elementary grades Most roots contain short vowels The schwa if most found in Latin words Affixes Greek Latin French Anglo-Saxon

Latin influence in English Latin roots can form hundreds of thousands of words Represent more abstract concepts excellent, direction, interrupt, firmament, terrestrial, solar, stellar, aquarium, locomotion, hostility, reject, deception Greek Latin French Anglo-Saxon

History of the Alphabet Greek Latin French Anglo-Saxon

History of the Alphabet Greek Latin French Anglo-Saxon

Why the Latin alphabet doesn’t work for English English has 44 sounds but there are only 26 letters! Greek Latin French Anglo-Saxon

"...as every Letter ought to be, confin'd to one; the same is to be observ'd in all the Letters, Vowels and Consonants, that wherever they are met with, or in whatever Company, their Sound is always the same. It is also intended that there be no superfluous Letters used in Spelling, i.e. no Letter that is not sounded, and this Alphabet by Six new Letters provides that there be no distinct Sounds in the Language without Letters to express them". - Benjamin Franklin Greek Latin French Anglo-Saxon

Franklin’s Alphabet Greek Latin French Anglo-Saxon

Franklin’s Alphabet Greek Latin French Anglo-Saxon

Why the Latin alphabet doesn’t’ work for English Greek Latin French Anglo-Saxon

Greece Greek Latin French Anglo-Saxon 10 th Century 16 th Century

Greek influence in English Mostly found in science vocabulary Some of the less common letter-sound graphemes such as rh (rhododendron), pt (pterodactyl), pn (pneumonia), ps (psychology) constructed from combining forms (similar to compound words Greek Latin French Anglo-Saxon

Greek influence in English Learning a relatively few Greek roots allow you access to thousands of words (i.e. micro, scope, bio, graph) hypnosis, agnostic, neuropsychology, decathlon, catatonic, agoraphobia, chlorophyll, psysiognomy Greek Latin French Anglo-Saxon

Identify the language of origin _____ hemisphere _____ inducement _____ groundhog _____ gnocchi _____ arms _____ kaput _____ dealt _____ stadium _____ etymology _____ suffix _____ knight _____ wanted G L AS O L- Latin/French; G- Greek; AS- Anglo Saxon; O-other AS O L G L Speech to Print Workbook, L Moats Greek Latin French Anglo-Saxon

CH- sort these ch spellings; what is their language or origin chauffer chalk character machine chair chalet cheek chestnut chagrin cholesterol chateau chlorophyll lunch chaos chuck chase school chapstick cache chemical chlorine Speech to Print Workbook, L Moats Greek Latin French Anglo-Saxon

Evolution of Spelling Greek Latin French Anglo-Saxon

Great Vowel Shift (WHY?) The pronunciation of vowels changed but the spellings did not; this account for some of the most peculiar spellings in English Greek Latin French Anglo-Saxon

English is heavily influenced… “English is a system heavily influenced by its word origins in spite of many historical efforts to simplify and standardize. English continues to adult words from other languages, assimilation their spelling as well as their meanings.” -Moats Greek Latin French Anglo-Saxon

Where do these words come from? bungalow, dinghy pistol, polka, robot ammonia, ebony, ivory bard, golf, slogan, whisky amen, gauze, kosher husky, kayak, igloo judo, soy, tycoon cocoa, llama Bengali Czech Egyptian Scottish Hebrew Inuit Japanese Quechua Greek Latin French Anglo-Saxon

We spell by phoneme/grapheme correspondence

Phoneme/Grapheme Grapheme Graph= write; -eme = unit of structure Written form of a sound Phoneme Phono= sound; -eme = unit of structure distinctive sounds

Warm-Up: Identify the Graphemes a ch a a m m p p p. 23

Warm-Up: Identify the Graphemes We Do a b b r r i i s s k k Take out five coins, chips, or blocks. p. 23

Phoneme/Grapheme Mapping

Warm-Up: How Did You Do? shrimp blond chunk fresh sting

Graphemes A grapheme is a letter or letter pattern that corresponds to or represents a phoneme (speech sound). Graphemes can be one, two, three, or four letters in English! Examples: 1 letter: a as in strap 2 letters: ng as in ring 3 letters: tch as in ditch 4 letters:ough as in through pp

We Use Graphemes: Letters and Letter Combinations Phoneme-Grapheme Correspondence: /ch// ē //z/ /d/ / ū / /d/ /l/ /z/ cheese d oo d le s

Types of Consonant Graphemes Single letters (including blends): trap, spend Doublets: puff, hill, lass, fizz Digraphs: chain, shrink, either, phone Trigraphs: wedge, botch Consonants in blends: scrape, thrush Silent-letter combinations: comb, autumn, folk Odd letter x: box, exact Combination qu: quickly

Types of Vowel Graphemes Single Letters (long and short): robot, capon, moped Vowel Teams: east, south, night, blue Vowel-r Combinations: her, bird, fur, car Vowel-Consonant-e: cape, kite, cube, rode

The Vowel Phonemes Chart Revisited p. 31

Assignments, Reading, and Next Class

Assignment Exit Slip Due at the end of class (ask your instructor on their preferred method of turning in) Part One Assessments completed on two students Due on Oct 2, 2012

Readings Chapters 4 and 5

The structure of English Orthography part two; Morphology Next Class