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Phonics I: Letter-Sound Relations

Phonics I: Letter-Sound Relations. EDC424. Why teach letter-sound relations?. Case 1: What does this student struggle with?. Words not known an but me not. Words known and bat cut he hot mom no.

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Phonics I: Letter-Sound Relations

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  1. Phonics I: Letter-Sound Relations EDC424

  2. Why teach letter-sound relations?

  3. Case 1: What does this student struggle with? Words not known an but me not Words known and bat cut he hot mom no Good sight word knowledge, but it’s masking student’s lack of understanding of the alphabetic principle: (1) sounds are represented by letters and (2) those letters represent the sounds rather consistently

  4. Case 2: What does she struggle with? Child’s response ka s ga da…er ser fa mech Pseudoword kot swip gan dree shub flate meep Some knowledge of first sound in a syllable, but little ability to decode the vowel and final phoneme Needs: teach vowel sounds; how to blend sounds into a word; words need to make sense*

  5. Case 3: What does this 3rd grader struggle with? Child’s response could same wear finger curtur material potograph Word cold soon war figure certain mineral paragraph Paying attention to beginning and final grapheme but ignores middle grapheme and pulls from words he knows Needs: attention to medial letters/sounds and monitoring

  6. What do children need to know and be able to do to read words? • Know the speech sounds associated with written letters in words • Know how to put those sounds together to form a pronounceable word • Have a strong sense of English spelling/writing patterns • Recognize words rapidly Isabel Beck, 2006

  7. Isabel Beck, 2006 Principles of Teaching Letter-Sound Correspondence • Instruction should highlight letter-sound relationship at all positions in the word (e.g., beginning, middle, end) • Instruction should link phonemic awareness with letter sound correspondence Three perspectives: • Phonemic awareness  Decoding • Decoding  Phonemic awareness • ** Phonemic Awareness  Decoding No evidence that engaging children in sophisticated speech-only tasks (substitution/manipulation) will improve decoding. In fact, some evidence that knowledge of letters helps complete these sophisticated tasks (Isabel Beck, 2006).

  8. Isabel Beck, 2006 Letter-Sound Instruction • Sequence: Consonants > Vowels > Sounds represented by more than one letter (ee, ai, ph, ng) • Lesson Sequence for Teaching Consonant Letter-Sound Correspondence • Develop phonemic awareness by focusing on the sound represented by a particular letter in the initial position. • Connect the printed letter with the sound the letter represents. • Discriminate among words that have letter-sound in the initial position and those that do not. • Develop phonemic awareness by focusing on the sound in the final position. • Discriminate among words that have letter-sound in the final position and those that do not. • Discriminate among words that have the letter-sound in the initial and final positions.

  9. Isabel Beck, 2006 Vowel-Sound Correspondence(same as consonants but focus on initial & medial) • Focus on short vowel sound in initial position • Connect sound with letter • Discriminate words that have that vowel sound at beginning and other words that do not • Focus on short vowel sound in medial position • Discriminate words that have that vowel sound in the middle and other words that do not • Discriminate among words that have the letter-sound in the initial and final positions.

  10. Once you teach, provide LOTS of practice (model, shared, interactive, guided, independent) Model/Shared (Sharing Circle > Centers) • Mrs. Jones’ Kindergarten Letter Names and Letter Sounds • Song Lyrics for Children (more on YouTube) Guided/Independent (Center activities) • Read Write Think: Picture Match • Starfall: ABC Alphabet Monitor/Reteach • PALS Phonological Awareness Literacy Activities (that correlate with PALS assessment)

  11. Empty versions of slides for handouts

  12. Case 1: What does this student struggle with? Words not known an but me not Words known and bat cut he hot mom no

  13. Case 2: What does she struggle with? Child’s response ka s ga da…er ser fa mech Pseudoword kot swip gan dree shub flate meep

  14. Case 3: What does this 3rd grader struggle with? Child’s response could same wear finger curtur material potograph Word cold soon war figure certain mineral paragraph

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