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Decoding Instruction: How do we teach more advanced phonics & fluency skills? Letter-sound correspondence Phonics analysis Structural analysis Contextual

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Language Objective Given a week’s worth of phonics lesson plans, teacher candidates will deliver a sample phonics lesson using effective instructional delivery elements (as described in the Teaching Reading Sourcebook; Carnine et al.; and class notes) – (This will be assessed by modeling a lesson in class rather than on a class quiz) 3

Text of Decoding Instruction: How do we teach more advanced phonics & fluency skills? Letter-sound...

Decoding Instruction: How do we teach more advanced phonics & fluency skills? Letter-sound correspondence Phonics analysis Structural analysis Contextual analysis Decoding Irregular Words Multisyllabic strategies 1 Content Objective Given student assessment data on a phonics skills assessment, teacher candidates will plan a week of phonics instruction using effective principles of sequencing and teaching phonics instruction (as described in Carnine et al. and class notes) (This will be assessed on the decoding assignment rather than on a class quiz) 2 Language Objective Given a weeks worth of phonics lesson plans, teacher candidates will deliver a sample phonics lesson using effective instructional delivery elements (as described in the Teaching Reading Sourcebook; Carnine et al.; and class notes) (This will be assessed by modeling a lesson in class rather than on a class quiz) 3 Phonic Analysis Teach letter sound correspondences Long /short vowels sounds, most common sounds Teach common consonant digraphs sh, th, wh, ch, kn, ph, wr, qu Teach common vowel digraphs ai, ay, au, aw, ea, ee, igh, oa, oo, ou, ow, oy Teach r and l controlled vowels ar, er, ir, or, ur, al, ol Teach students to recognize these items in words and in text graph, haunt, thirst, cloak Know Letter Combinations on Table 8.1 4 Structural Analysis: Know affixes (prefixes & suffixes) Teach common prefixes un, a, be, re, de Teach common suffixes er, ing, ed, -y, est, le, ic, ful, ly Teach students to recognize items in words and in text Batter, funny, alive, refill, sadly, comic Know Affixes from Table VCe and VCe Derivatives Teach VCe rule made, time, hope, fine, cute Teach VCe derivatives hoping, hopping, likely, useful Teach students to recognize items in words and in text Know VCe pattern words (pp ) 6 Multisyllabic Strategies Teach common prefixes inter, pro, con, ex, trans Teach common suffixes ment, able, ful, ence, ture Teach students to recognize in words / text interact, movement, protection Table Instructional Scaffolding Teach the most common items first: er ingwhtharch Introduce item in isolation: Introduce one new combination and practice with other mastered combinations Practice new combination in word lists Design prompted word lists to practice recognizing and reading new combinations in words Practice in isolation and word lists over several days Read in context of passages / stories Check for generalization of the skill 8 9 Table 8.1 Phase 1 Introduce item in isolation: Introduce one new combination and practice with 5-6 other mastered combinations Practice new item in word lists Design prompted word lists to practice recognizing and reading new combinations in words 10 Use explicit strategies Model the new skill Tell students the new sound Guided Practice Students read new sounds several times with other mastered sounds Check for Mastery Ask an individual to read the new sounds and a few review sounds New skill: oo oo er eaoo ingsh aroo 11 Teaching Procedure Model Heres a new sound. These letters usually say oooooo What do these letters usually say? Guided Practice Read these sounds when I touch them. Check for Mastery Call on individuals to read a few sounds. New skill: oo oo er eaoo ingsh aroo 12 Phase 1 Prompted Words List Practice the new sound in a prompted word list. Provide prompt (underline) to help students recognize the new combination in words. Read combination first, then whole word. Go back to the top and read the whole word. cool shoot soon bean cart mood quit tool 13 Teaching Procedure for Phase 1 Touch under the letter combination What sound? What word? Repeat with all the words in the list. Return to top and have students read the whole word: What word? Call on individuals to read a few words cool shoot soon bean cart mood quit tool 14 Correcting Errors If students miss the letter combination: Model the sound, then ask, What sound? and then, What word? Go back to top of the list If students misread the word: Model the word, then have students identify sound, then the word: What sound? What word? Go back to the top of the list cool shoot soon bean cart mood quit tool 15 Phase 2 If students do well with Phase 1, move to Phase 2: Continue to review new combination Practice with 5-6 previously introduced letters combinations Practice new combination in word lists Design partially prompted word lists to practice recognizing and reading new combinations in words 16 Phase 2 - review sounds in isolation Model Remember our new sound. These letters usually say oooooo What do these letters usually say? Guided Practice Read these sounds when I touch them. Check for Mastery Call on a few individuals to read a few sounds New skill: oo oo wh eaoo arer shoo 17 Phase 2 Partially Prompted Word List Use different words each day. Provide prompt (underline) to help students recognize the new combination in the first half of the list. Read combination first, then whole word for first half of list. Go back to the top and read the list by whole word only. pool shoot cloak spoon least moon shack hoop 18 Teaching Procedure - Phase 2 Touch under the letter combination What sound? Read whole word What word? Continue with the prompted words Go back to the top of the list and read the whole word What word? Call on individuals to read a few words pool shoot cloak spoon least moon shack hoop 19 Correcting Errors If students make errors, provide strategy correction. Touch under the combination, and ask: What sound? What word? Go back to the top of the list and read each word again with the specified procedure. pool shoot cloak spoon least moon shack hoop 20 Phase 3 If students do well with Phase 2, move to Phase 3: DO NOT provide a model Remember our new sound. What do these letters usually say? Guided Practice Read these sounds when I touch them. Check for Mastery Call on a few individual to read several sounds. New skill: oo oo wh eaoo arer thoo 21 Phase 3 Unprompted Word List Use different words each day. Remind the students to look for the new sound in words, but have them only read the whole word. Errors: Reinforce the strategy by touching under the combination What sound? What word? Go back to the top of the list fool wheat stoop roast shun moose tenth smooth 22 Teaching Procedure - Phase 3 Remind students to look for letter combinations they know Remember your sounds, dont get fooled. Read whole word What word? Call on individuals to read a few words Errors? Use strategy correction: What sound? What word? Go back to the top of the list fool wheat stoop roast shun moose tenth smooth 23 Designing Word Lists Approximately 8-10 words In Phase 1, the first 2-3 words should contain new letter combination. In Phases 2 & 3, the first 1-2 words should contain the new combination. One-half to one-third of the list should contain new combination. When possible, include words that will appear in story reading passages pool shoot spoon cloak least moon shack hoop 24 25 Decoding Assignment: Apply the principles you learned to Identifying what letter sound or phonic elements to teach and in what order Planning how to teach the letter sounds/phonic elements in isolation and in word reading exercises explicitly Planning how to systematically review so that students learn it to mastery and maintain and generalize reading the sounds in isolation and words 26 Word Sort (Practice Quiz) Put the following words into 4 categories according to the decoding strategy: Regular words made up of most common sounds One and two syllable Regular VCe pattern words One and two syllable Words with common letter combinations (Table 8.1) one and two syllable Words made up of affixes (10.8) One and two syllable 27 Word Sort pocketseesaw cupcakedepend fillingwalnut smoke kitten mouthstripe sevenregret velvetshave charcoalrunner 28 Word Sort Answers Put the following words into 4 categories according to the decoding strategy: MCS pocket kitten seven velvet VCe cupcake smoke stripe shave LC seesaw walnut mouth charcoal Affixes depend filling regret runner 29 Adding -ed endings to words How to you say this affix in isolation? -ed Problem? jump + ed = jumped humm + ed = hummed start + ed = started 30 Teaching -ed endings (see p. 123, 124) Provide verbal practice adding -ed to words hop lift hand rub Then practice reading words with -ed endings in words lists hummed begged tripped jumped handed lifted -ed 31 Teaching VCe Derivatives Problems: some word change spelling patterns when adding endings pin + ed = pinned pine + ed = pined make - er = maker Text recommendation: Recognize base word, read word with ending: likely baker hopped tamer hoped Then teach strategy for discriminating CVCe derivatives from CVC derivatives 32 Teaching CVCe Derivatives (p. 126) Discriminate: Some of these words have one consonant after the underlined vowel. Some of these words have two consonants after the underlined vowel. Teach the rule: two consonants come next, we say the vowels sound. If one consonant comes next we say the vowels name. hoping taping filling tapping roping batting 33 Teaching CVCe Dervatives (p. 126) Apply the rule: Are there two consonants or one? Does the vowel say its name or its sound? What sound (or name)? What word? hoping taping filling tapping roping batting 34 Recommended Curriculum Phonics for Reading Publisher: Curriculum Associates Levels 1, 2, 3 Appropriate for Grades 1-8 and ESL 35 Recommended Curriculum REWARDS and REWARDS PLUS Publisher: Sopris West Appropriate for Grades 4-12 Decoding Multisyllabic Words Fluency Rate Building 36