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 1

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) 2

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) 3

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

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 ) 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

Instructional Scaffolding Teach the most common items first: – er ingwhtharch 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 8

9 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 10

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: oo oo er eaoo ingsh aroo 11

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: oo oo er eaoo ingsh aroo 12

Phase 1 Prompted 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. cool shoot soon bean cart mood quit tool 13

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 cool shoot soon bean cart mood quit tool 14

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 cool shoot soon bean cart mood quit tool 15

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 16

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: oo oo wh eaoo arer shoo 17

Phase 2 Partially 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. pool shoot cloak spoon least moon shack hoop 18

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 pool shoot cloak spoon least moon shack hoop 19

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. pool shoot cloak spoon least moon shack hoop 20

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: oo oo wh eaoo arer thoo 21

Phase 3 Unprompted 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 fool wheat stoop roast shun moose tenth smooth 22

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 fool wheat stoop roast shun moose tenth smooth 23

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 pool shoot spoon cloak least moon shack hoop 24

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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 26

Word Sort (Practice Quiz) Put the following words into 4 categories according to the decoding strategy: Regular words made up of most common sounds One 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 syllable 27

Word Sort pocketseesaw cupcakedepend fillingwalnut smoke kitten mouthstripe sevenregret velvetshave charcoalrunner 28

Word Sort Answers Put the following words into 4 categories according to the decoding strategy: MCS pocket kitten seven velvet VCe cupcake smoke stripe shave LC seesaw walnut mouth charcoal Affixes depend filling regret runner 29

Adding -ed endings to words How to you say this affix in isolation? -ed Problem? – jump + ed = jumped – humm + ed = hummed – start + ed = started 30

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 31

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 derivatives 32

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 batting 33

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 batting 34

Recommended Curriculum Phonics for Reading – Publisher: Curriculum Associates – Levels 1, 2, 3 – Appropriate for Grades 1-8 and ESL 35

Recommended Curriculum REWARDS and REWARDS PLUS – Publisher: Sopris West – Appropriate for Grades 4-12 – Decoding Multisyllabic Words – Fluency – Rate Building 36