Common Core State Standards Phonics and Word Recognition Fluency Grades K-2 SNRPDP

Common Core State Standards

Phonics and Word RecognitionFluency

Grades K-2

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Foundational SkillsPages 15 & 16 of the Common Core State Standards Binder

• They are not an end in and of themselves.

• They are necessary and important components of an effective, comprehensive reading program.

• They are necessary to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.

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Foundational SkillsPages 15 & 16 of the Common Core State Standards Binder

• Good readers will need much less practice with these concepts than struggling readers will.

• Teach students what they need to learn and not what they already know.

• Each skill need not to be a separate focus of instruction. Often several skills can be addressed by a single rich task.

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Phonics and Word RecognitionELA Kindergarten

page 15 &16 of the Common Core State Standards Binder

1. Move to knowing and applying grade-level phonics and word analysis skills in decoding words.

• a. Demonstrate basic knowledge of one-to-oneletter-sound correspondences by producingthe primary or many of the most frequentsound for each consonant.

• b. Associate the long and short sounds withcommon spellings (graphemes) for the fivemajor vowels.

• c. Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does).

• d. Distinguish between similarly spelled words byidentifying the sounds of the letters that differ.

G NV Standard (translation document)

Identifying high frequency words to build fluency and comprehension; identifying letter-sound relationships; decoding words using letter/sound relationships; and decoding words in text through short/long vowels.

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Phonics and RecognitionELA First Grade

page 15 &16 of the Common Core State Standards Binderl. Move to knowing and applying grade-level phonics and words analysis skills in

decoding words.• a. Know the spelling-sound correspondences for

common consonant digraphs.• b. Decode regularly spelled one-syllable words.• c. Know final -e and common vowel team

conventions for representing long vowelsounds.

• d. Use knowledge that every syllable must havea vowel sound to determine the number ofsyllables in a printed word.

• e. Decode two-syllable words following basicpatterns by breaking the words into syllables.

• f. Read words with inflectional endings.• g. Recognize and read grade-appropriate

irregularly spelled words.

G NV Standard (translation document)

Decoding words in text through short and long vowels, and digraphs; decoding words through structural analysis using syllables, with assistance.

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Phonics and Word RecognitionELA Second Grade

page 15 &16 of the Common Core State Standards Binder

1. Move to knowing and applying grade-level phonics and word analysis skills in decoding words.

• a. Distinguish long and short vowels whenreading regularly spelled one-syllable words.

• b. Know spelling-sound correspondences foradditional common vowel teams.

• c. Decode regularly spelled two-syllable wordswith long vowels.

• d. Decode words with common prefixes andsuffixes.

• e. Identify words with inconsistent but commonspelling-sound correspondences.

• f. Recognize and read grade-appropriateirregularly spelled words.

G NV Standard (translation document)

Decoding words in text through phonics (long vowel spelling patterns) and structural analysis (prefixes and suffixes)

Reading: The Big Picture

Comprehension

Fluency

Decoding

Phonological Awareness

Beginning Reading…

Thirty years of research suggests that the most effective beginning reading programs are those that provide systematic, explicit phonics instruction and also focus on comprehension.

(Adams, 1990; Chall, 1967, 1987; Pressley, 1998)

Reading =

automatic

• accurate• quick• effortless

automatic + strategic

•knowledgeable•flexible•persistent

Decoding X Comprehension

Decoding

Comprehension

Expert Reader

Novice ReaderComprehension

Decoding

How important is word identification instruction?

•Critically important in that many students have difficulty “breaking the code” without explicit instruction.

•If lack of success continues through primary grades, students continue in a “negative spiral” (Stanovich 1986).

is p.a.

not p.a.

Matthew Effects (Stanovich, 1986)

good decoding

good comprehension

likes to read

poor decoding

reads more

poor comprehension

doesn’t liketo read

reads less

Whenawordcomesin

Proficient

Struggler

•spreading activation

•automatic

•subconscious

•conscious process

R = D X C

My decoding is so automatic, I have time to work on understanding.

.

..

. ...

.

Rules/Analogies

Background Knowledge

Mental Dictionary

(words you know in your head)

Word recognition

Proficient

Struggler

My decoding is so slow, that I have to rely on what the word means, rather than what it actually says.

syntax

semantic

lexical

orthographic

. ...

Word Identification Goal:

Novice readers need to be able to:• identify most words automatically, that

is, at sight.• decode unfamiliar words by analogy

(using “chunks” and “chunks with meaning” from words they know automatically).

• Check to see if the word they generated makes sense and adjust, if necessary.

“Phonics instruction includes the teaching of letter-sound correspondences, the

pronunciations of spelling patterns, and decoding skills (i.e. how to apply this

phonics knowledge to the reading and spelling of unknown words, including how

to blend the sounds together).”Dr. Timothy Shanahan, 2006

IRA President 06-07

Phonics Instructional Approaches

• Analogy Phonics• Analytic Phonics• Embedded Phonics• Phonics through Spelling• Synthetic Phonics

NRP, 2000

National Reading Panel

Phonics Instruction (pp. 8-11)

• Types• Questions• Findings

* ! ? New Interesting Questions

Discussion

• What approach do you use to teach phonics?• How often do you teach phonics?• In relation to phonics, what are you doing to

meet the needs of your struggling readers?

English as it is Spelled

This year, I firmly made a vow,I’m going to learn to spell.

I’ve studied phonics very hard.Results will surely tell.

“A little bird sat on a bough,And underneath stood a cough.”

That doesn’t look just right somehow.I guess I should have spelled ‘cou’.

I thought I heard a distant coughBut when I listened, it shut ‘ough’.

Oh dear, I think my spelling’s ‘auf’.I guess I meant I heard a ‘coff’.

To bake some pizza, take some doughAnd let it rise, but very ‘slough’.

That doesn’t look just right, I know.I guess on that I stubbed my ‘tow’.

My father says down in the ‘slough’The very largest soybeans ‘grough’.

Perhaps he means the obvious ‘cloo’To better crops, is soil that’s ‘nue’

Cheap meat is often very tough. We seldom like to eat the ‘stough’.

I’m all confused; this spelling’s ‘ruff’.I guess I’ve studied long ‘enuph’.

IRA Position StatementThree basic principles regarding phonics and the

teaching of reading:

• The teaching of phonics is an important aspect of beginning reading instruction.

• Classroom teachers in the primary grades do value and do teach phonics as part of their reading program.

• Phonics instruction, to be effective in promoting independence in reading, must be embedded in the context of a total reading/language arts program.

Phonics Instruction: Beyond the Basics

Phonics instruction should aim to teach only the most important and regular of letter-to-sound

relationships…once the basic relationships have been taught, the best way to get children to refine and extend their knowledge of letter-sound correspondences is through repeated

opportunities to read.—Anderson, Hiebert, Scott, and Wilkinson (1985)

Effective Teaching

• “…the most effective first-grade teachers…taught decoding skills explicitly and provided their students with many opportunities to engage in authentic reading.”

• “…it is what teachers do to promote application of phonics knowledge during the reading of connected text that matters most.”

Wharton-McDonald, Pressley, and Hampston (1998)

Reading for Meaning

“Children in classrooms that taught [phonics] skills in context did better than children in classrooms where skills were taught out of context on every measure of reading achievement including word analysis (phonics), fluency, comprehension, and spelling.”

Cantrell (1999)

The Alphabetic Principle

--The sounds within spoken words are represented in writing by letters, and that those letters represent the sounds rather consistently.

Why do we teach the sounds of letters?

So they can be blended together to

make words

Letter-Sound Sequence

a b

cd

Letter Sound Types

• Continuous Sounds• Stop Sounds• Voiced Sounds• Unvoiced Sounds

Continuous Sounds

• “Stretch-able” sounds--/m/• Can be held out or elongated without

distortion• Easiest sounds for children to produce and

blend• Use first

Stop Sounds

• “Quick” sounds--/b/• Cannot be held out or elongated without

distortion• Voiced stop sounds are impossible to produce

in isolation• Avoid adding “uh” or “schwa” sound after

Voiced Sounds

• “Voice” occurs when the vocal folds (aka vocal cords) vibrate.

• This vibration makes the sound more audible.• The vibration may also contribute to sound

distortion, especially in voiced stop consonants--/b/

Unvoiced Sounds

• Produced without vocal fold vibration• Air moves past still vocal folds during an

unvoiced sound• Unvoiced stop consonants are easier to

blend--/p/

Continuous Stop

U

nvoi

ced

V

oice

d a e i o u

b

c

d

g j

h p tf s

l m n r v w

y z

q x

•Find and highlight the Common Core State Standard(s) that match these teaching points •Write Letter-Sound Sequence next to the standard

Letter Sounds

• Teaching approximations of sounds• Systematic: logical sequence

– Start with the easiest and move to more difficult:

Consonant—VoicedContinuous—UnvoicedStop—Unvoiced Stop—Voiced

Decoding

“…the purpose of teaching phonics… is to be able to decode words. Given this purpose, it follows that very early in the instructional sequence children should experience decoding some words.”

Confusions:Visual Similarities

b and d b and pq and p

n and mn, h and m

v and wn and r

Confusions:Auditory Similarities

f and v t and db and db and tk and gm and ni and eo and u

ch and sh

“We can list the phonemes but the way they actually

work in words is not quite as straight forward.”

—Louisa Moats

BREAK

BlendingTeaching Children How Words Work

“Phonics instructionwill be of limited valueuntil a child can blend

the component soundsin words.”

Blevins, 1998

Blending Methods

• Final Blending (sound-by-sound)

• Successive Blending (whole word)

This instruction is critical to enabling children to generalize sound-spelling relationships to new

words.

Final BlendingSound-by Sound Blending

• The sound of each spelling is stated and stored. The whole word isn’t blended until all the sounds in the word have been identified and pronounced.

sat /s/ /a/ /sa/ /t/ /sat/

Final Blending

• Allows the teacher to determine where a student is having difficulty as he or she attempts to blend unfamiliar words.

• Helps the teacher determine which students lack the ability to orally string together sounds.

Successive BlendingWhole-Word or Continuous Blending

• Students stretch out, or hold, each sound in a word without pausing between the sounds.

sat ssssaaaat ssaat sat

“The goal of teaching phonics is to develop students’ ability to

read connected text independently.”

Adams, 1990

Variety of Text

• Decodable (controlled) text

• Predictable/patterned text

• Trade books

Criteria for controlled/decodable text

• Comprehensible– Natural sounding—Words must be derived from

children’s speaking/listening vocabularies

• Instructive– Strong connection between instruction and text

• Interesting– Engaging—revisited often to develop fluency and

increase reading rate.

Word Building

• Supports decoding and word recognition by giving students opportunities consistently to experience and discriminate the effects on a word of changing one letter.

• An opportunity to play with sounds and spelling

a d h i s t

Word Building Practice

•Find and highlight the Common Core State Standard(s) that match these teaching points •Write Word Building Practice next to the standard

A syllable is a unit of pronunciation containing a single vowel sound. Multisyllabic words are strings of syllables, made up of onsets and rimes.

Skillful readers’ ability to read long words depends on their

ability to break the words into syllables. This is true for

familiar and unfamiliar words.Adams

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• amphibolite

• chlorofluorocarbons

• poikilothermic

Syllabication is the process of analyzing the patterns of vowels and consonants in a word to determine where the word breaks into syllables.

Types of Syllables

ClosedOpen

r-controlledvowel team

vowel-silent econsonant-le

Types of Syllablesclosed A syllable in which a single vowel is

followed by a consonant. The vowel sound is usually short. (cat, rabbit, picnic)

Types of Syllablesclosed A syllable in which a single vowel is

followed by a consonant. The vowel sound is usually short. (cat, rabbit, picnic)

open A syllable ending with a single vowel. The vowel sound is usually long. (me, veto)

Types of Syllablesclosed A syllable in which a single vowel is

followed by a consonant. The vowel sound is usually short. (cat, rabbit, picnic)

open A syllable ending with a single vowel. The vowel sound is usually long. (me, veto)

r-controlled A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is neither long nor short. (chart, pour, target, whisper)

Types of Syllablesclosed A syllable in which a single vowel is

followed by a consonant. The vowel sound is usually short. (cat, rabbit, picnic)

open A syllable ending with a single vowel. The vowel sound is usually long. (me, veto)

r-controlled A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is neither long nor short. (chart, pour, target, whisper)

vowel team A syllable containing two letters that together make one vowel sound. The vowel sound can be long, short, or a diphthong. (plain, heavy, boy)

Types of Syllablesclosed A syllable in which a single vowel is

followed by a consonant. The vowel sound is usually short. (cat, rabbit, picnic)

open A syllable ending with a single vowel. The vowel sound is usually long. (me, veto)

r-controlled A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is neither long nor short. (chart, pour, target, whisper)

vowel team A syllable containing two letters that together make one vowel sound. The vowel sound can be long, short, or a diphthong. (plain, heavy, boy)

vowel-silent e

A syllable with a long vowel-consonant-silent e pattern. (shape, cube, slide, behave)

Types of Syllablesclosed A syllable in which a single vowel is

followed by a consonant. The vowel sound is usually short. (cat, rabbit, picnic)

open A syllable ending with a single vowel. The vowel sound is usually long. (me, veto)

r-controlled A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is neither long nor short. (chart, pour, target, whisper)

vowel team A syllable containing two letters that together make one vowel sound. The vowel sound can be long, short, or a diphthong. (plain, heavy, boy)

vowel-silent e

A syllable with a long vowel-consonant-silent e pattern. (shape, cube, slide, behave)

consonant-le

An unaccented final syllable containing a consonant plus –le. (apple, table)

What is the syllable type?

scratchsharptree

besideharvestseekercandlenapkin

closedr-controlledvowel teamopen/silent er-controlled/closedvowel team/r-controlledclosed/consonant-leclosed/closed

•Find and highlight the Common Core State Standard(s) that match these teaching points •Write Syllable Types next to the standard

Syllable Patterns

VCCVVCV

VCCCVVV

Pattern

Division

Type Definition/Example

VCCV VC/CV Closed

If a word has two consonants in the middle, divide between them. rab – bit

Pattern

Division

Type Definition/Example

VCCV VC/CV Closed

If a word has two consonants in the middle, divide between them. rab – bit

VCV V/CVVC/V

OpenClosed

If a word has one consonant between two vowels, divide the word before or after the consonant. mu – sic, clos – et

Pattern

Division

Type Definition/Example

VCCV VC/CV Closed

If a word has two consonants in the middle, divide between them. rab – bit

VCV V/CVVC/V

OpenClosed

If a word has one consonant between two vowels, divide the word before or after the consonant. mu – sic, clos – et

VCCCV

VC/CCV

Closed

Words with three or more consonants in the medial position almost always contain a blend, and almost always have a closed first syllable. hun – dred, in – struct

Pattern

Division

Type Definition/Example

VCCV VC/CV Closed

If a word has two consonants in the middle, divide between them. rab – bit

VCV V/CVVC/V

OpenClosed

If a word has one consonant between two vowels, divide the word before or after the consonant. mu – sic, clos – et

VCCCV

VC/CCV

Closed

Words with three or more consonants in the medial position almost always contain a blend, and almost always have a closed first syllable. hun – dred, in – struct

VV V/V Open If a word has two vowels together that make different sounds, divide between the two vowels. ne – on

How do syllable patterns & types affect vowel sounds?

monsterbasichumansilkycomamuscledeny

momentbaskethumblesilentcompoundmusicdentist

Reading: The Big Picture

Comprehension

Fluency

Decoding

Phonological Awareness

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FluencyELA Kindergarten

page 15 &16 of the Common Core State Standards Binder

1. Move to reading emergent-reader texts with purpose and understanding.

G NV Standard (translation document)

Not addressed in Nevada State Standards

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FluencyELA First Grade

page 15 &16 of the Common Core State Standards Binder

l. Move to reading with sufficient accuracy and fluency to support comprehension.

• a. Read on-level text with purpose andunderstanding.

• b. Read on-level text orally with accuracy,appropriate rate, and expression.

• c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

G NV Standard (translation document)

Reading aloud with a focus on prosody, accuracy, automaticity, and reading rate, with assistance.

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FluencyELA Second Grade

page 15 &16 of the Common Core State Standards Binder

1. Move to reading with sufficient accuracy and fluency to support comprehension.

• a. Read grade-level text with purpose and understanding.

• b. Read grade-level text orally with accuracy, appropriate rate, and expression.

• c. Use context to confirm or self-correct word recognition and understanding.

G NV Standard (translation document)

Reading Aloud with a focus on prosody, accuracy, automaticity, and reading rate.

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Reading Fluency

• What is reading fluency?

• Why is fluency important?

• What instruction helps students develop fluency?

• How can we adapt instruction for students with special needs?

• How can we monitor students’ progress in fluency?

Fluency Anticipation Guide

• 1. Fluency in reading is most relevant at the beginning stages of reading.

• 2. Fluency is independent of comprehension.• 3. Research has identified several methods to increase

reading fluency.• 4. Oral reading fluency is developed best through

independent reading. • 5. One aspect of fluency can be judged by determining

the student’s rate of reading in words per minute (WPM).• 6. It is appropriate to consider fluency in silent reading.

Fluency Anticipation Guide

• 7. Fluency is actually speed of reading.• 8. Fluency strategies are primarily for students

experiencing difficulty in reading.• 9. Students should adjust reading rate according to their

purposes for reading.• 10. Round-robin oral reading is an effective fluency

activity.

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Reading Fluency

The Bridge from Phonics to Comprehension

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Four Components of Fluency

1. comprehension2. accuracy3. speed4. expression

Rally Coach

• 1. Partner A reads the first component and explains it to Partner B.

• 2. Partner B watches and listens, asks questions if necessary, and praises.

• 3. Partner B reads the next component and explains it to Partner A.

• 4. Partner A watches and listens, asks questions if necessary, and praises.

• 5. Repeat starting at Step #1. Continue until the 4 components have been discussed.

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Rally Robin

Partner A Comprehension

Partner B Accuracy

Partner A Speed (Automaticity)

Partner B Expression

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Fluency

• Fluency: reading quickly, accurately, and with expression

• Combines rate and accuracy• Requires automaticity• Includes reading with prosody

Rate + Accuracy = Fluency

Comprehension

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Fluent Reading

• What does fluent reading sound like?

• Fluent reading flows. It sounds smooth, with natural pauses.

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Why Is Reading Fluency Important

• “Fluency provides a bridge between word recognition and comprehension.” —National Institute for Literacy (NIFL), 2001, p. 22

• Fluent readers are able to focus their attention on understanding text.

• Because non-fluent readers focus much of their attention on figuring out words, they have less attention to devote to comprehension.

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What Students Need To Learn

• How to decode words (in isolation and in connected text)

• How to automatically recognize words (accurately and quickly with little attention or effort)

• How to increase speed (or rate) of reading while maintaining accuracy

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Steps to Providing Fluency Instruction

• Measure students’ fluency

• Set fluency goals for individual students

• Select appropriate texts for fluency-building instruction

• Model fluent reading

• Provide repeated reading opportunities with corrected feedback

• Monitor student progress

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Fluency-Building Practices

• Teacher Read Alouds– Models the proper phrasing and speed of fluent reading

• Readers Theatre– Involves small groups of students rehearsing and reading a play

• Repeated Reading– Helps monitor the student’s growth in fluency

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More Fluency-Building Practices

• Choral reading– Actively involves students as they read in unison

• Chunking– Involves reading phrases, clauses, and sentences by

parsing, or dividing text into chunks

•Find and highlight the Common Core State Standard(s) that match these teaching points •Write activity names next to the standard

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Consider Diversity: English Language Learners

• Fluency practice for English language learners involves:– Listening to models– Repeated readings– Choral reading– Partner reading

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Students with Special Needs

• Students with disabilities usually benefit from:– Repeated reading practice, especially in

expository or informational texts– More time on task– Paired reading and rereading– Additional feedback and progress monitoring

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Monitoring Fluency Progress

• Students:– Independently read unpracticed text to the teacher

and graph their wpm

– Practice rereading the same text several times

– Independently read the text again to the teacher

– Graph score in a different color

Fluency Anticipation Guide

• 1. Fluency in reading is most relevant at the beginning stages of reading. False

• 2. Fluency is independent of comprehension. False• 3. Research has identified several methods to increase

reading fluency. True• 4. Oral reading fluency is developed best through

independent reading. False• 5. One aspect of fluency can be judged by determining

the student’s rate of reading in words per minute (WPM). True

• 6. It is appropriate to consider fluency in silent reading. True

Fluency Anticipation Guide

• 7. Fluency is actually speed of reading. False• 8. Fluency strategies are primarily for students

experiencing difficulty in reading. False• 9. Students should adjust reading rate according to their

purposes for reading. True• 10. Round-robin oral reading is an effective fluency

activity. False

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Remember . . .

• Fluency is increased when students:– Develop instant, efficient word recognition

(automaticity)– Practice repeated reading of texts– Receive feedback and guidance from others

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Final Thoughts•What “squared” (agreed) with something you already knew about the CCSS?

•What about the CCSS did you see from a new “angle?”

•What was new or created a new “circle” of knowledge for you when looking at the Translation Guide?

•In what “new direction” might you go when school starts? What action will you take when implementing the CCSS?