1. Collaboration for Effective Educator Development, Accountability and Reform H325A120003 Overview of the Essential Components of Reading Instruction K–5 Part 3: Phonics & Word Study

2. A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: Foundations of Reading Instruction. ©2009 University of Texas System/Texas Education Agency www.meadowscenter.org H325A120003 Overview of the Essential Components of Reading Instruction K–5 Part 3.1: Introduction

3. Big Ideas & Questions 1.What is the idea? Why is it important? What does the research say? 2.What should students know and be able to do at each grade level? 3.How do we assess what students know and the progress they are making?

4. Big Ideas & Questions, cont. 4.How do we teach the big idea effectively and efficiently? 5.How do we develop instructional plans that incorporate state standards, assessment data, and evidence-based instructional strategies? 6.What do we do if students aren’t learning the big idea?

5. Module Outcomes 1.Design instruction for all students 2.Differentiate instruction 3.Use assessment data to inform instruction; form groups; monitor progress 4.Incorporate standards & evidence-based practices

6. Major Reports

7. National Reading Panel Elements of Reading Instruction 1.Phonemic Awareness 2.Phonics 3.Fluency 4.Vocabulary 5.Text Comprehension National Reading Panel Report, 2000

8. The Reading Rope

9. A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: Foundations of Reading Instruction. ©2009 University of Texas System/Texas Education Agency www.meadowscenter.org H325A120003 Overview of the Essential Components of Reading Instruction K–5 Part 3.1: Introduction

10. Essential Components of Reading Instruction K–5 Part 3.3: Phonics & Word Study Learning to decode and learning to comprehend go hand in hand. Moats, 2005, p. 9

11. Objectives 1.Explain the difference between phonemic awareness and phonics 2.Demonstrate how to teach graphophonemic awareness 3.Define alphabetic principle 4.Demonstrate five activities to teach the alphabetic principle, phonics, and word study

12. What is Reading? DECODING + COMPREHENDING= READING

13. What is Reading? ©2009 University of Texas System/Texas Education Agency

14. What is Phonics? Phonics is the understanding of the letters of written language and the individual sounds of spoken language. Grapheme-Phoneme relationships Ehri, 2002; Honig et al., 2008

15. What do you know??? On your own…. Complete the matching exercise on Handout 3.3A.

16. What should K-5 students know & apply? Grade-level phonics and word analysis skills in decoding words. Source: CCSS, Foundational skills www.corestandards.org

17. K-2 examples a. letter-sound correspondences b. long and short sounds of 5 major vowels c. high-frequency words by sight d. types of syllables e. prefixes & suffixes f. irregularly spelling words Common Core State Standards, 2008

18. Grades 3-5 Examples a.Meaning of common prefixes and suffixes b.Common Latin suffixes c.Multisyllabic words in and out of context d.Morphology (roots, affixes) Common Core State Standards, 2008

19. Good readers… Rely on letter-sound correspondences Utilize multiple strategies to decode words Read words a sufficient number of times to become “automatic” Vaughn & Linan-Thompson, 2004; Ehri, 2002

20. Poor Readers…  Rely on context or pictures to identify familiar and unfamiliar words  Look at the first letter and guess

21. Alphabetic Principle The understanding that the sequence of letters in a written word represents the sequence of sounds (phonemes) in the spoken word The key to learning to read in many languages, including English & Spanish Moats, 2010; Adams, 1990 O’Connor, 2014

22. Letter-Recognition An early indicator of at-risk students Must to taught systematically & explicitly Pair letter recognition with writing letters while saying sounds Wolf et al., 2003; Neuhaus & Swank, 2002 O’Connor, 2014;Wolf et al., 2003; Neuhaus & Swank, 2002

23. Alphabet Arc University of Texas System/Texas Education Agency, 2009; Neuhaus Education Center, 1992.

24. Video: The Alphabet Arc Partner A: Note how the teacher provides corrective feedback. Partner B: Note the multiple opportunities the teacher provides for students to practice naming the letters. 2009 University of Texas System/Texas Education Agency

25. Alphabet Activities Practice saying (not singing) the alphabet, varying the practice (accent every other letter, boys say one letter, girls the next, one letter is said softly the next one loudly) Students watch their mouth in a mirror when learning sounds Neuhaus Education Center, 1992

26. Screening Assessments Texas Primary Reading Inventory (TPRI) – Spanish version: Tejas LEE PALS – PALS español Dynamic Indicators of Basic Early Literacy Skills) DIBELS – Spanish version: IDEL TPRI: University of Texas Health Science Center at Houston, Center for Academic and Reading skills, & University of Houston, 2002). tpri@uth.tmc.edu, http://tejaslee.org Now published by Brookes Publishing Co.http://tejaslee.org PALS: (Invernizzi et al., 2002); PALS espanol (K. Ford) https://www.palsmarketplace.com/assessments/https://www.palsmarketplace.com/assessments/ DIBELS: (Good & Kaminski, 2002). http://dibels.uoregon.edu

27. Letter-Sound Correspondence Effective Instruction… Is explicit and systematic Teaches common sounds of letters first Provides immediate clarification Progresses to blending sounds together to form real words ©2009 University of Texas System/Texas Education Agency

28. In Action…. Maintain attention & engagement Opportunities to practice Modeling Explicit & systematic What else?

29. Orthographic Mapping OM—letter-sound connections Bonds the spellings, pronunciations & meaning of words in memory Ehri, 2014, 2005; Moats, 2010

30. Sight Words All words read from memory Orthographic mapping forms connections between written units and spoken units Connections are retained in memory Ehri, 2014; Cunningham, 2014

31. Word Reading Strategies 1.Decoding 2.Analogy 3.Prediction Ehri, 2014

32. Phases of Reading 1.Prealphabetic phase 2.Partial alphabetic phase 3.Full alphabetic phase 4.Consolidated alphabetic phase Ehri, 2005

33. Letter-Sound Teaching 1.Teach frequently used letters & sounds 2.Teach letters that will enable reading words quickly 3.Do NOT teach letters that sound alike together—separate the introductions 4.Teach continuous sounds, then stop sounds 5.Provide practice opportunities! Vaughn, 2004; O’Connor, 2014 O’Connor, 2014

34. Guidelines Handout 3.3D: Guidelines for Teaching Letter-Sound Correspondences Highlight important points to remember Be prepared to discuss why you chose these points

35. Sequence for Teaching 3.3E: Example Sequence for Introducing Letter-Sound Correspondences Letters that sound and look similar Object permanency & letters

36. Video Letter Knowledge and Letter-Sound Correspondences Students progress from recognizing letters to identifying the letter-sound correspondences in words. List the 6 key strategies modeled

37. Teaching Decoding Select words that: Consist of previously taught letters Progress from short VC and CVC words to longer words Are frequently used in texts Contain stop sounds in final position Represent familiar vocabulary Honig et al, 2008;Vaughn & Linan-Thompson, 2004 O’Connor, 2014; Vaughn & Linan-Thompson, 2004

38. Teaching Decoding continued Blend individual sounds without stopping between them Follow sounding out a word with reading it “fast” Move from students orally sounding out words to silently “sounding out” words O’Connor, 2014; Honig et al, 2008; Vaughn & Linan-Thompson, 2004

39. Say It & Move It with Letters s t a ______________s a t_______________________________ I I I I I I

40. Teaching Irregular Words Words that do not follow predictable patterns: Teach frequently occurring words Teach words before students read them in stories Limit the number introduced in one lesson Separate visually similar words Review previously taught words ©2009 University of Texas System/Texas Education Agency; Birsh, 2011; Hougen, 2012; O’Connor, 2014

41. Let’s try it! Handout 3.3 F: Guidelines for Teaching Irregular Words B: teach said A: teach was

42. Quick Review What is the alphabetic principle? What is one way to teach letter-sound relationships? What challenges do you anticipate?

43. Challenges? With your partner, discuss challenges some students may have learning letter- sound correspondences and reading words.

44. Phonics Continuum Handout 3.3G Think of a student who is “stuck” on the continuum. Plan skills you can teach to help the student progress

45. Advanced Phonics Skills Consonant digraphs Vowel digraphs Diphthongs R-controlled vowels Compound Words Contractions Possessives Inflectional endings Prefixes and suffixes Multisyllabic words O’Connor, 2014; Hougen & Smartt, 2012

46. In Action Partner A: Note the decoding strategies taught Partner B: Note how the teacher corrects and reinforces the learning

47. Types of Syllables Knowing the types of syllables helps students to: Determine the vowel sounds in one- syllable words Decode multi-syllable words Hougen & Smartt, 2012; Birsh, 2011

48. 1. Close Syllables (CVC) 1.Ends in at least one consonsant 2.Contains one vowel 3.The vowel is short Examples: met sat wiggle

49. 2. Open Syllables (CV) 1.Ends in one vowel 2.The vowel is long Examples: me go bugle

50. 3. Vowel-consonant-e (VCe or CVCe) 1.One vowel, then one consonant 2.A final silent e Examples: lake like bake bike

51. 4.Vowel-r Syllables (r-controlled) An r occurs after the vowel Examples: car stir park lurk

52. 5. Vowel Pair syllables Two adjacent vowels Each word must be learned Examples: pail steep great meat

53. 6. Final Stable Syllables A final consonant –le combination or a nonphonetic but reliable unit such as tion (shun) Accent usually on the preceding syllable Examples: bugle wiggle station

54. Syllable Sorting Activity ©2009 University of Texas System/Texas Education Agency

55. Think, Pair, Share What challenges do you anticipate some students having learning about syllables? How will knowing the types of syllables help students learn to read?

56. Struggling students need more: explicit instruction – one syllable type at a time manipulation – plastic letters, sorting activities modeling – by teacher, other students practice time – small group, centers, computer programs reading real words

57. Morphemes Morphemes are the smallest units of meaning in a language Ebbers & Hougen, 2014; O’Connor, 2014

58. Unbound Morphemes Unbound (or free) morphemes can stand alone: – smile – book – cute Moats, 2010

59. Bound Morphemes Bound morphemes must be attached to other morphemes. They change the meaning of the word. – un – s – est Moats, 2010

60. Inflectional Morphemes Modify tense – ed in played Indicate possession – S in Vicki’s Birsh, 2011; Moats, 2010

61. Derivational Morphemes Change the part of speech – Happy (adjective)+ ness=happiness (noun) – Argue (verb) + ment = argument (noun) Morphological structure changes pronunciation – sign–signature – medicine–medicinal Birsh, 2011; Moats, 2010

62. Check Your Learning With your partner: 1.Review your answers to the definitions on Handout 3.3A 2. Discuss and reach a consensus on each item

63. Application Assignment Review the materials at: www.fcrr.orgwww.fcrr.org Grades 1 & 2: Phonics Select one activity to teach to your partner Before the next session, teach the activity to a young student

64. Homework: Content Review Complete the quiz on syllable types Handout 3.3H Be prepared to discuss: – challenges students may have applying knowledge of syllable types to decoding words – how you would address those challenges