Phonics and Word Phonics and Word StudiesStudies

CNN Lit 601M. May

Fall 2008

How the Brain WorksHow the Brain Works

Sifts out most input keeps◦What it can connect to something◦Has emotional meaning

Magic Seven + - 2Chunking

◦Patterns enlarge the amount we can take inShort term memory space

◦Lack of automaticity uses all STM resources ◦affects comprehensions – no “thinking” space

English Isn’t crazyEnglish Isn’t crazy

Large number of wordsInput from many languages over time

◦ Latin 68%, Anglo Saxon, Greek, French others◦ For example:

water(Anglo Saxon) aqua (Latin) – hydro (Greek)

fire (Anglo Saxon) Incen (Latin) Pyro (Grteek)

Heart (Anglosaxon) Cardio (Latin) Coro (greek)

Phonic DebatePhonic Debate

Old time Phonics – Rote PracticeWhole language- Student will learn from

readingInquiry – word study. Whole-Part-Whole

Kinds of SyllablesKinds of Syllables

Closed◦vc –

catOpen

◦Vowel at the end no

Silent e◦“e” makes the vowel

long

R controlled◦ Vowel can’t be heard◦ ar, or, and er, ir, ur

Vowel teams◦ Two vowels in a syllable

– Long sound ai ay ee Dipthong –oa ow ou

Cle ◦ Count back 3 - doubling

Sable Final Syllable◦ tion, ous, cial, ture, ing

TerminologyTerminologyphonemes graphemes morphemes

orthography phonemic segmentation

phonemic awareness

diagraph blends diphthong

articulation affixes roots

prefixes suffixes

Developmental StagesDevelopmental Stages

Pre alphabetic stage (logographic)◦ Rely on visual cues or graphic features – signs◦ Semantic connections (stop signs)◦ Many exposures

Partial alphabetic stage◦ Letter associations -dog “d”◦ initial sounds◦ Some sight words

Full alphabetic stage◦ Read words using letter-sound (grapheme-phoneme◦ Reading speed begins to increase

Consolidated alphabetic stage◦ patterns

Automatic alphabetic◦ Automatic recognition - strategies to develop automaticity

Order of leaning Word Analysis Order of leaning Word Analysis skills K-12skills K-12

Print awareness ◦ Print organization◦ Page organization◦ Book organization◦ Letter names “y”◦ Letter recognition

Phonemic awareness◦ Blending ◦ segmentation

Letter/sound relationship◦ Consonant◦ vowels

Letter patterns and rhymes

Syllable ID◦ Compound words◦ Prefixes/suffixes/roots

Context cluesRapid recognition

vocabularySkill application

through wide reading

Instructional Strategies for Instructional Strategies for teaching phonicsteaching phonics

Implicit phonics (analytic)◦Context of word◦Ex. boy, bat ear all

start with b – rule given after student figures out the pattern

Letter/sound relationships ◦(letter of the week)

Pattern recognitions through rhyme

Explicit phonics (synthetic)◦Relationship made

ex. explicit m says mmmmm then read mat man

Goals for teaching word Goals for teaching word analysis skillsanalysis skills

Emphasize word analysis instruction in the context of meaning construction

Dev. Phonemic awareness

Develop print awareness

Understand letter patterns/rhyming endings

Syllable IDUse of context clues

◦read on to confirm meaning

Lots of reading

Instructional Strategies for Instructional Strategies for Teaching word solving skillsTeaching word solving skills

Syllabication◦6 Types◦CV, Vc, vc-e, r-contr,

cle, vv, stable final endings

◦Rabbit, camel tigerCompounding

◦Vocabulary (word parts) students already know

Prefixes, roots, suffixes◦Games how many

wods can I make?Context clues

◦Modified Cloze◦Connect the sentence◦ID word◦Choose missing word

Instructional Strategies for Instructional Strategies for Developing FluencyDeveloping Fluency

Mastery or word analysis

Automaticity

Benefits comprehension

Word StudiesWord Studies

Critical to comprehensionInflectional endings – syntax creates

meaningConcepts drive ideas

How we acquire vocabularyHow we acquire vocabulary

3000 words per year

Driven by intellectual curiosity and social use of language

Trying on

Incidentally through reading

K-4 vacab leads reading comp

4 – adult – reading drives vocab

Goals and objectives of vocabulary Goals and objectives of vocabulary instruction instruction (Word Studies)(Word Studies)

In context of narrative and expository

Connects new words to Prior knowledge

Checking new words to see if it fits context

Positive attitudes

Teach words that have broad utility

Develop Word learning strategies

6 vocabulary learning tasks6 vocabulary learning tasks

Learning to read known words

Learning new meaning for known words

Learning new concepts

Clarifying and enriching the meaning of new of known words

Moving words from receptive to expressive vocabularies

Principles of vocabulary Principles of vocabulary InstructionInstruction

Variety of approaches◦ Direct teaching◦ Immediate context◦ Classroom resources

Word wall Semantic maps

◦ Extensive reading broad topic/genre

Active learning◦ Reason with words

Develop new words by semantically relating them through◦ contrast/◦ comparison

Social process◦ Personal motivations◦ Adult appeal◦ Immediate usefulness◦ Peer group use

Word importance◦ Content◦ Comprehension◦ Student schema

Consider teaching objective

Active learning in vocabulary Active learning in vocabulary Learning contextsLearning contexts

Ensures mental engagement

Word reasoning

Semantic mappingInteractive clozeSemantic feature

analysis

Before reading vocabulary Before reading vocabulary Instruction - Teaching Vocabulary Instruction - Teaching Vocabulary in context (TVC)in context (TVC)

Preview text and select 4-5 words

Write words in text sentences or chart

Read sentences aloud and ask students to speculate on the meaning

Record children’s ideas on the board

Arrive at a class definition of each word (look up if necessary thesaurus/glossary)

During Reading Vocabulary During Reading Vocabulary Instruction – Instruction –

When you come to a word that you don’t know…◦ Structure

Parts of word –meaning chunks (Roots prefixes, suffixes)

◦ Context Read to end of sentence Meaning clues in other

parts Monitor for sense

Cont.◦Sound

Pronounce and search for recognition

◦Reference Look it up

After Reading VSS (vocabulary After Reading VSS (vocabulary self- collection)self- collection)

Long term acquisition of words

Students choose new words to learn

Nominate words

Narrow class listStudents record

words and definitions

Include in unit test

InquiryInquiry

WTL (words to learn)◦Spelling words that

child is already trying to use

Vocabulary logsCollecting words –

vocabulary sleuths

Word SortsPatternsSynonyms/antonymsHomonymsContext specificConcept websSemantic mapsSemantic feature

analysis