Phonics: Word Study

Making the Connection

Colorado Reading First, 2004 Foundational I – Summer 2004

Reading Component: Phonics

Reflection Activity

What are children

capable of doing when
they understand
phonics skills?

Colorado Reading First, 2004 2-2

Reading Component: Phonics

Content Standards
z Recognize the sound-print
connection of the English
language.
z Know and understand the
connection between phonemic
awareness (sound work) and
phonics (word work).
z Identify and practice
instructional activities that
support the alphabetic
principle and simple
decoding.
Colorado Reading First, 2004 2-3
Reading Component: Phonics

Colorado Reading First, 2004 2-4

The Essentials for Beginning Reading

Oral Literacy
Language (Reading/Writing)

Phonemic
Awareness

Phonics
Vocabulary

Comprehension
Fluency
Reading Component: Phonics

Students need to have:

z An understanding that words are made up
of a sequence of sounds (phonemes)
represented by letters in written words

z Accurate and rapid identification of the

letters of the alphabet for reading

Colorado Reading First, 2004 2-6

Reading Component: Phonics

Students need to have:

z An understanding of phonics
elements in written language
- Letter-sound correspondences
- Spelling patterns
- Syllables
- Meaningful word parts

Colorado Reading First, 2004 2-7

Reading Component: Phonics

Students need to know how to

apply phonics elements as they
read and write.

Students need to be
taught the alphabetic
code explicitly and
systematically.

Colorado Reading First, 2004 2-8

Reading Component: Phonics

Explicit instruction refers to direct

instruction that includes:
You do!
We do!
I do!

Application
Guided practice
Modeling
Colorado Reading First, 2004 2-9
Reading Component: Phonics

Systematic instruction refers to

teaching procedures that are:
z Sequential
z Consistent
z Cumulative

PLUS: Aligning instruction with

progress monitoring assessment data

Colorado Reading First, 2004 2-10

Reading Component: Phonics

Teaching READING
IS Rocket Science
To understand printed
language well enough to
teach it explicitly requires
disciplined study of its systems
and forms, both spoken and
written.
Moats, 1999

Colorado Reading First, 2004 2-11

Reading Component: Phonics

Colorado Reading First, 2004 2-12

Reading Component: Phonics

What Does Research Tell Us?

Familiarity with the letters of the

alphabet is a powerful predictor
of early reading success.
Ehri and McCormick, 1998

Colorado Reading First, 2004 2-13

Reading Component: Phonics

Why Teach the

Alphabetic Principle?

Knowing the alphabet is

almost like having an anchor s = /s/
for each sound.
Hall and Moats, 1999

b = /b/
Colorado Reading First, 2004 2-14
Reading Component: Phonics

Alphabetic Principle
The ability to understand that words
are composed of letters that
represent sounds

= /c/ /a/ /t/ = cat

Colorado Reading First, 2004 2-15

Reading Component: Phonics

English Alphabetic Code

26 letters that
represent:
z Approximately 44
sounds (phonemes)
z 250 graphemes
(e.g., /f/ = f, ff, gh, ph)

Colorado Reading First, 2004 2-16

Reading Component: Phonics

Activity:
Alphabetic Principle

What are different letter combinations for

the 3 sounds listed below:
/j/
Long sound of /a/
/k/

Colorado Reading First, 2004 2-17

Reading Component: Phonics

Alphabetic Code
z Consonants: Most stable and
predictable sound/symbol
associations
z Vowels: Essential to the sounding
of a word

Colorado Reading First, 2004 2-18

Reading Component: Phonics

Consonant Sound Classifications

z Place of articulation
– Where in the mouth is the sound formed?
z Manner of articulation
– How is the sound formed?
– Is the airflow cut off partially or completely?
– Continuous or Stop

z Voiced or Voiceless
– Are your vocal cords vibrating?

Colorado Reading First, 2004 2-19

 Consonant Sound Classifications
Manner ► Stops Continuous Continuous Continuous
Sounds Sounds (nasal) (other)
▼Place Voicing ► VL V VL V V V
Lips /p/ /b/ /m/ /w/
Lips/Teeth /f/ /v/
Tongue between teeth /th/ /th/
Tongue behind teeth /t/ /d/ /s/ /z/ /n/ /l/ /r/
Roof of mouth /ch/ /j/ /sh/ /zh/ /y/
Back of mouth /k/ /g/ /ng/ (Throat ) /h/
Reading Component: Phonics

Letters Taking
On Other Sounds
C = /k/ cup or /s/ city

Qu = /k/ /w/ queen X = /k/ /s/ box

Colorado Reading First, 2004 2-21

Reading Component: Phonics

Consonant Sound Combinations

Consonant Consonant
Blends Digraphs

/f/ /l/ /a/ /g/ /sh/ /o/ /ck/

Colorado Reading First, 2004 2-22

Reading Component: Phonics

Vowel Sound Classifications

Short Long
/a/ apple made
/e/ edge Pete
/i/ itch bike
/o/ octopus hope
/u/ up cute
/y/ gym cry; baby
Colorado Reading First, 2004 2-23
Reading Component: Phonics

Additional Vowel
Sound Classifications
z Vowel pairs
– Vowel digraphs
z (meat, sweet; pain, day)
– Vowel diphthongs
z (boil, toy; found, now)

z Vowel consonant combinations

– Vowel-consonant-e (make, cube)
– r-controlled vowel (fort, shirt, carver)
Colorado Reading First, 2004 2-24
Reading Component: Phonics

Consonant Sound Combinations

Vowel Vowel
Digraph Diphthong

/p/ /ai/ /n/ /t/ /oi/ /l/

Colorado Reading First, 2004 2-25

Reading Component: Phonics

Consonant Sound Combinations

Vowel r-Controlled
Consonant -e Vowel

/b/ /ae/ /k/ /f/ /or/ /t/

Colorado Reading First, 2004 2-26

Reading Component: Phonics

Activity: Sound Work

to Word Work
# of Sounds # of Letters
Spill 4 5
Shop 3 4
Teeth 3 5
Fix 4 3
Quilt 5 5
Colorado Reading First, 2004 2-27
Reading Component: Phonics

Activity: Sound/
Spelling Errors

bugz (bugs) bid (bed)

tat (that) chet (jet)
wet (went) sip (ship)
mak (make) shimp (shrimp)
me (be) stopt (stopped)
Colorado Reading First, 2004 2-28
Reading Component: Phonics

Reflection Activity

In your own words,

provide at least two
differences between
phonemic awareness
and phonics.

Colorado Reading First, 2004 2-29

Reading Component: Phonics

Colorado Reading First, 2004 2-30

Reading Component: Phonics

Activities to Consider!

z Alphabet Mat and Arc

z Word Building
z High Frequency Words
z Sample Lesson Plan

Colorado Reading First, 2004 2-31

Reading Component: Phonics

Alphabet Mat and Arc

ABCDEFGHIJKLMNOPQRSTUVWXYZ

MN

A Z

Colorado Reading First, 2004 2-32

Reading Component: Phonics

Adapted Alphabet Mat

Letter recognition and alphabetic knowledge

ABCDE FGHIJ KLMNO

PQRST UVWXYZ

Colorado Reading First, 2004 2-33

Reading Component: Phonics

What Does Research Tell Us?

Good readers rely primarily on the

letters in a word rather than context
or pictures to identify familiar and
unfamiliar words.
Ehri , 1994

Colorado Reading First, 2004 2-34

Reading Component: Phonics

Read the sentence aloud:

In Palampam Day, by David and Phyllis

Gershator(1997), Papa Tata Wanga offers
sage advice to Turn, who refuses to eat
because on this day, the food talks back,
as do the animals.

Colorado Reading First, 2004 2-35

Reading Component: Phonics

Simple Word Decoding

map tof bun his

cot sim gat den
z What does CVC mean?
z What can we predict about a CVC word?
z What do we know about this pattern?

Colorado Reading First, 2004 2-36

Reading Component: Phonics

Closed Syllable
If you have a single vowel letter, ending in
one or more consonants, the vowel sound
is typically short and it is called a closed
syllable pattern.

fan chop ask blunt

Colorado Reading First, 2004 2-37

Reading Component: Phonics

Simple Word Decoding

sot fep
ped yaz
kav ut
ig lan
shub dif

Colorado Reading First, 2004 2-38

Reading Component: Phonics

Steps to Word Building

z Begin with 2 or 3 phoneme words (am, at, mop,
man) and moving to longer 4, 5, or 6 phoneme
words (fill, slick, jump, frog, tent, stress, split)
z Begin with letters that represent their most
common sounds
z Initially begin words with continuous sounds
z Initially use stop sounds at the end of words
z Word lists should contain previously taught
patterns
Colorado Reading First, 2004 2-39
Reading Component: Phonics

Activity:
Building Words
Building Words
z Find the letters for this lesson: _________
z Place the letters on the table/pocket chart
z Put the letters in alphabetical order
z Point to each letter and say its name &
sound
z Each word must have a vowel. What are
the vowels today?
Colorado Reading First, 2004 2-40
Reading Component: Phonics

Word Sorts
z Based on sound and/or spelling patterns
z Reinforces the recognition of words
themselves
– Closed Word Sorts
– Open Word Sorts

Colorado Reading First, 2004 2-41

Reading Component: Phonics

High Frequency Words

z Occur frequently in our print
z Regular patterned words (e.g., and, that, with)
z Irregular words (e.g., of, you, said, was, does)
– “Connecting threads” yet defy predictable rules
z Should be recognized effortlessly, and
automatically

Colorado Reading First, 2004 2-42

Reading Component: Phonics

Automaticity
z Good readers and spellers recognize and
spell words accurately, rapidly and with
little attention or effort.

z Their focus is on meaning, but they can

quickly refocus their
attention on decoding
and spelling unfamiliar
words when necessary.

Colorado Reading First, 2004 2-43

Reading Component: Phonics

Sample Lesson Plan

z Lesson objective:
To learn the “ai” and “ay” pattern
z Sample lesson:
– Review short ‘a’ letter-sound work
– Introduce new concept
– Word work with new concept
– Bridge to spelling and reading
Colorado Reading First, 2004 2-44
Reading Component: Phonics

Monitoring
Students’ Progress

z Regularly monitor students’ phonics and

word-study knowledge
– Knowledge of letters/letter-sound
correspondences
– Ability to decode words

Colorado Reading First, 2004 2-45

Reading Component: Phonics

Monitoring
Students’ Progress

z Listen to students read aloud in

instructional-level texts

z Monitor word study

strategies and fluency

Colorado Reading First, 2004 2-46

Reading Component: Phonics

Colorado Reading First, 2004 2-47

Reading Component: Phonics

What are the Critical Elements

of Phonics Instruction?
z Teach daily.
z Build on a foundation of phonemic
awareness.
z Teach explicitly and systematically.
z Provide practice with decodable texts.
z Include regular progress monitoring
checks.
z Provide for intervention as needed.
Colorado Reading First, 2004 2-48
Reading Component: Phonics

Guidelines for
Teaching Phonics
You do!
We do!
I do!

Application
Guided practice
Modeling
Colorado Reading First, 2004 2-49
Reading Component: Phonics

Differentiation in Teaching
Phonics
z Teach frequently-used letters and sounds
before teaching those less frequently used.
– Introduce the most common sound first!
– Introduce only a few letter-sound
correspondences at a time.
z Begin with letter-sound correspondences that
can be combined to make words students
can decode and understand.

Colorado Reading First, 2004 2-50

Reading Component: Phonics

Lesson Plan Suggestions

z Letter sound review
z Introduction to a new concept
z Word building with the new
concept
z Practice within text reading
z Sight word review – build
fluency
z Bridges to spelling
Colorado Reading First, 2004 2-51
Reading Component: Phonics

Thinking about ELL

z Help students use their understanding of the alphabetic

principle to decode words.
z Teach students how to transfer their native language to
English.
z Take particular care to teach letter combinations and
sounds that do occur in the students’ native languages.
z Preteach and discuss the meanings of the words that
they are being asked to hear, say, read, and write.
Colorado Reading First, 2004 2-52
Reading Component: Phonics

Reflection Activity

Why is it important
to teach phonics?

Colorado Reading First, 2004 2-53

Reading Component: Phonics

Why Teach Phonics?

z Solidifies the link between sounds and
letter correspondences.
z Leads to automaticity and fluency.
z Positively impacts vocabulary and
comprehension growth (especially in
early grades).
z Increases sight vocabulary.
z Creates better spellers.
Colorado Reading First, 2004 2-54
Reading Component: Phonics

Do remember…
The goal… [of systematic phonics
instruction] …is to enable learners to
acquire sufficient knowledge and use of
the alphabetic code so that they can
make normal progress in learning to read
and comprehend written language.
National Reading Panel, 2000

Colorado Reading First, 2004 2-55

Reading Component: Phonics

Resources
z Bear, Invernizzi, Templeton, Johnston. Words
Their Way. ISBN: 0-13-021339-X (Prentice Hall)
z Blevins. Phonics from A to Z. ISBN: 0-590-
31510-2 (Scholastic)
z Blevins. Teaching Phonics and Word Study.
ISBN: 0-439-16352-8 (Scholastic)
z Cunningham. Systematic Sequential Phonics
They Use. ISBN: 0-88724-581-1 (Carson-Dellosa)

Colorado Reading First, 2004 2-56

Reading Component: Phonics

Thank you!
This concludes the presentation.

Colorado Reading First, 2004 2-57