The BIG FIVE Components of Reading Phonics

1. The BIG FIVEComponents of ReadingPhonics

2. The Big Five Components of ReadingObjectives At the end of this series of staff development, you will be able to • Identify the Big 5 of Reading and how you assess each • Discover where the Big 5 are present in your literacy instruction • Be intentional in planning so the Big 5 are present in all your lessons

3. The Big 5 Components of Reading Comprehension Phonics Vocabulary

4. Phonological Processing Rhyming Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness Phonemic Awareness Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

5. PhonicsObjectives You will be able to • Define Phonics and its components • Learn how we assess Phonics • Discover where Phonics is present in your literacy instruction • Be intentional in teaching Phonics

6. Vocabulary • Graphic awareness • Synthetic phonics • Analytic phonics • Structural analysis • Elkonin Boxes

7. Common Core StandardsReading Standards: Foundational Skills (K-5) • Look over the standards for your grade level • Look over the standards to see the progression of phonics skills across the grade levels

8. Independent Reading Writing Balanced Literacy Word Work Supported Reading

9. Phonics The relationship between the sounds of a spoken language and the letters of a written language

10. Phonics

11. Graphic AwarenessConcepts About Print • How a book works – front, back • Title • Where to begin reading, which way to go • Punctuation • 1:1 matching • What is a word? Sentence? Letter? Page 20 in handout

12. Teaching the Letters and Their Sounds Learning letters in English is a hard task because:

13. Problems with Graphic AwarenessPhonics: Letter-Sound Association • Letters are abstract shapes and convey no meaning A B C D E F G H ΔΦΨέЊЃЂж

14. Problems with Graphic AwarenessLetter Names May Sound Alike B “bee” P “pee” D “dee” T “tee”

15. Problems with Graphic AwarenessLetter Shapes May Be Similar b d p q h n u m V W M l i j

16. Problems with Graphic AwarenessLetter Forms May Be Different A a a G g g D d E e

17. Problems with Graphic AwarenessLetter Sounds in Letter Names Letter names that begin with the letter sound: b = ‘bee’ k = ‘kay’ t = ‘tee’ Letter names that end with the letter sound: f = ‘eff’ l = ‘ell` x = ‘ex’ Letter names not containing the letter sound: c = ‘see’ h = ‘aich’ w = ‘double u’

18. Principles of Teaching Letter-Sound Association • Teach sequentially and systematically • Teach directly and explicitly • Teach to mastery and automaticity • Use multisensory strategies • Teach sound to letter and letter to sound

19. Teaching the Sounds of LettersMulti-Sensory Use picture cues and motions: Pam the lamb cries when she is hungry. She says, “a a a” The bouncing ball bounces all over the floor. “b b b” e = Jen’s Hen i = Pickles the Pig o = Bob the Fox U = Tubby the Tugboat Page 21-22ff in handout

20. Drills for Letter-Sound Association • Flash cards for letter names – both capital and lower case • Flash cards for letter sounds. Use both capital and lower case. • Work with 3-4 letters at a time: • Sand • Shaving cream • Do not allow guessing

21. Letters Consonants: b c d f g h j k l m n p q r s t v w x y z Vowels: a e i o u Sometimes y w R-controlled: ar, or, er/ir/ur Digraphs: sh, ch, wh, th, th, ng n(k) Diphthongs: oo, oo, ow, ou, aw, au, oi, oy

22. Analytic Phonics • Patterns in words (the mind is a pattern seeker) • Word families • Teach the 37 most common rimes that make up 500 primary grade words • Teach one at a time • When children start to see the things words have in common, they see the relationship among words. This makes it easier for them to recognize and spell the words See handout p. 23-24

23. Synthetic PhonicsMoving to Blending of Sounds Begin with a small set of items Vowels: a (begin with short vowels) Consonants: b t s f m Words: at, am, bat, tab, sat, Sam, fat, mat As soon as the “story” and actions for each letter sound are taught, begin to blend the sounds into words.

24. Synthetic Phonics Teaching Blending For “dog” • Write d, Point: Sound • Students: /d/ • Write o, Point: sound • Students: /o/ • Slide under do, Blend Blend through the vowel • Students: /do/ • Write g, Point: Sound • Students: /g/ • Slide under dog, Blend • Students: /dog/ • What’s the word? • Students: dog

25. Synthetic Phonics Blending with long vowel Mile: Write m. Point. Sound? /m/ Write i_e. Point. Sound? /i/ Blend. Slide /mi/ Write l in blank. Point. Sound? /l/ Blend. Slide /mil/ What’s the word? mile

26. Synthetic Phonics Blending 2 syllables Replace: Write r. Point. Sound? /r/ Write e. Point. Sound? /e/ Blend. Slide /re/ Cover re. Write p. Point. Sound? /p/ Write l. Point. Sound? /l/ Write a__e. Point. Sound? /a/ Blend. Slide. /pla/ Write c. Point to ce. Sound? /s/ Blend. Slide /plas/ Uncover first syllable. Blend. replace What’s the word? replace

27. Synthetic Phonics You try it bad show make hi flour steal law nighttime

28. Vowel PatternsSix Types of English SyllablesCLOVER Closed: vc, vcv at, hen le: (consonant +le) lit/tle Open: v, cv I, he Vowel teams: v+v eat, see Vowel whiners: au, aw, oy, oi, etc. E: silent e, vowel-consonant e like R: r-controlled, v+r far, for, her, bird, fur HO 25

29. Vowel PatternsClosed Syllable/Open Syllable Closed (short vowel) Open (long vowel) rock go ask me club flu west hi HO 26-27

30. Vowel PatternsSilent e When a word or syllable ends in e, the e gives up all its power to make the vowel long. The ending e becomes silent. make Pete mike bone use a__e HO 28

31. Vowel PatternsVowel Teams - Vowel Walkers When two vowels go walking, the first one does the talking and the second one is silent. team day feet toe aim flue foal pie fruit May include consonants: igh, eigh Can also be short sound: bread HO 29

32. Vowel PatternsVowel Teams - Vowel Whiners (Diphthongs) 2 vowels go together to make a new sound: au, aw fault, hawk oi, oy coil, boy ou, ow shout, cow oo long: moon short: foot HO 30

33. Vowel PatternsR-controlled Vowel plus r. R changes the sound of the vowel. farm for /er/ spelling most to least common: er ir ur her bird fur HO 31

34. Structural AnalysisRules for Syllabication • Count syllables • Most common types of syllables: • Consonant + le • VC/CV • V/CV • VC/V HO 35

35. Structural Analysis Syllables: Consonant + le • -le grabs the consonant before it and makes a syllable; vowel sound is a schwa: e able a/ble handle han/dle True 100% of the time in English HO 36

36. Structural Analysis Syllables: VCCV • When there are 2 consonants between the vowels, divide between the 2 consonants (closed syllable) goblin gob/lin cotton cot/ton silver sil/ver Vowel is short complex com/plex hundred hun/dred instruct in/struct HO 36

37. Structural Analysis Syllables: V/CV • When there is only 1 consonant between the vowels, we usually divide before the consonant (open syllable) romance ro/mance rodent ro/dent famous fa/mous Vowel is long pecan pe/can dethrone de/throne HO 37

38. Structural Analysis Syllables: VC/V • Sometimes when there is one vowel between the consonants, we divide after the consonant (closed syllable) satire sa/tire sat/ire socket sock/et desert des/ert Vowel is short HO 37

39. Teaching SyllabicationSpot and Dot • Count the number of syllables Random = 2 syllables = you will hear 2 vowels in this word. • Find the first two vowels you hear and put a dot above them. . . random • Draw a line between the 2 dots . . random • There are 2 consonants between the dots. Divide between them. • What kind of syllable is ran? Closed = short vowel • What kind of syllable is dom? Closed = short vowel • Pronounce word - random HO 40

40. Teaching SyllabicationSpot and Dot • Count the number of syllables hotel = 2 syllables = you will hear 2 vowels in this word. • Find the first two vowels you hear and put a dot above them. . . hotel • Draw a line between the 2 dots . . hotel • There is 1 consonant between the dots. Divide before it (usually). • What kind of syllable is ho? Open = long vowel • What kind of syllable is tel? Closed = short vowel • Pronounce word - hotel

41. Teaching SyllabicationSpot and Dot • Count the number of syllables lemon = 2 syllables = you will hear 2 vowels in this word. • Find the first two vowels you hear and put a dot above them. . . lemon • Draw a line between the 2 dots . . lemon • There is 1 consonant between the dots. Divide before it (usually). • What kind of syllable is le? Open = long vowel • What kind of syllable is mon? Closed = short vowel • Pronounce word – lemon • Sometimes the division goes after a single vowel lem on lem=closed=short vowel on=closed=short vowel

42. You try it! Copy Me Teaching: computer You try it: fantastic destroy com pu ter fan tas tic de stroy

43. Structural Analysis • Prefixes • Suffixes • Compound words • Contractions HO 41-44

44. Segmenting Words (Writing Skill) Elkonin Boxes: • Say the word • Stretch the word • Stretch the word counting sounds • Make that number of boxes • Slide a marker into each box as you make the sound • Later: Ask what sounds are heard and put out letters for those sounds • Later: Write the letters that make the sounds in the boxes

45. Elkonin Boxes - Introduction

46. Elkonin Boxes – Sound/Spelling Connection h a t

47. Elkonin Boxes – Independence m a n l a t e l i t t l e

48. You Try Elkonin Boxes • Make boxes for spike lamb dream spoon

49. You Try Elkonin Boxes • Make boxes for spike lamb dream spoon s p i k e l a m b d r e a m s p oo n

50. Principles of Phonics Instruction • Provide explicit instruction • Model the skills • Connect the sounds and the letters • Use manipulatives • Teach simple to complex • Pronounce sounds correctly • Provide guided practice