1. Word Recognition: Phonics and Comprehension Presented by Dr
Word Recognition: Phonics and Comprehension Presented by Dr. Elaine Roberts

2. Components of a Balanced Literacy Diet
Motivation for literacy
Concepts of print
Word/World knowledge
Language development
Listening/thinking skills
Sight words
Phonemic awareness and letter-sound connections
Letter formation
Spelling
Schema development
Real reading
Fluency
Text structures
Comprehension strategies
And REAL WRTING experiences

3. Word recognition is the foundation of Reading
REMEMBER
Word recognition is the foundation of Reading
Comprehension is the goal of Reading

4. Phonemic Awareness Assessment (Roberts, E., 1997)
Directions:
Students say the phonemes (sounds) in the target words for the number of disks presented. If they are unable to say the sounds, the administrator of the test can show them a picture of the target word as a visual cue (If a visual cue is used, indicate in test margin with a “v”). Record their responses.

5. Ask: Phoneme Segmentation
“What are the phonemes in (target word)? Show the number of sounds in the target words by moving the appropriate number of disks.
For example: “What are the sounds in the word run?”
Answer: r — u — n
Your turn-go, grab, drum

6. Word Recognition Phases (Ehri)
1. Pre alphabetic phase-logographic phase
Depends on visual cues and environmental print
Studies by Gough & Griffith and Dewitz & Stammer
2. Partial alphabetic phase
Some phonemic awareness and letter sound knowledge/invented spellings
3. Alphabetic phase
Phonemic awareness and letter sound knowledge

7. Final Phase 4. Consolidated Phase Orthographic knowledge
Understands spelling patterns, morphological knowledge
Can learn to use analogies — aware of subunits in words-onsets and rimes
Onsets — initial consonants in words
Rimes — the vowel and what comes after it in a word
Ex. In the word cat, ‘c’ is the onset and ‘at’ is the rime.
Use conventional spellings of words
Has developed a large sight vocabulary

8. Robert’s Spelling Error Guide
Ehri Word Bear et al.
Recognition Stage Spelling Stage Example Pre-alphabetic Early Letter Name bed = b (visual cues)
Partial Alphabetic Letter Name bed = bad
(phonetic cues) drive = grive
Full alphabetic Within Word Pattern ship = (distinct spellings) sip, ship

9. Roberts’ Spelling Error Guide, cont
Roberts’ Spelling Error Guide, cont. (Adapted from Bear, Invernizzi, Templeton, & Johnston, 1996; Ehri, 1992)
Ehri Word Bear et al.
Recognition Stage Spelling Stage Example
Consolidated Syllable Juncture popping =popping
(chunks of letters) plesure =
plesour, pleasure

10. Common Phonics Patterns in English Syllables
Syllables that end in a consonant: CVC (sat, splat, napkin); the vowel is usually short.
Syllable that ends with a vowel: CV (me, spider), V (a, halo, baby); the vowel is often long.
Final e: CVCe (take, home, cupcake); the vowel is often long while the final e is silent.
Vowel digraph (ai, ee, ea, oa, etc.) as in team, green, lean, peanut; the 1st vowel is often long and the 2nd one is silent, but this does not apply to many vowel teams.
Consonant digraph (sh, ph) as in shut, paragraph
5. R controlled vowel (ar, ur, ir, or, er) as in far, fur, for; the vowel is neither long or short. Plus-ir, ar, ur often sound like er in one syllable words as in the word car, fur.
6. Consonant plus le, as in little, purple, treble = pur/ple
Diphthongs (oi, oy) as in boil, toy; the vowels make a unique sound
Schwa=vowel makes “uh” sound=awake
Soft and hard c and g-activity on website

11. 1. Ways to Segment Words 2. How to Add ing as a suffix (from Graves, Juel,Graves, deWitz, 2011, p.190)
Segment Words by…
Planet
Cats
Morphemes
planet
Syllables
Plan et
cats
Onsets & rimes (spelling patterns)
Pl an et
k ats
Phonemes
P l a n et
K a t s
How to add ing to words
Double the consonant then add ing
Just add ing
VC words =get
getting
VCC words=ask
asking

12. Dividing Words Into Syllables
Between 2 medial consonants: ig/nore, hap/py
After medial consonant between 2 vowels: ov/en
Words ending in le=consonant + le: re/li/a/ble, bab/ble
Prefixes and suffixes: un/done, trans/for/ma/tion, hap/pi/ness
Applications with diagraphs: both/er
Discuss then check

13. Frequently Used Prefixesun
inter re
fore
in, im, ir, il (not) de
dis
trans
en, em
super
non
semi
in, im (in or into)
anti
Over (too much)
mid
mis
Under (too little)
sub
pre

14. The Analogy Strategy Steps of the analogy strategy:
Examples of chunking unfamiliar words using the analogy strategy: Spelling patterns are underlined. Vowels are long and short:
Vowels=A,E, I, O, U and sometimes y and w!
C at Re/spon/si/ble
Steps of the analogy strategy:
Teach 1-5 key words each week and study onset-rime (rime is also called spelling patterns) of key words
Create word families from the key words
Use the key words in language experience stories
Use the key words in a variety of activities during the week (word analysis, related games and connect to reading and writing for comprehension)
Place the key word on a Word Wall as a reference for decoding unfamiliar words with the same spelling patterns

15. C A R V I N E* S EE k au r 3 v i n 3 s e 2 C A N T E N T R OU N D
Word Analysis…Your Turn: How Many Sounds Do You Hear? How Many Letters are in the Word?
C A R V I N E* S EE
k au r v i n s e 2
C A N T E N T R OU N D
k a n t e n t 4 r ou n d 4
Ask: Tell me about the vowel…what is your rule? What is the phonics generalization/rule? Does it break the rule?

16. Talk to Yourself Chart 1. The word is ______________ .
2. Stretch the word.
I hear __________________ sounds.
3. I see ________ letters because _______ .
4. The spelling pattern is _____________ .
5. This is what I know about the vowel: _______________ .
6. Another word on the word wall with the same vowel sound is _____________ .

17. Partner-sharing Chart
Person 1:
1. My word is _________________ .
2. My word wall word is _______________ .
3. The words are alike because ____________ .
4. Do you agree?
Person 2:
Give one of these answers:
Yes/No, because _____________.
Switch roles.

18. Day 1: Using the Analogy Strategy for Word Recognition
Introduce 1-5 key words to be used during the week (Ex. Cat, grab, her, red, take) and learn the spelling patterns: at, ab, er, ed, ake.
Use the 1-5 key words in word families with the same spelling patterns:
cat, hat, sat grab, cab, drab her, better
red, sled, bed take, cake, rake
Use the 1-5 key words and some of the words in their word families in a Language Experience Story that is fun to write.

19. Day 2: Analyze the key words
t a k e
t a k (Tell me about the vowel-is it long, short, or makes a unique sound. Why?)
Review the 1-5 key words to be learned during the week (cat, grab, her, red, take).
Use the key words in sentences and challenge sentences (model), for example:
Please take the cake out of the oven.
We went skating after the party.
Please __________ the cat outside.

20. Play What’s in My Head? Apply in a Game My word is on the board.
My word begins like “table”.
My word rhymes with “lake”.
Please __________ the cat outside.

21. Vowel Word Wall Aa Ee Ii Oo Uu Yy *cat bed ride boat up yes
*at/tach/ed
re/ spon/ si/ble
*spelling patterns are also called rimes (the vowel and letters after it in a syllable). The spelling patterns are underlined.
Struggling readers need to focus on phonics and vocabulary and connect to reading and writing
Great resource: Gaskins et al article about word recognition in Journal, The Reading Teacher