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Good morning….

Good morning…. Goals. Phonemic Awareness Shared Reading Phonics. Phonemes. Rhythm and rhyme Sequence Separate Manipulate. It begins with ____, (initial phoneme) And it ends with _____. Put them together, And they say ________. Initial Phonemes. Name Chant. Patty Cake

kathleen-patterson
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Good morning….

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  1. Good morning….

  2. Goals • Phonemic Awareness • Shared Reading • Phonics

  3. Phonemes • Rhythm and rhyme • Sequence • Separate • Manipulate

  4. It begins with ____, (initial phoneme) And it ends with _____. Put them together, And they say ________ Initial Phonemes • Name Chant

  5. Patty Cake bug mouse pin round fun light bed name fox barn sit duck

  6. Final Phonemes • “What’s the last sound that you hear?” (London Bridge is Falling Down) • “What’s the sound that ends these words?” (Old MacDonald had a Farm)

  7. Phoneme Segmentation

  8. Segmenting and Blending • Tap and Sweep

  9. Put It Together, Take It Apart

  10. Phoneme Manipulation: Deletion • Who Stole the Cookie from the Cookie Jar?

  11. Phoneme Manipulation: Substitution • Willoughby, Wallaby, Woo Willoughby wallaby wee, an elephant sat on me,Willoughby wallaby woo, an elephant sat on you.Willoughby wallaby Wustin, an elephant sat on Justin.Willoughby wallaby Wania, an elephant sat on Tania. • Riddles

  12. Star Names • Write your name on a card. • Analyze your name for the number of syllables and phonemes. Display this information on your card in some way. • Explain your name card to the rest of the people at your table: “This is what I can tell you about my name…” • Switch cards. Create a cheer for someone else’s name. segmenting by either syllables or phonemes: Give me a _____ ! Give me a _____ ! (repeat as many times a needed) What does it say? ______________ !

  13. Phonemic Awareness Skills and Strategies: How would you help students learn them in context?

  14. Assess Phonemic Awareness:K-1 • Detecting rhymes

  15. Counting syllables

  16. Matching initial sounds

  17. Counting phonemes

  18. Comparing word length

  19. Assess: Phonemic Awareness2-3 • Deletion Test (base)ball to(n)e (cup)cake droo(p) fan(cy) f(reight) (nap)kin s(weet) (t)ower b(l)end (c)old g(r)ow

  20. Segmentation Test • Sentences into words “John likes pizza.” • Words into syllables popcorn rabbit telephone • Syllable into phonemes tea itch skate list fur

  21. Shared Reading Cats sleep anywhere. any table, any chair. Top of piano, window-ledge, in the middle, on the edge. Open draw, empty shoe, Anybody’s lap will do. Fitted in a cardboard box, In the cupboard, with your frocks. Anywhere! They don’t care! Cats sleep anywhere. Eleanor Farjeon

  22. An Innovation ____________ ____________ anywhere. any ____________, any chair. ____________, window-ledge, ____________, on the edge. ____________, empty shoe, Anybody’s ____________ will do. Fitted in a cardboard box, In the cupboard, with your frocks. Anywhere! They don’t care! ____________ ____________anywhere. Eleanor Farjeon

  23. A Balanced Reading Program • Read Aloud • Shared Reading • Guided Reading • Independent Reading

  24. Shared Reading • Text difficulty • Control of text • Model reading strategies • Variety of genres • Oral language development • Text structure

  25. Phonics • Phonics: the study and use of sound/spelling relationships • Phonics instruction teaches the relationship between letters (graphemes) and speech (phonemes) • Systematic, explicit vs. incidental, implicit Instruction

  26. Research Findings: Phonics • First –Grade Studies (Bond and Dykstra, 1967) • Houston Study (Foorman, Fletcher, Francis Schatschneider, et al., 1998) • Stand alone, instructional component w/in a print rich classroom environment with a significant literature base • An essential but not sufficient piece of the reading puzzle • Without ongoing instruction in cognitive strategies, continual development of language skills, deepening knowledge through solid content-area instruction, voluminous reading in all types of text, daily opportunities to talk and write about what is read using conventions of spoken and written language, any gains realized in kindergarten and first grade will disappear by the upper grades.

  27. Phonics vs. • Morphology/Structural analysis • Context clues • Sight words

  28. Phonics Teaching that is Systematic and Explicit • Whole-to-part • Part-to-whole

  29. Consonants b c d f g h j k l m n p r s t v w y z Exceptions: qu=/kw/ blend as in quick ph=/f/ as in phone c=/s/ before I, e, or y, as in city c=/k/ before a, o, or u, a in cat g=/j/ before, I, e, or y, as in gem g=/g/ before a, o, or u, a in good

  30. Blends

  31. Phonograms/rimes Most common -ay -ot -op -ob -ill -ing -in -ock -ip -ap -an -ake -at -unk -est -ine -am -ail -ink -ight -ag -ain -ow (ō) -im -ack -eed -ew -uck -ank -y (ī) -ore -um -ick -out -ed -ell -ug -ab

  32. Consonant digraphs ch as in church ch=/k/ as in character sh as in shoe ch=/sh/ as in chef th (voiceless) as in thin s=/sh/ as in sure th (voiced) as in this wh (hw blend) as in which • Vowel digraphs ea ee ie au ai

  33. Diphthongs oi inboilow in nowai in hair oy in boy ea in near a_e in same i_e in finee_e in here oo in poor ay in day e_e in there o_e in more y in my u in pupil o_e in hope • Silent consonants gn=/n/ as in gnat kn=/n/ as in knife wr=/r/ as in write

  34. Phonics Instruction • K • Recognize, name all letters • Develop phonemic awareness • Alphabetic principle • 1st • Produce sounds for all single consonants, consonant digraphs, short and long vowels, high utility vowel digraphs; r-controlled vowels; • Blend these sounds into single-syllable words • Read common long- and short-vowel phonograms • 2nd/3rd • variant vowels • vowel diphthongs • units of text

  35. Phonics Skills and Strategies: How would you help students learn them in context?

  36. Assessment: Phonics and Other Word Identification Strategies • Decode in isolation • Decode in context • Encode in isolation • Encode in context

  37. sh th ch wh

  38. i o a u e

  39. “Read these words to me:” map rip met rub mop fine rope rake cute kite soap leak pain feed ray burn fork dirt part serve coin soon round lawn foot filled letting rested passes licked silent ladder napkin polite cactus distrust useful unfair hardship nonsense volcano potato electric respectfully

  40. Hints on Pronunciation I take it you already know Of tough and bough and cough and dough. Others may stumble but not you, On hiccough, thorough, trough, and through. Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it’s said like bed, not bead— For goodness sake don’t call it “deed!” A moth is not a moth in mother Nor both in bother, broth in brother, And here is not a match for there, Nor dear and fear for bear and pear, And then there’s dose and rose and lose— Just look them up—and goose and choose And cork and work and card and ward, And font and front and word and sword, And do and go and thwart and cart— Come, come I’ve hardly made a start! A dreadful language? Man alive! I’d mastered it when I was five! By T.S.W

  41. Exceptions to the rules… Try pronouncing ho at the beginning of these words: hope hot hoot hook hour honest house honey hoist horse horizon

  42. For next time… Read: Honig et al., chapters 9-11; Online: Risinski, “Fluency is fundamental” (http://teacher.scholastic.com/products/instructor/nov03_fluency.htm) Do: Language Arts Assignment 4: Interview your cooperating teacher about how high frequency words, multisyllabic words and fluency are addressed in your placement classroom. Provide a brief description of a lesson and learning objective that has been used. Reflect on the content of this interview as related to this week’s readings.

  43. Bibliography • The Hungry Thing by Jan Slepian and Ann Seidler • Pigs in the Mud in the Middle of the Rud by Lynn Plourde and John Schoenherr • Sheep Out to Eat by Nancy Shaw (also: Sheep in a Jeep, Sheep on a Ship, Sheep in a Shop) • Six Sick Sheep (Tongue Twisters) Miss Mary Mack (Street Rhymes) by Joanna Cole and Stephanie Calmenson • Phonemic Awareness in Young Children by Adams, Foorman, Lundberg and Beeler • Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills by Creative Teaching Press • Phonemic Awareness Activities for Early Reading Success by Wiley Blevins • Bringing the Rain to Kapiti Plain by Verna Aardema • Making Words (Making Big Words, Making Bigger Words) by Pattricia M. Cunningham and Dorothy Hall • Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction by Bear et al.

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