Transcript Phonics, Word Recognition, and Spelling

Peggy Smith
August 2012
1
Five Pillars of Reading
Phonemic
Awareness
Phonics
Fluency
Vocabulary Comprehension
Do not develop sequentially, but simultaneously:
Decoding Components
Phonemic
Awareness
Phonics
Meaning Components
Vocabulary
Comprehension
Fluency




Assessments of three kinds are used:
Screening
Diagnostic
Progress monitoring
Group placement is based on the first two kinds.
How long to keep a child in a group is based on the
third.
The Cognitive Model of Reading Assessment should
guide which assessments to give. Let’s review it!
McKenna & Stahl, 2003, Chapter 1
Isn’t the Cognitive Model
that big flowchart?
Phonological
Awareness
Decoding
Sight Word
Knowledge
Print
Concepts
Fluency
& Use of
Context
Automatic
Word
Recognition
Vocabulary
Knowledge
of
Structure
General
Purposes
for Reading
Background
Knowledge
Language
Comprehension
Strategic
Knowledge
Specific
Purposes
for Reading
Knowledge
of
Strategies
Reading
Comprehension
Walpole and McKenna 2009

How can I strategically identify specific
needs of my struggling readers?

How can I determine what to target for my
struggling readers?

What are some interventions and resources I
can use?
8


Use as a diagnostic assessment.
Give to students who are not at
benchmark for decoding.
Yopp-Singer Test of Phoneme
Segmentation
 http://www.misd.net/MLPP/assessme
nts/phonemicawareness/PhonemicAwareness-A.pdf

9
Phonemic awareness
15% (Not more than 20
minutes per day)
Phonics/Decoding
20%
Fluency /Automaticity
20% (mostly through Read
Alouds)
Vocabulary
35% (through Read Alouds)
Comprehension
10% (through Read Alouds)
10
Robot Talk
 The teacher pretends to be a
robot or uses a puppet who talks like a robot.
She says the words slowly, completely
segmenting between phonemes and then has the
students blend the word.
Add beanbag or koosh ball toss for fun.





Yoga Mat
Cut mat into sections to use for segmenting and
blending activities. Students hop square to
square as they segment.
Floor Tiles
You can use the tiles on the floor. Students
will step on a separate tile to segment each
sound and then stomp on the last tile to blend.

Books

There’s a Wocket in My Pocket (Seuss, 1974)
“I Can’t, “ Said the Ant (Cameron, 1961)
Six Sleepy Sheep (Hague, 1984)
All About Arthur (Carle, 1974)

Songs








“Willoughby, Walloughby”
“Down by the Bay”
“The Name Game”
“Apples and Bananas”
CD’s by Raffi, Dr. Jean, Greg and Steve, Nancy Cassidy


Rhymes
Learn, Recite, and Modify
Jack be nimble,
Jack be slow,
Jack jump over
The _________ (purple bow, farmer’s hoe,
elephant’s toe)
Dracula
Hello, my name is Dracula
My clothing is all blackula.
I am a maniacula.
I drive a caddilacula.
Your neck I will attackula
With teeth as sharp as a tackula.
At dawn I hit the sackula,
But tomorrow I’ll be backula!
 Sound
Boxes
fun, puff, ruffle
f
iPad Apps



Fun Rhyming (FREE)
Rhyming Bee (FREE)
Dora Rhyme (rhyming, initial, middle, ending
sounds) $1.99
A
B
C
D
E
O
P
Q
R
T


G
S
F
H
I
J
K
L
M
U
V
W
X
Y
Z
N
Sing to a Specific Letter
Sing to the missing letter(s) and fill it in
Letter Production

o
o
o
o
Tic Tac Toe
o
One Letter
Two Letters
Multiple Letters
o
m
f
g
b
g
f
o
s
m

Parking Lot Game
M
B
O
R
F
T
L
G
A
S
iPad Apps
 ABC alphabet (FREE): abc song, tapping, ordering,
words, matching lower and upper case
 ABC Phonics (FREE): Balloon Pop-ABC rec
 ABC Photo Touch: You can customize upper/lower
case/pics
Letter Production
iPad apps
•
•
ABC Tracer(FREE)
ABC Pocket Phonics Lite
Kindergarten
By Thanksgiving Letter Names
Concept of Word
End of January
CVC Decoding
End of March
Short-vowel Patterns (onset-rime
for cvc)
First Grade
By Thanksgiving Blends and Digraphs
R-controlled Vowels
End of January
VCe
End of March
Vowel Teams
Walpole and McKenna
PALS
or
Valid and reliable for
screening, diagnostic,
and progress monitoring
Group Administered
Diagnostic
Spelling Inventory
Informal Decoding
Inventory
Fry Sightword
Inventory
Individually
Administered Diagnostic
Individually
Administered Diagnostic
Ganske’s DSA
Words Their Way
24




Use as a diagnostic assessment.
Give to students who demonstrate
weaknesses on DSA/Words Their Way.
Give enough sections to find student
needs.
Give at the beginning, middle, and end of
the year.
25
Informal Decoding Inventory
Subtests
Each subtest contains 10 real words and 10
nonsense words. Because real words might be
identified at sight, a higher criterion (80%) is
used for mastery. For nonsense words, the
criterion is 60%. The following table gives the
number of correct answers that correspond to
these percentages.
Subtest
Real Words
Nonsense Words
Mastery
Review
Systematic
Instruction
Mastery
Review
Systematic
Instruction
Short Vowels
8-10
6-7
0-5
6-10
4-5
0-3
Consonant Blends and
Digraphs
8-10
6-7
0-5
6-10
4-5
0-3
R-Controlled Vowel Patterns
8-10
6-7
0-5
6-10
4-5
0-3
Vowel-Consonant-e
8-10
6-7
0-5
6-10
4-5
0-3
Vowel Teams
8-10
6-7
0-5
6-10
4-5
0-3
40-50
30-39
0-29
30-50
20-29
0-19
Total
Phonemic awareness 15%
Phonics/Decoding
25%
Fluency
20%
Vocabulary
20% (through Read Alouds)
Comprehension
20% (through Read Alouds)
27



Link between Letter Names and Sounds
C, G, H, W, Y do NOT have the letter sound in the name
of the letter.
For the vowels e, i, o, and u, the short vowel sound of
the letter is actually heard in the name of the vowel
that immediately precedes it in the alphabet.
Letter used in
spelling
Short vowel sound
Vowel letter name
containing that sound
E
Short e, as in pet
A
I
Short i, as in pit
E
O
Short o, as in pot
I
U
Short u, as in putt
O

c-o-b
c
c
o
b

Parking Lot Game
M
B
O
R
F
T
L
G
A
S
Build and Blend Dominoes
mi
ha
x
s
Word Families and Multisyllabic Words
Aa
at
an
Ee
en
ess
Ii
it
Oo
ot
op
Uu
up
ug
ain eet
ame ean
ite
oat ute
ight ope
all
ar
ing
oy
ir
ook
er
ur
Games for Word Families




Guessing Game
Go Fish
Tic Tac Toe
Phonogram Hunt
___________________________________________________________________________________________________________________________
iPad Apps




Word Family (FREE)
Phonics Vowels ($2.99)
Vowel Lite ($2.99) short/long/bossy r/other vowels
Silly Sentences ($2.99) word families




Give enough of the sections to determine
student needs.
If student hesitates for 2-3 seconds, mark
word incorrect—do not assist.
List words missed for each student in group.
Using the teacher talk, review 3 known
words and introduce 2 unknown words in each
session.
34


They are available in lists of 100.
Fry 1000 Instant Words For Teaching
Reading: Free Flash Cards and Word
Lists
X-Ray Eyes
have
h ve
there
th r
Sight Word Sort
w
wh
were
where
Piggyback Songs

Three letter words
◦ This Old Man
◦ Jingle Bells
◦ Three Blind Mice

Four letter words
◦ YMCA
◦ Twinkle, Twinkle
◦ Are You Sleeping?

Five letter words
◦ Row, Row, Row Your Boat
◦ B-I-N-G-O
◦ You Are My Sunshine

Six letter words
◦ Happy Birthday
◦ The Farmer in the Dell
◦ Skip to My Lou
Phonemic awareness
Phonics/Decoding
10%
Fluency
40%
Vocabulary
20% (Direct instruction &
Read Alouds)
Comprehension
30% (Direct instruction &
Read Alouds)
39
What is fluency?
After it is fully developed, reading fluency
refers to:
 a level of accuracy and rate where decoding
is relatively effortless;
 where oral reading is smooth and accurate
with correct prosody;
 and where attention can be allocated to
comprehension.
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its
intervention. Scientific Studies of Reading, 5, 211-239.
40
Fluency
Accuracy
Sight
Word
Decoding
Confirming
from
Context
Automaticity
Rapid
Recognition of
Words and
Phrases
Prosody
Stress
Pitch
Phrasing
42
Grade
1
2
3
4
5
6
7
8
Fall
53
79
99
105
115
147
156
Winter
Spring
78
93
112
118
132
158
167
60
94
114
118
128
145
167
171
43
Automaticity (or Rate)
•
•
•
Assess it!
Chart it!
Give them a target!
44



Let’s say you have a student who is
reading 31 words correct per minute
(WCPM) at the beginning of second
grade.
There are 30 weeks of school remaining.
The end of year goal is 94 WCPM.


Determine the total number of words our
student needs to improve to reach the end
of the year goal.
94 (End of year goal) - 35 (WCPM) = 59
(# of words needed to reach goal)



Determine the number of words our student
needs to improve each week to reach his end
of the year goal of 94 WCPM.
59(# of words needed to reach goal) ÷ 30(# of weeks
remaining in school) = 1.97 or 2wds.
2 wds X 9 weeks = 18 wds (9 week goal)

How will you determine what kinds of text a
child should use to develop fluency?
◦ Will it be grade level?
◦ Will it be instructional level?
◦ Will it be independent level?

Under what circumstances should any of
these be used?
But why can’t we just do what we’ve
always done?
Round Robin Oral Reading
Each child reads too little;
Engagement is low
Instructional
time is
wasted
Teacher-provided
feedback is of low quality
Choral
Reading
Echo
Reading
Partner
Reading
The teacher leads the entire class
or group reading aloud in unison.
Whisper
Reading
Each child reads aloud (but not in
unison) in a quiet voice.
The teacher reads a sentence and
then the class rereads it aloud.
Pairs of readers alternate reading
aloud by a set protocol.
50
Fluency:



Child chooses a book
Child and tutor begin to read chorally
Child signals desire to read alone
◦ Tutor provides words that child miscalls
◦ Child and tutor reread sentence chorally
◦ Child continues reading alone
51
Fluency:
3 times 35 minutes each week, high-low pairs
Text is appropriate for weaker reader
5 minutes: strong reader reads aloud
5 minutes: weaker reader rereads
2 minutes: weaker reader retells
5 minutes: strong reader reads paragraph by paragraph,
stopping at each to tell the main idea
5 minutes: weak reader uses same summarization
procedure
5 minutes: strong reader predicts content of next half
page, reads it aloud, and revisits prediction
5 minutes: weak reader uses same procedure
This procedure has been used with students in grades 2-6.
Fuchs, Fuchs, Mathes, & Simmons (1996). Peer-assisted learning strategies
in reading: A manual. (Box 328 Peabody, Vanderbilt Univ. Nashville, TN
37203)
Fluency:
Redesigned whole-group basal lesson, grade 2
1. Teacher reads story to children; they discuss
2. Echo and partner readings over the course of the
week
3. Rereadings at home as parent listens (15 minutes)
4. Free reading (SSR) 15-30 minutes
This procedure has been effective for second graders
especially for those who began second grade at
least at the primer level.
Activities
 Repeated Reading
 Songs
 Poetry
 Readers’ Theater
__________________________________________________________________________________________________________________________
iPad Apps
 Timed Reading (FREE/$1.99)
 MeeGenius
 Fluency Bug Brained: Use your EARS:
Expression Accuracy Rate Smoothness
Phonemic awareness
Phonics/Decoding
10%
Fluency
35%
Vocabulary
20% (Supplemented with
Read Alouds)
Comprehension
35% (Supplemented with
Read Alouds)
55
Strategies
Predicting
I predict because. . .
Monitoring
Confirm or Adjust
Generating and Answering Questions
QAR
Inferring
TC + BK = I
Determining Importance
Expository: Main Idea
Narrative: Theme
Summarizing
Brief retelling of the text
Evaluating
Making judgments about the message
Synthesizing
Combining ideas across texts
NAEP Framework Categories
Locate/Recall
Identify textually explicit information such as

Definitions

Facts

Supporting details
Make simple inferences
Integrate/Interpret
Core QARs
Right There
Think and Search

Across small amounts of text, up to several
paragraphs
Think and Search
Make complex references to


Describe problem & solution, cause & effect

Compare or connect ideas, problems, or
situations within or across texts

Determine unstated assumptions in an
argument

Analyze how an author uses literary devices and
text features
Across large amounts of text, including two
different texts
Critique/Evaluate
Think and Search
Consider text critically to

Judge author’s craft and technique

Evaluate the author’s perspective or point of
view within or across texts

Take different perspectives in relation to a text


Usually an examination of the text as a whole
May involve two different texts
Author and Me
Raphael, T.E., Highfield, K., Au, K.A. (2006) QAR Now. New York, NY: Scholastic, p. 24.
57
In the Book
Think & Search
Right There
The answer is in one place in the text. Words from
the question and words that answer the question are
often “right there’ in the same sentence.
The answer is in the text. Readers need to “think
and search,” or put together different parts of the
text, to find the answer. The answer can be within a
paragraph, across paragraphs, or even across
chapters and books.
In My Head
On My Own
The answer is not in the text. Readers need to use
their own ideas and experiences to answer the
question.
Author and Me
The answer in not in the text. To answer the
question, readers need to think about how the text
and what they already know fit together.
Raphael, T.E., Highfield, K., Au, K.A. (2006) QAR Now. New York, NY: Scholastic, p. 23.
58
In My
In
Head
In the Book
59
In the Book
Right There
The answer is in one place in the
text. Words from the question and
words that answer the question are
often “right there’ in the same
sentence.
Think & Search
The answer is in the text. Readers
need to “think and search,” or put
together different parts of the text,
to find the answer. The answer
can be within a paragraph, across
paragraphs, or even across
chapters and books.
Raphael, T.E., Highfield, K., Au, K.A. (2006) QAR Now. New York, NY: Scholastic, p. 23.
60
In My Head
On My Own
The answer is not in the text.
Readers need to use their own
ideas and experiences to answer
the question.
Author and Me
The answer in not in the text. To
answer the question, readers need
to think about how the text and
what they already know fit
together.
Raphael, T.E., Highfield, K., Au, K.A. (2006) QAR Now. New York, NY: Scholastic, p. 26..
61
Inferring

Story Problems
Math story problems always requires
inferential comprehension.
Twenty Questions
Bring in an object and have the
students ask a series of yes-no
questions in an effort to guess the
object.

Inferring

Sequencing Comics
Cut comic strips from
the newspaper and
cut apart the frames. Mix them up
and have students sequence.
Determining Importance

Headline Writing
Give students copies of news stories without
the headlines. Their task is to write a
suitable headline for each story.

Science/Social Studies Passages
Summarizing

Retelling Fiction
People
Places
Problem
Main Event
Solution
Ending
Summarizing

Retelling Nonfiction
Topic:
We already know:
New Fact #1:
New Fact #2:
New Fact #3:
The most important
thing we learned:
Summarizing

Nonfiction Summary Chart
We know
We learned
An important word
An important fact
Another important
fact
This was about
Synthesizing

Feature Analysis
After reading about a unit, construct
a chart to highlight similarities and
differences.
Ancient
Civilizations
Egypt
Greece
China
Mali
Climate
Written
Language
Government
Architecture
DOGS
Sporting Dogs
Hounds
Terriers
help
hunters
kill pests
easily
trained
+
-
+
Activities
__________________________________________________________________________________________________________________________
iPad Apps


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
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


Professor Garfield Fact or Opinion
MiniMod Reading forDetails
Same Meaning Magic
Question Builder
Aesop’s Quest
Hole Story
Super Why
Opposite Ocean
Toontastic
Reading Comprehension Non-Fiction for 1st and 2nd
Websites:
 http://reading.ecb.org/
 http://www.professorgarfield.com/pg
f_home.html
Calabrese, Patricia. (2010). Response to Intervention Effectively
Intervening with students Before They Fall Too Far Behind in
Reading. Bellevue, WA: Bureau of Education and Research.
Caldwell, J.S. & Leslie, L.(2009) Intervention Strategies to Follow
Informal Reading Inventory Assessment. Boston, MA: Pearson.
Duffy, Gerald G. (2009). Explaining Reading A Resource for
Teaching Concepts, Skills, and Strategies. New York, NY:
Guilford.
Fox, Barbara J. (2004). Word identification strategies: Phonics
from a new perspective. Upper Saddle River, NJ: Pearson.
McKenna, Michael C. (2002). Help for Struggling Readers. New
York, NY: Guilford.
Raphael, T.E., Highfield, K., Au, K.A. (2006) QAR Now. New York,
NY: Scholastic.
Rasinski, T. V. & Padak, N.D. (2008) From Phonics to Fluency
Effective teaching of Decoding and Reading Fluency in the
Elementary School. Boston, MA: Pearson.
Southall, Margo. (2011). Differentiating Reading Instruction for
Success with RtI. New York, NY: Scholastic.
71
Door Prizes!!
Thank you!
Peggy Smith
[email protected]