Scaffolding for Word Recognition - Wikispaces2nd+grade... · Scaffolding for Word Recognition Effective teachers scaffold students’ use of decoding strategies by providing ... The

2-Phonics (2006) Handout 20

Scaffolding for Word Recognition

Effective teachers scaffold students’ use of decoding strategies by providing prompts instead of by simply supplying the unknown words for the child.

Word recognition coaching prompts are hints or questions that get children to engage in self-monitoring strategies as well as a variety of word recognition strategies to use with words not known instantly.

Teachers coach to provide instruction in word recognition by asking questions such as the following:

• “What can you do to figure out that word?”• “Do you see a chunk (or phonogram) you recognize?”• “Does it look like any other words you know?”• “Can you sound it out?”• “What does the first letter say? What does the next letter say?, etc. Now blend the sounds

together.”• “Does that word look right for what is on the page?”• “Does it make sense in the story?”

When students are successful in their independent application of decoding strategies, teachers can reinforce them through positive comments and by asking them to explain what they did to figure out a word:

• “I like how you corrected that.”• “Good checking!”• “How did you know it couldn’t be . . .?”• “What did you do to figure that word out?”


Learning to Read and Spell


Guidelines for Teaching Spelling



Lessons for Struggling Spellers



Study Sheet for Irregular Words


Rounding Up the Rhymes

1. On the third reading of a rhyming selection, encourage students to listen for the rhymes as they say them.

a. As students identify the rhyming words, place them on index cards in the pocket chart.

b. If students identify words that begin the same rather than ones that rhyme, take a minute out to say, “That was very good listening and thinking because piano, peanuts, popcorn, and pails do sound alike, but the sound they share is the beginning sound. Say them slowly and stretch out the words. Do you hear the p at the beginning? They all begin the same, but they don’t rhyme.”

c. Don’t select more than seven sets of rhyming words from one reading selection for one rhyming activity.

2. Help students to observe the spelling patterns. Remind them that the spelling patterns for the rhyme is from the vowel to the end of the word.

a. Some sets will rhyme and have the same spelling patterns.

b. Some sets will rhyme and have different spelling patterns. With the students, identify these and remove them from the pocket chart for the sake of this day’s activities.

3. Show the students how the spelling patterns can be used when they come to words they don’t know in their reading.

a. Write several words, each on a different index card. Have a student put the card that has the new word in the pocket chart under the other words that have the same spelling pattern, using the rhyme to decode the word.

b. Remind students that thinking of rhyming words can help them spell words when they’re writing. For example, if you want to spell zooms, which set of words would help you? Have the students say zooms after each set of rhyming words.

Multilevel Nature

Emerging• Learning what rhymes are• Learning to distinguish rhymes from beginning sounds• Becoming more fluent in reading


Developing• Learning many spelling patterns• Learning that words that rhyme often, but not always, share the same spelling pattern

Advanced• Becoming proficient at using the known to decode the unknown (increased reading fluency

and more sophisticated writing)

Adapted by Linda Thistlethwaite, Western Illinois University, Macomb, IL from Phonics They Use: Words for Reading and Writing (2nd ed.), by Patricia M. Cunningham, 1995.

Taken from Meeting the Challenge: PreK-2, Module Two Teacher Handouts, Curriculum Publications Clearinghouse, Western Illinois University, Macomb, IL.


What Looks Right?Many words that rhyme have different spelling patterns (kite/right, teen/mean,four/door/more, hair/wear/care). This often presents more of a problem in spelling than inreading since as the brain searches for words to assist in spelling a new word, it mayrecall a word with the wrong spelling pattern. Take, for example, someone trying to spellthe word “pour” without having seen it in writing. The brain may call up the word “sore”which would result in an incorrect spelling of “pore.” Helping students develop the habitof noticing “What looks right?” is an important step toward correct spelling and thedevelopment of what it referred to as a “spelling consciousness.” That is, the ability tonotice when the spelling of a word doesnʼt look right, and the propensity to check thespelling with a dictionary or other expert source.

Cunningham and Hall (1998) recommend the following strategy.

1. Think of two familiar rhyming words with different spelling patterns that thestudents can read and spell automatically.

2. Divide a piece of chart paper into two columns and write one of the rhymingwords at the top of each column.

3. Explain that good spellers look to see if a new word they have spelled “looksright.” If it doesnʼt, they try to think of as many different rhyming words aspossible and then they rewrite the word using the different spelling patterns.

4. Also explain that good spellers always check these words with a dictionary orother expert source when their writing will be shared with others.

5. Ask students to brainstorm words that rhyme with the two words. Tell them that,as they brainstorm, you will write each word in both columns, using each of thetwo different spelling patterns.

6. Tell students to make a chart like the one you have, but to only write the spellingthey think “looks right” for each word.

7. Students are to check their spelling of each word with the dictionary.

8. As students share the dictionary spellings, cross out the incorrect spellings on thechart, and have students correct their papers, as necessary.

9. Ask students to review all words and to summarize how good spellers use spellingpatterns.

What Looks Right?


Using Word Sorts to Enhance Reading and Spelling




Informal Assessments









Decoding Record Sheet









Modeling Phonemic Awareness and Letter-Sound Knowledge



Say It and Move It






Interventions for Struggling Readers
















Sample Lesson Plan for Literacy Block: Shared Reading/Word Work/Guided Reading

Directions: First, review the list of objectives stated below and then identify the relevant Illinois Learning Standards for each part of the literacy block. Then, as you read through the Procedures section for each of the three lessons, stop when you see (Objective ____, ILS_____), and record the number for the relevant objective(s) and standard(s).

Overview

Objectives for Shared Readingü The children will be able to make predictions before and during the reading of Waves. ü The children will be able to listen attentively to make predictions and then prove or disprove

their predictions.ü The children will be able to answer and ask questions based on the story read.ü The children will be able to follow the purpose for listening and generate their knowledge at

the end of the story. ü The children will be able to identify and understand what a compound word is.

Objectives for Word Workü The children will be able to accurately read and spell two new Word Wall words: bring and

some. ü The children will be able to spell two familiar rhyming words with different spelling patterns

(four and more) and spell words that rhyme with the two patterns.ü The children will be able to use alternative sources, such as a dictionary, to check their

spelling.ü The children will be able to use important strategies to decode words: what looks right, what

makes sense, what matches the first letter or two, what word family do you see.

Objectives for Guided Readingü The children will be able to make predictions before and during the reading of Say It, Sign It. ü The children will be able to listen attentively to make predictions and then prove or disprove

their predictions. ü The children will be able to ask questions and reply to questions asked by the teacher or

other children and use information gained from the story to improve their understanding and knowledge.

ü The children will be able to read the age-appropriate material provided aloud and with fluency.

ü The children will be able to use decoding strategies to figure out the pronunciation and meanings of new words.


Rationale for Teaching Strategies SelectedIt is important to have a variety of activities to spark different children’s interests and learning styles. This plan consists of shared reading of a big book, Word Wall activities (i.e., “What Looks Right” and “Guess the Covered Word”), guided reading of a fiction book, and several independent center activities.

The plan starts off with shared reading of a big book because it is very important for the children to work together as a group and be exposed to teacher modeling of skilled reading. Shared reading allows for the children to enjoy a new story. They are able to share their ideas as a group and ask questions for discussion. I chose to have the children complete an activity on compound words because the book, Waves, was an appropriate book to focus on compound words. The topic of the book, beaches, also allowed for the children to make a connection with a variety of compound words that relate to the beach such as seashell, sailboat, shoreline, seafood, etc.

The Word Wall activities enable the children to incorporate high-frequency words within the big book to high-frequency words they already know from the class Word Wall. The activities, “What Looks Right” and “Guess the Covered Word,” allow the children to use already known decoding strategies such as the following: What makes sense? Does it sound right? Does it match the print? These are helpful activities because the children are able to be independent in their learning by figuring words out based on these known strategies or turning to other resources such as a dictionary.

The guided reading lesson will be used for children to further their decoding, fluency, and comprehension skills. This is a very important lesson for the children to begin using the concepts they are learning about context, syntax, and phonics to figure out new words to read on their own.

Record the Relevant Illinois Learning Standards for this lesson here:


Procedures

1. Shared Reading of a Big Book Thornton, J. S. (1997). Waves. Illustrated by Mark Wilson. Mimosa, Australia.

• Introduction of book: The teacher will call the children’s attention to the picture on the cover of the book and ask what they see. The teacher will then ask them, based on their observations of the cover, what they think the book will be about. The teacher will read the title, author, and illustrator of the book. The children will be asked whether they have ever been to the beach before and if so, what they remember about it. The teacher will remind the children what waves are and will explain that often the ocean’s waves carry items from the water onto shore, which is the sandy land next to the water’s edge. The children will be able to look at and touch bottles of sand that will be brought into the classroom and then they will be asked to brainstorm a list of items they think could be brought onto the shore from the waves.

• Purpose for listening: The children will be asked to listen carefully to the story to find out what items the waves brought the boy in the book. We will then compare the list we made with the story. The children will also be asked to listen to find out what the boy in the story makes with all the items he receives from the waves.

• During-Reading Discussion Questions: 1. Ask the children whether they’ve ever seen or touched a seashell before and what they

thought of it (page 5).2. Ask the children what they think the little boy is doing with the sand in the picture (page 6).3. Ask children what else they think the waves will bring the little boy (page 7).4. Ask the children what they think the boy is going to do with all these items that the

waves bring him (page 11).5. Ask children whether their predictions were right about what the boy did with all the

items the waves brought him (page 16). Ask the children whether they can recall all the items that the waves brought the boy in the book. (Objective ____, ILS_____)

Using a pointer, reread the book in unison with the children. (Objective ____, ILS_____)

2. Word Work• Word Work Activity One “Building a Castle of Compound Words.” The students will review the words starfish and

seaweed from the book and will be asked to tell what they notice about these two words (they both are made up of two little words). The teacher will explain that these are compound words and a compound word is a word made up of two smaller words. The words star, fish, sea, and weed will each be on separate word cards like puzzle pieces so that children will be able to see that when you take them apart they make two separate words.


• Other compound word cards will also be shown on the pocket chart and reviewed: doghouse, everyday, and farmhouse.

• The children will then be asked to help the teacher build a sandcastle out of compound words about the ocean. In order to do this, they will form compound words from the word cards provided and then put their words on an outline of a castle drawn on poster board. The following word cards will be provided: sand and castle, shore and line, sail and boat, sea and side, sea and shell, sun and set, sun and rise, sea and food.

To begin the activity, the teacher will hold up the word card sea and ask the children, “What other word card could I use to make a compound word whose first word is sea?” A volunteer will use the word card side, shell, or food to make a compound word and then place the word on the outline of the castle. This will continue until the compound word castle is complete. (Objective ____, ILS_____)

Word Work Activity Two• The following words will already be on our second grade Word Wall:

play come made have make here sing was brown what more you four your them up they my the me

• Procedure for Adding New Word Wall WordsNew words: bring, some

Bring1. Write the new word on the board for the students to copy. Say the word, and then

have the students repeat it. Ask students to spell the word in unison with you.2. Discuss features of the word by asking students what familiar chunks or letter

patterns they see in the word (br, ing) and whether there are any words on the Word Wall that could help them read this new word (brown, sing).

3. Discuss the meaning. I use the word bring when I ask you to bring your homework to school. Or when I say please bring me your book. And you would come give me your book.


4. Ask the students to say the word in a meaningful context. Ask them to turn to a partner and tell their partner something they will bring tomorrow for our share time.

5. Have students write the word on a card and write a sentence using the word on the back of the card.

6. Then, ask the students to spell the word from memory. Students should self-correct and write a misspelled word again, correctly.

Chant the word out loud as a group (“Give me a c—c.” Give me an h—h,” etc.) and ask a volunteer to place it on the Word Wall under the correct letter. (Objective ____, ILS_____)

Some1. Write the new word on the board for the students to copy. Say the word and then

have the students repeat it. Ask students to spell the word in unison with you.2. Discuss features of the word. Ask what students notice about the word and whether

there are words on the Word Wall that could help them read and spell this word. (Some has the beginning /s/ sound like the word said on our wall. Some ends in a silent /e/ like the words made, make, have, and here on our Word Wall.)

3. Discuss the meaning. I use the word some when I mean more than one. I might say “I wish I had some more candy to eat.” Or “I have some pencils you can use in my desk.” Some means I have more than one but not a lot of something.

4. Ask the students to say the word in a meaningful context. Ask them to turn to a partner and ask their partner what they have some of. Do you have some books? Do you have some pets at home?

5. Have the students write the word on a card and then turn the card over and write the word in a sentence.

6. Next, ask the students to spell the word from memory. Students should self-correct and write a misspelled word again, correctly.

Chant the word out loud as a group (“Give me an s—s.” Give me an o—o,” etc.), and ask a volunteer to place it on the Word Wall under the correct letter. (Objective ____, ILS_____)

Word Work Activity Three

“WhatLooksRight?”1. The teacher will use two familiar rhyming words with different spelling patterns that the

children can read and spell from the Word Wall: four and more. 2. A piece of chart paper will be divided into two columns with each rhyming word at the

top of each column.3. Explain to the children that good spellers look to see whether a new word they’ve spelled

“looks right.” If it doesn’t, they try to think of as many different rhyming words as possible and then rewrite the word using the different spelling pattern.


4. Explain to the children that good spellers also check these words with a dictionary or other source when their writing will be shared.

5. Ask the children to brainstorm words that rhyme with the two words as you write each word in the appropriate column using the correct spelling pattern: pour, core, tour, your, sore, tore, pore, etc.

Ask the children to make a chart like yours, but to only write the spelling they think “looks right” for each word. (Objective ____, ILS_____)

The children will then check their spelling of each word using the dictionary. (Objective ____, ILS_____)

6. If the children spell any words incorrect they are to cross out the misspelled word on the chart and then correct the word.

7. To close the activity, ask the children to review all the words and to summarize what it means to be a good speller.

Word Work Activity Four

“GuesstheCoveredWord”1. Choose two or three sentences from the book, Waves, that contain words from the Word

Wall. 2. Cover each word with two Post-It® notes: one covering the consonants up to the first vowel

(onset) and one covering the rest of the word (rime). 3. Have students guess a missing word that has no letters revealed. 4. Write down each guess.5. Reveal one or more letters to narrow the possibilities by removing the first Post-It® note.6. Look at the guesses. Cross out those that don’t apply. Add others if students can think of

more. (Remind students that guesses can be written only if they begin with the target letter(s) and make sense).

7. Remove the Post-It® note to show all the letters. Help students confirm that the word makes sense and matches the letters. (Objective ____, ILS_____)

8. If no word matches, talk about how none of the guesses were exactly right, even though the guesses made sense and started with the target letter(s).

9. To review the activity, talk about the three important strategies to use: (1) What would make sense?, (2) What matches the letter sounds?, and (3) What guess matches the length of the word? Is it a short word or long word?

3. Guided Reading• BeforeReading

1. The children will be reminded that they have been reading and discussing oceans. 2. The title, author, and illustrator of the book, Say It, Sign In, will be read to the children. 3. The children will be asked to make predictions based on the cover. 4. The teacher will then invite the children to follow along with a picture walk of the book.

The children will observe the illustrations and will be asked to comment on ideas they have about the story. (Objective ____, ILS_____)


5. The teacher will introduce the names of the characters, Sonya and Todd, and will ask the children who is with these children at the beach (their grandma and grandpa).

6. The teacher will help children decode the word tickled on the first page. The picture will be pointed out, and the children will be asked what they think the water may feel like on the children’s toes. (Objective ____, ILS_____)

7. The teacher will ask the children to point to the word on the page they think might be the word tickled. They will then review the spelling of the word (t-i-c-k-l-e-d).

8. The teacher will then help the children decode the word signed. The teacher will call attention to the title of the book, which has the word sign in it. The teacher will ask the children what Sonya is doing in the story. The teacher will also point out the illustrations in the corner of each page, which indicate that the girl is using sign language and how to say a few of the words in the story. The children will then be asked to identify a word they think might be the word signed. They will then review the spelling of the word (s-i-g-n-e-d).

9. Finally, the teacher will help the children decode the word shoveled. The teacher will call attention to the illustration of page 12 and ask the children who they think the man is and what he might be doing. Once the children are able to identify that he is shoveling, they will be asked to find the word shoveled on the page and then will review its spelling (s-h-o-v-e-l-e-d). (Objective ____, ILS_____)

10. The children will be asked to read the story to find out what these children’s day consisted of at the beach and then how they communicated that to their grandpa and grandma.

11. Remind children to look to themselves first for help with words and ideas by using the strategies they have been learning for figuring out pronunciations and meanings of unfamiliar words. (Objective ____, ILS_____)

12. Provide individual copies of the book for each child; encourage them to reread the title and then to work at their own pace through the first reading of the text.

• DuringReading1. Provide necessary prompts to help the children recall and apply strategies for decoding

and comprehension.

Word one: Tickleda. Clue to help child use context to figure out word: “Look at the picture and tell me

what the girl is doing. Good, now if you ran into the water like her, how do you think the water would feel to your toes? What did the water do to her toes?”

b. Clue to help child use syntax to figure out word: “Read the whole sentence out loud to me. When you get to that word, say “blank” and skip it and read to the end of the sentence. What kind of word would sound right there? (An action word.) What ending do you see on this word? What does that mean? (It already happened.)

c. Clue to help child use phonics to figure out word: “What is the beginning letter in the word? What sound does that letter make? (Cover up the –ed ending). Do you see a chunk or pattern in the middle of the word that you know? (ick) Let’s sound across


the word: /t/-/ick/-/l/. (Uncover the –ed ending). Now sound out the whole word ending with the /ed/ sound that we already know.” (Objective ____, ILS_____)

Word two: Signeda. Clue to help child use context to figure out word: “Look at the picture and tell me

what the girl is doing with her hands.”b. Clue to help child use syntax to figure out word: “Read the sentence before it and

tell me what Todd did. Good, so if Todd said a word and Sonya cannot speak, then what did she do to communicate her word?”

c. Clue to help child use phonics to figure out word: “What letter does the word start with? What sound does that letter make? (Cover up the –ed ending). Now sound across the word: /s/-/i/-/n/. Does that sound right?” (Uncover the –ed ending.) Now, let’s add the –ed ending: /s/-/i/-/n/-/d/. Signed. Good.

Word three: Shoveleda. Clue to help child use context to figure out word: “Look at the picture and tell me

what the grandpa is trying to make. What is he doing with his hand to make the castle?”

b. Clue to help child use syntax to figure out word: “Read the sentence out loud to me. If grandpa dug and raked, that means he already did those things, correct? What else did he do in the sand?”

c. Clue to help child use phonics to figure out word: “What letter does the word start with? Good and what is the second letter? Try to remember what sound those two letters make together /sh/. Sound out the word and tell me whether it sounds right.”

• AfterReading1. The children will be asked to prove/disprove their predictions by gathering evidence

from the story. 2. The children will discuss the story and be asked to relate their own lives and

experiences to those of the characters. 3. The children will be encouraged to retell the story to see how well they followed the

sequence of the story. 4. The children will recall information gained, questions answered, and existing

questions about the topic.

• Closure: Let’s quickly review what we learned in this lesson. We talked about things that we already knew about the beach and some things that we can do at the beach. You were able to read the book, Say it, Sign it, by Elaine Epstein and prove or disprove your predictions about the story. Can anyone tell me some words they had trouble with while reading the story and what helped you to figure out the word? Good job everyone!


• Explanation of Assessment: During the before, during, and after stages of the guided reading, I will use observations to assess whether or not the children are understanding our discussions of the story, predictions made, and the purpose for reading. During reading, I will use a checklist for each individual child to mark the words they know in the story and the words that they had trouble decoding. After reading, I will use observations and questions to assess children’s comprehension of the story.

4. Independent Activities While I am with Guided Reading groups, the other children will work in centers, including

the following ones to reinforce Word Work.

• Word Dominoes1. The children will play dominoes using word bank cards from the Word Wall by

matching ending and beginning letters.2. The children will have the 20 word cards that go along with the 20 words on the

Word Wall, as well as the two new Word Wall words: bring and some. 3. For example, one child may put the word cards what, they, and your together to

match the ending and beginning letters. (Objective ____, ILS_____)

Sentence-Building1. The children will use the Word Wall word cards to make sentences by completing

sentences or filling-in-the-blanks on sentence strips. 2. For example, The waves ______ me ______ shells. The children would then place

the word cards bring and some in the blanks. (Objective ____, ILS_____)

• Word Sorts1. The children will sort words based on their understanding of compound words.2. They will have a variety of word cards that contain compound words: starfish,

seaweed, seaside, sandcastle, sunrise, seafood, sailboat, shoreline, seashell, sunset. They will also have a variety of word cards that are not compound words: playful, happy, always, singer, sunny, Monday, yellow, etc.

3. The children will be asked to sort the word cards into categories: “compound word” or “not a compound word.”

4. The children will then conduct another word sort activity that focuses on the –ing and –ed suffix. They will place the word cards into these three categories: –ing, –ed, and “No match.” Word cards may include the following: bring, sing, thing, ring, running, something, tickled, shoveled, signed, showed, played, blue, cup, ball, make, mail, sun, shell, etc. (Objective ____, ILS_____)

Lesson prepared by: Kyla Tomkowicz, Western Illinois University, 2006.



Taking a Closer Look: Core Reading Programs and Phonics

Lesson Title ___________________________________________________________________

Specific Skill(s) Addressed _______________________________________________________

Unit __________________________________________ Page(s) ________________________

Examine a lesson from your teachers’ edition and complete the chart. Specifically state how the lesson addresses each of the following:

Explicit and Systematic Instruction

Scaffolded Practice

Progress Monitoring


Tips for Working with English Language Learners

• Repeated exposure to letters and their sounds utilizing a variety of approaches (e.g., songs, chants, pictures, games) is especially important for ELLs.

• Using systematic instruction with a variety of contextualized approaches will facilitate quicker understanding for all children and especially for ELLs.

• The use of small hand-held mirrors while demonstrating the point and manner of sound articulation may help make the explanation more explicit and comprehensible for ELLs. This is particularly important for students who are learning new sounds.

• Some students, especially ELLs, may need additional oral language development in order to apply these reading processes effectively.

• Example: A consonant blend in Spanish is /tr/ in tren (train). Example: A consonant digraph in Spanish is /ch/ in chica (girl).

• ELLs may need explicit instruction on prefixes and suffixes in English. Students may understand the concept in their native language and not recognize the –ly as a suffix in English.

• Example: ¿Suena lógico? Example: ¿Tiene sentido?

• This process is essentially the same when learning to read in English or in English as a second language.

• Explicitly teach, model, and scaffold spelling to help ELLs understand the conventions of spelling in English.

• ELLs’ writing may reflect their language development in English. For example, it is common for Spanish-speaking students to apply their knowledge of Spanish phonology when writing in English.

• Consider ELLs’ proficiencies in English when implementing assessments and interpreting results.



Second Grade Phonics Bibliography and Resources

Phonics and Word Study BibliographyAdams, M. J. (1994). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT

Press.

Adams, M. J. (2001). Alphabetic anxiety and explicit, systematic phonics instruction: A cognitive science perspective. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 66-80). New York: Guilford Press.

Azurdía, E. (1998). Integrando la fonética en el proceso de lectura en español. In A. Carrasquillo & P. Segan (Eds.), The teaching of reading in Spanish to the bilingual student (pp. 87-100). Mahwah, NJ: Erlbaum.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling instruction (2nd ed.). Upper Saddle River, NJ: Merrill.

Borzone, A. M., & Signorini, A. (1994). Phonological awareness, spelling and reading abilities in Spanish-speaking children. British Journal of Educational Psychology, 64, 429-439.

Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Boston: Allyn and Bacon.

Carrillo, M. (1994). Development of phonological awareness and reading acquisition. Reading and Writing: An Interdisciplinary Journal, 6, 279-298.

Carnine, D. W., Silbert, J., & Kame’enui, E. J. (1997). Direct instruction reading (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Carreker, S. (1999). Teaching reading: Accurate decoding and fluency. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182). Baltimore: Brookes.

Chall, J. S., & Popp, H. M. (1996). Teaching and assessing phonics: Why, what, when, how. Cambridge, MA: Educators Publishing.

Chard, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to successful reading. Intervention in School and Clinic, 34(5), 271-277.

Clark, V. P., Escholz, P. A., & Rosa, A. F. (Eds.). (1985). Language, introductory readings. New York: St. Martin’s Press.

Clymer, T. (1996). The utility of phonic generalizations in the primary grades. The Reading Teacher, 50(3), 182-187.


Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California Office of Bilingual Bicultural Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University.

Cunningham, P. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: Carson-Dellosa Publishing.

Cunningham, P. M. (2000). Phonics they use: Words for reading and writing (3rd ed.). New York: Addison-Wesley Longman.

Cunningham, P. M. (2005). Phonics they use: Words for reading and writing (5th ed.). New York: Addison-Wesley Longman.

Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: They can all read and write (2nd ed.). New York: Addison-Wesley Longman.

Cunningham, P. M., & Hall, D. P. (1994). Making words: Multilevel, hands-on, developmentally appropriate spelling and phonics activities. Carthage, IL: Good Apple.

Cunningham, P. M., & Hall, D. P. (1997). Making more words. Carthage, IL: Good Apple.

Cunningham, P. M., & Hall, D. P. (1997). Month by month phonics for first grade. Greensboro, NC: Carson-Dellosa Publishing.

Cunningham, A. E., & Stanovich, K. E. (1990). Early spelling acquisition: Writing beats the computer. Journal of Educational Psychology, 82(1), 159-162.

Daniel, C., Eaton, D., & Osterink, C. (1999). The great big book of fun phonics activities. New York: Scholastic.

Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Vol. 2 (pp. 383-417). New York: Addison-Wesley Longman.

Ehri, L. C. (1994). Development of the ability to read words: Update. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 323-358). Newark, DE: International Reading Association.

Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-40). Mahwah, NJ: Erlbaum.


Elish-Piper, L., Johns, J., & Lenski, S. D. (2006). Teaching reading pre-K – grade 3 (3rd ed.). Dubuque, IA: Kendall-Hunt.

Escamilla, K. (2000). Teaching literacy in Spanish. In J. V. Tinajero & R. A. DeVillar (Eds.), The power of two languages 2000: Effective dual-language use across the curriculum (pp. 126-141). New York: McGraw-Hill.

Fountas, I. C., & Pinnell, G. S. (1998). Word matters. Portsmouth, NH: Heinemann.

Fox, B. J. (1996). Strategies for word identification: Phonics from a new perspective. Englewood Cliffs, NJ: Prentice Hall.

Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary. New York: Guilford Press.

Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C., & Donnelly, K. (1996/1997). Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74, 172-84.

Gersten, R., & Jiménez, R. (Eds.). (1998). Promoting learning for culturally and linguistically diverse students: Classroom applications from contemporary research. Boston: Wadsworth.

Goswami, U. (1998). Rime-based coding in early reading development in English: Orthographic analogies and rime neighborhoods. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 69-86). Mahwah, NJ: Erlbaum.

Gruber, B. (1998). Instant word wall high frequency words. Cathedral City, CA: Practice & Learn Right Publications.

Gunning, T. G. (2000). Creating literacy instruction for all children (3rd ed.). Needham Heights, MA: Allyn and Bacon.

Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Boston: Allyn and Bacon.

Haskell, D. W., Foorman, B. R., & Swank, P. R. (1992). Effects of three orthographic/phonological units on first-grade reading. Remedial and Special Education, 13(2), 40-49.

Hudelson, S. (1984). “Kan yu ret an rayt en ingles”: Children become literate in English as a second language. TESOL Quarterly, 18, 221-238.

Johns, J. L. (1981). The development of the revised Dolch list. Illinois School Research and Development, 17, 15-24.

Johns, J. L., & Davis Lenski, S. (2001). Improving reading strategies and resources (3rd ed.). Dubuque, IA: Kendall Hunt.

Johnston, F. P. (2001). The utility of phonics generalizations: Let’s take another look at Clymer’s conclusions. The Reading Teacher, 55(2), 132-143.

Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35(4), 458-492.

McKeown, M. G., & Beck, I. L. (1999). Getting the discussion started. Educational Leadership, 57(3), 25-28.

Moats, L. C. (1995). Spelling: Developmental disability and instruction. Baltimore: York Press.

Moats, L. C. (1999). Teaching is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers.

Moats, L. C. (2000). Speech to print. Language essentials for teachers. Baltimore: Brookes.

Moustafa, M., & Maldonado-Colón, E. (1999). Whole-to-parts phonics instruction: Building on what children know to help them know more. The Reading Teacher, 52(5), 448-458.

Nagy, W., & Scott, J. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. 3 (pp. 269-284). Mahwah, NJ: Erlbaum.

National Institute for Literacy (NIL). (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Author.

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX: Author.

New Standards Primary Literacy Committee. (1999). Reading and writing grade by grade: Primary literacy standards for kindergarten through third grade. Washington, DC: National Center on Education and the Economy.

Peregoy, S., & Boyle, O. (2001). Reading, writing and learning in ESL (3rd ed.). New York: Addison-Wesley Longman.


Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford Press.

Richek, M. A., Caldwell, J. S., Jennings, J. H., & Lerner, J. W. (1996). Reading problems: Assessment and teaching strategies (3rd ed.). Needham Heights, MA: Allyn and Bacon.

Rodríguez, A., Jr. (1998). Research summary on the teaching of reading in Spanish to bilingual students. In A. Carrasquillo & P. Segan (Eds.), The teaching of reading in Spanish to the bilingual student (pp. 17-42). Mahwah, NJ: Erlbaum.

Schiffer Daniff, V. (1996). The pocket chart book. New York: Scholastic Professional Books.

Smith, J., & Read, S. (2005). Early literacy instruction: A comprehensive framework for teaching reading and writing, K-3. Upper Saddle River, NJ: Pearson, Merrill, Prentice Hall.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stahl, S. A. (1992, April). Saying the “P” word: Nine guidelines for exemplary phonics instruction.

Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.

Templeton, S. (1996). Spelling: The foundation of word knowledge for the less-proficient reader. In L. R. Putnam (Ed.), How to become a better reading teacher: Strategies for assessment and intervention (pp. 317-329). Englewood Cliffs, NJ: Merrill.

Templeton, S., & Morris, D. (1999). Questions teachers ask about spelling. Reading Research Quarterly, 34(1), 102-112.

Templeton, S., & Morris, D. (2000). Spelling. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. 3 (pp. 525-543). Mahwah, NJ: Erlbaum.

Texas Education Agency. (1998). Texas essential knowledge and skills (TEKS). Retrieved October 23, 2001, from Texas Education Agency website: http://www.tea.state.tx.us/teks/

Torgesen, J. K. (1999). Assessment and instruction for phonemic awareness and word recognition skills. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 128-153). Boston: Allyn and Bacon.


Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy pp. 289-313). Mahwah, NJ: Erlbaum.

Uhry, J. K., & Shepherd, M. J. (1993). Segmentation/spelling instruction as part of a first-grade reading program: Effects on several measures of reading. Reading Research Quarterly, 28(3), 219-233.

Vacca, A. L., Vacca, R. T., & Gove, M. K. (2000). Reading and learning to read (4th ed.). New York: Addison-Wesley Longman.

Wagstaff, J. (1999). Teaching reading and writing with word walls. New York: Scholastic.

Highlight – Reading Groups BibliographyBrown, K. J. (1999). What kind of text—For whom and when? Textual scaffolding for beginning

readers. The Reading Teacher, 53(4), 292-307.

Carreker, S. (1999). Teaching reading: Accurate decoding and fluency. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182). Baltimore: Brookes.

Dorn, L. J., French, C., & Jones, T. (1998). Apprenticeship in literacy: Transitions across reading and writing. York, ME: Stenhouse Publishers.

Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Boston, MA: Allyn & Bacon.

Moody, S., Vaughn, S., & Shumm, J. (1997). Instructional grouping for reading. Remedial and Special Education, 18(6), 347-356.

Morrow, L. M. (2001). Literacy development in the early years: Helping children read and write (4th ed.). Needham Heights, MA: Allyn & Bacon.

Neuman, S. B., & Roskos, K. A. (1993). Language and literacy learning in the early years: An integrated approach. Fort Worth, TX: Harcourt Brace.

Strickland, D. S. (2002). The importance of effective early intervention. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 69-86). Newark, DE: International Reading Association.


Texas Center for Reading and Language Arts. Essential reading strategies for the struggling reader: Activities for an accelerated reading program (Expanded ed.). Austin, TX: Texas Education Agency.

Interventions for Struggling Readers BibliographyBear, D. R., & Templeton, S. (1998). Explorations in developmental spelling: Foundations for

learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52(3), 222-242.

Blachman, B. A. (1997). Early intervention and phonological awareness. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention. Mahwah, NJ: Erlbaum.

Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes.

Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Boston: Allyn and Bacon.

Ferroli, L., & Krajenta, M. (1989-90). Validating a Spanish developmental spelling test. NABE Journal, 14(1, 2, 3), 41-61.

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16(4), 203-212.

Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Boston: Allyn and Bacon.

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. American Psychological Association, Inc., 80(4), 437-447.

McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children’s reading difficulties. Learning Disabilities Research and Practice, 16(4), 230-239.

Morrow, L. M. (2001). Literacy development in the early years: Helping children read and write (4th ed.). Needham Heights, MA: Allyn and Bacon.

Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX: Author.

National Institute for Literacy. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Author.


National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Peregoy, S., & Boyle, O. (2001). Reading, writing and learning in ESL (3rd ed.). New York: Addison-Wesley Longman.

Roskos, K., & Neuman, S. B. (2001). Environment and its influences for early literacy teaching and learning. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 281-292). New York: Guilford Press.

Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred Knopf.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-404.

Strickland, D. S. (2001). Early intervention for African American children considered to be at risk. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 322-332). New York: Guilford Press.

Strickland, D. S. (2002). The importance of effective early intervention. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 69-86). Newark, DE: International Reading Association.

Texas Center for Reading and Language Arts. Essential reading strategies for the struggling reader: Activities for an accelerated reading program (Expanded ed.). Austin, TX: Texas Education Agency.

Texas Education Agency (TEA). (2001). The dyslexia handbook: Procedures concerning dyslexia and related disorders (Publication No. GE01 210 05). Austin, TX: Author.

Texas Governor’s Business Council. (2000). How do I know a good reading intervention when I see one? [Brochure]. Austin, TX: Author.

Torgesen, J. K. (1999). Assessment and instruction for phonemic awareness and word recognition skills. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 128-153). Boston: Allyn and Bacon.


Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15(1), 55-64.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58.

Torgesen, J. K., & Mathes, P. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: ProEd.

Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114.

Vellutino, F. R., & Scanlon, D. M. (2001). Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 295-321). New York: Guilford Press.

Yopp, H. K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49(1), 22.

Children’s Books CitedAndreae, G., & Parker-Rees, G. (2001). Giraffes can’t dance. New York: Orchard Books.

Cronin, D. (2000). Click, Clack, Moo Cows That Type. New York: Simon & Schuster.

Delaney, M. (2006). Mabel O’Leary put peas in her ear-y. New York: Little, Brown and Company.

Hoberman, M. A. (2006). The llama who had no pajama: 100 favorite poems. New York: Harcourt.

Thornton, J. S. (1997). Waves. New York: Scholastic.


Resources for Phonic Materials• Childcraft Education Corp.

P.O. Box 3239 Lancaster, PA 17604 (800) 631-5652 www.childcraft.com

• ETA/Cuisenaire 500 Greenview Court Vernon Hills, IL 60061 (800) 445-5985, ext. 5136 Fax: (888) 659-9957 Sales Office: (847) 245-3456 Sales Office Fax: (847) 265-2596 E-Mail: [email protected]

• Lakeshore Learning Materials 2255 W. 95th Street Chicago, IL 60643 (773) 233-9210 (800) 428-4414 www.lakeshorelearning.com

• Scholastic, Inc. 524 Broadway New York, NY 10012 (800) SCHOLASTIC www.scholastic.com



Phonics Action Plan

Phonics: Understandingtherelationshipbetweensoundsandletters

Name _________________________________ Gr. Level ___________ Date __________________

District _____________________________________ School ________________________________

Alignment to Standard(s) ________________________________________________________________

Type of Lesson Grouping (check one): q Whole Group q Small Group q Individual

Time/Duration of the Lesson ___________________

1. Objective: Explain the lesson objectives. What skill(s) within phonics does the lesson target?

2. Assessment: How will you know the student(s) met the objectives? How will you assess the student(s)? Please list or describe.

3. Describe the procedures for the lesson.

4. How will you share your lesson with your coach and other teachers? Check all that apply.

______ Photographs ______ Videotapes ______ Audiotapes

______ Teacher handouts ______ Student work ______ Class-generated materials

______ Presentation slides ______ Websites ______ Oral reflection of the lesson and students’

______ Other ways of sharing (please describe): responses


ReflectionReflection to be completed after the lesson

1. Briefly describe your experience implementing the strategy/idea you selected. Did it go as you expected? How did your students respond? Were the desired outcomes/objectives achieved?

2. Would you rate your overall experience using this strategy/idea as successful? If yes, what were the key elements of your success? If no, what were the obstacles that you faced?

3. What would you do differently next time to make your lesson more effective?


Illinois Reading First Academy: “Putting It All Together” Evaluation Form

Please complete the following items to provide us with information about the effectiveness of this module. Circle the response that best describes you and your assessment of this module.

Module Name __________________________________ Training Site _________________________________

Position a. Kindergarten teacher e. Title I b. First-grade teacher f. Reading specialist c. Second-grade teacher g. Other (please specify): d. Third-grade teacher

My prior knowledge of the module’s topic was . . .

High Medium Low

This module influenced my beliefs about emergent literacy and reading.

Completely Agree Somewhat Agree Neutral Somewhat Disagree Disagree

This module will have a positive impact on my future teaching practices/beliefs with respect to emergent literacy and/or reading in second grade.


The relationship of this module to the Learning Standards is clear.


The small group activities enhanced my learning of the material presented in this module.


The videos were an effective way to communicate important information about the strategies and ideas presented in this module.


The written materials were appropriate and useful.


The presentation was clear and easy to follow.


One thing I liked about this module is . . .

One thing I would change about this module is . . .

ILLINOIS

READINGFIRST

Continuing to Meet the Challenge

1

2-Phonics Slide Notes (2006)

12-Phonics (2006)

Five Components of Effective

Reading Instruction

22-Phonics (2006)

• Insufficient vocabulary knowledge.

• Limited phonemic awareness.

• A lack of letter knowledge.

Students at Risk

Students at risk for reading difficulties

may have . . .

32-Phonics (2006)

Phonological and Phonemic

Awareness SkillsDescription

Matching the ending sounds of words

Producing groups of words that begin with

the same initial sound

Segmenting sentences into spoken words

Blending syllables to say words or

segmenting spoken words into syllables

Blending or segmenting the initial

consonant or consonant cluster (onset)

and the vowel and consonant sounds

spoken after it (rime)

Blending phonemes into words,

segmenting words into individual

phonemes, and manipulating phonemes in

spoken words

Type

RHYME

ALLITERATION

SENTENCESEGMENTATION

SYLLABLES

ONSETS ANDRIMES

PHONEMES

Examples

cat, hat, bat, sat

ten tiny tadpoles

The dog ran away.

1 2 3 4

/mag/ /net/

/pa/ /per/

/m/ /ice/

/sh/ /ake/

/k/ /a/ /t/

/sh/ /i/ /p/

/s/ /t/ /o/ /p/

2


42-Phonics (2006)

Foundations of Reading

• Phonemic

Awareness

• LetterRecognitionand Letter-SoundKnowledge

• AlphabeticPrinciple

The ability to recognize the separate sounds (or

phonemes) of spoken language; includes how

words can be segmented (pulled apart) into

sounds and how these sounds can be blended

(put back together) and manipulated (added,

deleted, and substituted)

The ability to quickly and automatically identify the

names and the most common sounds of all the

letters of the alphabet

The understanding that sounds in a spoken word

are represented by letters in a left-to-right

sequence in a written word

52-Phonics (2006)

Objectives

• Know and use research-proven techniques for

developing phonics and word-study skills and

knowledge in all learners.

• Know and use strategies for developing phonics and

word study knowledge through spelling and writing.

• Know and use various methods for assessing

phonics and word-study knowledge, and apply the

data to inform instruction.

62-Phonics (2006)

Illinois Learning Standards

• Use phonics to decode new words in age-appropriate material.

• Use phonological awareness knowledge (e.g., isolate, blend, substitute,manipulate letter sounds) to identify phonetically regular one- and two-syllable words.

• Recognize 300 high-frequency sight words.

• Use a variety of decoding strategies (e.g., phonics, word patterns,structural analysis, context clues) to recognize new words whenreading age-appropriate material.

• Use letter-sound knowledge and sight vocabulary to read orally andsilently/whisper read age-appropriate material.

• Self-monitor reading, and use decoding strategies to self-correctmiscues.

1A: Students who meet the Standard can apply word analysis andvocabulary skills to comprehend selections.

Stage B

3


72-Phonics (2006)

Illinois Learning Standards

• Use correct spelling of high-frequency words.

• Use phonemic clues and phonetic and/or developmentalspelling to spell unfamiliar words.

3A: Students who meet the Standard can use correct grammar, spelling,punctuation, capitalization, and structure.

Stage B

82-Phonics (2006)

What We Know from Research

Phonics instruction must be . . .

• Direct and systematic.

• Linked to meaningful reading.

• Simple, flexible, and enjoyable.

92-Phonics (2006)

What We Know from Research

(cont.)

Phonics instruction must be . . .

• Direct and systematic.

• Linked to meaningful reading.

• Simple, flexible, and enjoyable.

4


102-Phonics (2006)

Word Reading Processes

SightWords

Phonics

Decoding . . .

FluentReading

Using Context and Syntax

to Support/Confirm

Making Analogies

Word Structure

112-Phonics (2006)

Phonic Elements

Consonant Blends(flat, sand)

Consonant Digraphs(that, chop, dish, when)

122-Phonics (2006)

Phonic Elements (cont.)

Vowel Teams (nail/bay,leaf/seed, bread/break)

R-Controlled(car, for, her, girl, burn)

Diphthongs (oil, boy, loud,how, saw, new)

5


132-Phonics (2006)

Open Sort Activity

• Place the blank heading cards across the

table.

• Shuffle the deck of word cards.

• Sort the words by commonalities.

• Create your own category for each set of

words.

• Label the heading cards after you’ve

determined the categories.

142-Phonics (2006)

Common Syllable Patterns

Open syllable (CV)

Vowel-Consonant-e(VCe or CVCe)

Vowel + r syllable

Vowel pair syllable

Final stable syllable

Closed syllable(CVC)

Ends in one vowel, one consonant, and a final e;

the final e is silent; the vowel is long.

Ends in one vowel; the vowel is long.

Ends in at least one consonant; the vowel is

short.

Has an r after the vowel; the vowel makes an

unexpected sound.

Has two adjacent vowels; each vowel pair

syllable must be learned individually.

Has a final consonant-l-e combination or a

nonphonetic but reliable unit such as -tion /shun/;

accent usually falls on the preceding syllable.

152-Phonics (2006)

Useful Generalizations

• When c or g is followed by e, i, or y, it

makes the soft sound of /s/ or /j/.

• When c or g is followed by a, o, or u, it

makes the hard sound of /k/ or /g/.

• When a word ends in tion, cion, sion,

these letters make the sound of /shun/.

6


162-Phonics (2006)

Teaching PhonicGeneralizations

• Select element, pattern, or

generalization.

• List example words.

• Sort words.

• State generalization.

• Apply generalization to new words.

172-Phonics (2006)

Hard and Soft Gg

• Gerald• Giraffe• Go

/g/• Go• Game• Gum

• Game• Gum• Gym

/j/• Gerald• Giraffe• gym

• When g is followed by o, a, or u, it makes its /g/

sound, but when it is followed by e, i, or y, it

makes its /j/ sound.

182-Phonics (2006)

Decoding by Analogy

dogmatic = dog + mat

What words do I know that look the same?

What words do I know that contain the same spelling

pattern?

7


192-Phonics (2006)

Using Brand Name Products

Cool Whip

spool slip

carpool gossip

preschool spaceship

202-Phonics (2006)

Making Words Lessons

1. Making words

2. Sorting words

3. Transferring the pattern to reading and writing

Involve three main parts:

1. New activity

2. Have heard of but haven’t tried

3. Use periodically

4. Use frequently

5. Use daily or almost daily

212-Phonics (2006)

Part I: Making Words

• Distribute letters.

• Review letter names and sounds.

• Make, check, and correct words.

• Make secret, mystery word.

8


222-Phonics (2006)

Part II: Sorting Words

• Identify pattern(s) in the

words.

• Sort the words into patterns.

• Pronounce the words in each

group.

232-Phonics (2006)

Part III: Transferring to

Reading and Writing

• Read new words with

same pattern.

• Write new words with

same pattern.

242-Phonics (2006)

Word Walls

• Display of frequently used words

categorized in a logical way

• Names

• High-frequency

• Word families

• Interactive tool to help children

learn to automatically and rapidly

read and spell

• Ready reference for children’s use

during reading and writing

9


252-Phonics (2006)

Suggested Guidelines for

Constructing Word Walls

• Be selective; include those children will use in

reading and writing.

• Add words gradually, typically no more than five per

week.

• Display words written in

large, bold black letters.

• Consider writing often-

confused words on

different colored paper.

262-Phonics (2006)

Introducing New

Word Wall Words

• Introduce new word wall word(s) in context: “There’s

a word in this poem that we need to put on our word

wall.”

• Have children chant and write the new word wall

word(s):

“The word is their. Read it with me.

What letters do you see? Let’s chant it!

Give me a t, give me an h, give me an e,

give me an i, give me an r. What’s it spell?

Their! What’s it spell? Their!”

272-Phonics (2006)

Using Word Walls

• Conduct daily reviews of words.

• Rhyme with the Word Wall

• Be a Mind Reader

• Ruler Tap

• Guess the Covered Word

• Flashlight Fun

• Hold children accountable for

spelling words correctly.

10


282-Phonics (2006)

• signsignalsignature

• helped /t/poured /d/pleaded /ed/

• independent• depend• de-pend• depend tent• dependent• in + dependent• independent• independent + ly = independently

Structural Analysis

292-Phonics (2006)

Using Context and Syntax

• “Does that sound right here?”

• “Does that make sense?”

Knowledge of context and syntax can

support word identification and confirm

word meanings.

302-Phonics (2006)

Irregular Words . . .

• Contain some letters that do not represent their

most commonly used sounds.

• Can be partially decoded.

• Tend to be high frequency words that students

encounter often in their reading and writing.

11


312-Phonics (2006)

Building a Sight Vocabulary

Sight Vocabulary = All words known by an individual

automatically, or “at sight”

High-Frequency Words = Words that appear

frequently in print

322-Phonics (2006)

Scaffolding Instruction

Scaffolding Instruction: Adjust instruction and level

of support to meet the specific needs of students.

Am

ou

nt

of

Su

pp

ort

Introduction Mastery

Teacher

Independent

Concepts

332-Phonics (2006)

Consider Diversity:English Language Learners

• Help students use their understanding ofthe alphabetic principle to decode words.

• Teach students how to transfer what theyknow in their native language to English.

• Take particular care to teach lettercombinations and sounds that do notoccur in the students’ native languages.

12


342-Phonics (2006)

Learning to Read and Spell . . .

• Requires students to remember exact letterpatterns and sequences that represent speechsounds.

• Progresses from understanding letter-soundcorrespondences and spelling patterns tounderstanding meaningful units.

PatternSpelling patterns

(rimes) and syllables

MeaningMorphemes(smallest

meaningfulunits)

AlphabetLetter-sound

correspondences

352-Phonics (2006)

Automaticity

• Good readers and spellers recognize and

spell words accurately, rapidly, and with

little attention or effort.

• Their focus is on meaning, but they can

quickly refocus their attention on decoding

or spelling unfamiliar words when

necessary.

362-Phonics (2006)

• Requires students to remember and reproduce

exact letter patterns and sequences to represent

speech sounds.

• Involves using letter-sound knowledge,

phonological awareness, morphological

knowledge, spelling conventions, and

derivations.

• Can be taught explicitly and aligned with reading

instruction.

Spelling . . .

13


372-Phonics (2006)

Teaching Spelling:Using Systematic Procedures

• Introduces a limited number of new words

or patterns in one lesson.

• Includes dictation of words or sentences so

that as students write, they focus on the

sounds they hear.

• Encourages students to segment words

into individual sounds to spell them.

Effective Spelling Instruction . . .

382-Phonics (2006)

Rounding Up the Rhymes

• Read selection.

• Identify rhyming pairs.

• Discard those with different spelling

patterns.

• Use spelling patterns to read and spell

new words.

392-Phonics (2006)

What Looks Right?

kite kight

mean meen

care cair

wear wair

door dore

14


402-Phonics (2006)

Spelling: Sorting Words

• Helps students link reading and spelling

• Provides many opportunities for making

connections between words and their

spellings, sounds, meanings, and uses in

context

412-Phonics (2006)

Effective instruction includes . . .

• administering assessments.

• compiling and interpreting data.

• forming groups.

• providing instruction that meets

students’ needs.

Using Assessment to

Inform Instruction

422-Phonics (2006)

Small Group Activity:

Assessment and Instruction

• On chart paper, make two columns. Label one

“Assessment” and the other “Designing Instruction.”

• Think about how you assess your students’ phonics

and word-study skills and design instruction to meet

their needs.

• Brainstorm and list as many examples as you can

under each column.

• Work quickly. You have five minutes.

15


432-Phonics (2006)

• Regularly monitor children’s knowledge of

phonic elements and common spelling patterns

and their ability to decode unfamiliar words

while reading.

• Use DIBELS, reading inventories,

progress checks, observations, work

samples, checklists, and anecdotal

records.

What types of assessment data should

you use to inform your instruction?

Progress Monitoring

442-Phonics (2006)

Progress Monitoring (cont.)

Beginning-of-Year

• Nonsense Word Fluency

• Oral Reading Fluency

• Retell Fluency

• Word Use Fluency

Mid- to End-of-Year

• Oral Reading Fluency

• Retell Fluency

• Word Use Fluency

DIBELS Subtests

452-Phonics (2006)

Progress Monitoring (cont.)

• Regularly monitor children’s spelling and

writing.

• Collect written work.

• Use children’s spellings to monitor their

understanding of letter-sound knowledge

and phonemic awareness.

• Target specific concepts as you plan

instruction.

16


462-Phonics (2006)

Students who have difficulties in the beginning stages of

learning to read often fall further and further behind their

peers.

There is a 90% chance that a student who has reading

problems at the end of first grade will still be struggling

with reading at the end of fourth grade.

• Early intervention should begin in kindergarten, but

second grade is not too late.

Early Interventions

When should intervention begin?

472-Phonics (2006)

Intervention that . . .

• Provides explicit and systematic instruction

• Targets the knowledge and skills that havethe highest impact on learning to read

Highest Impacton Learning to Read

What type of intervention will help second

grade students who are at risk for reading and

writing difficulties?

482-Phonics (2006)

Taking a Closer Look

Plan and deliver instruction tomeet objectives and progresstoward standard(s).

Keeping the Illinois Learning Standards in mind . . .

Assess knowledge

and skill in phonics.

Develop objectives to

target identified needs.

Assess progress and

repeat the cycle.

17


492-Phonics (2006)

Explicit and systematic phonics and word-study

instruction is an important component of the second

grade reading program.

Remember . . .

—NRP, 2000, p. 2.99

“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.”

502-Phonics (2006)

Putting It All Together

Choosing a Piece of the Puzzle

Journal Articles

TheRolePHONICS

ReadingInstruction

A PositionStatementof the

International Reading Association

of

in

2-Phonics (2006) Journal Article 1

The best approaches for how to teach childrento read and write have been debated through-out much of the 20th century. Today, the role

of phonics in reading and writing has become asmuch a political issue as it has an educational one.Teachers and schools have become the focus ofunprecedented public scrutiny as the controversyover phonics is played out in the media, state legislatures, school districts, and the home. In response to the many requests that have been received, the International Reading Association offersthe following position statement regarding the roleof phonics in a total reading program.

We begin with three assertions regarding phonicsand the teaching of reading. We conclude with anexpression of concerns for the current state of affairs and a call for professionalism.


1. The teaching of phonics is an important aspect of beginning reading instruction. This assertion represents a longstanding and widely shared view within the reading education community. The following statements from leaders in the field reveal the strength and history of this understanding.

“When the child has reached the maturity level at which he can make the best useof formal instruction in phonics, certainly no time should be lost in launching an ex-tensive and carefully organized program to promote the wide and independent useof phonics in attacking new words, regardless of the grade or the time in the schoolyear when this occurs.”

Nila Banton SmithIRA Founding Member

“Phonics instruction serves one purpose: to help readers figure out as quickly aspossible the pronunciation of unknown words.”

Dolores DurkinReading Hall of Fame Member

“Perhaps the most widely respected value of letter-sound instruction is that itprovides students with a means of deciphering written words that are visuallyunfamiliar.”

Marilyn Jager AdamsAuthor, Beginning to Read:

Thinking and Learning About Print

“Phonics is a tool needed by all readers and writers of alphabetically written lan-guages such as English. While I am not a proponent of isolated drill, overrelianceon worksheets, or rote memorization of phonic rules, I support the teaching ofphonics that children actually need and use to identify words quickly and accu-rately. These strategies need to be taught systematically in well-planned lessons.”

Richard T. VaccaIRA President, 1996–1997

“Early, systematic, explicit phonics instruction is an essential part, but only part, ofa balanced, comprehensive reading program. Phonics and other word-identificationskills are tools that children need to read for information, for enjoyment, and for de-veloping insights. The intensity and form of phonics instruction must be adjusted tothe individual needs of children by a well-prepared teacher.”

John J. PikulskiIRA President 1997–1998

We do not wish to suggest through these quotations that there is perfect harmonywithin the field regarding how phonics should be taught in a total reading pro-gram, rather that there is nearly unanimous regard for its importance.


2. Classroom teachers in the primary gradesdo value and do teach phonics as part oftheir reading programs.A recent national study (Baumann, Hoffman, Moon, & Duffy, 1996) of reading instruction in American public schools found that 98% of primary-grade teachersregard phonics instruction as a very important part of their reading program.Further, the study found that primary-grade teachers engage their students inphonics lessons on a regular basis as part of instruction in reading and writing.

Although there are many different types of or approaches to phonics instruction(e.g., intensive, explicit, synthetic, analytic, embedded), all phonics instruction fo-cuses the learner’s attention on the relationships between sounds and symbols asan important strategy for word recognition. Teaching phonics, like all teaching, in-volves making decisions about what is best for children. Rather than engage in de-bates about whether phonics should or should not be taught, effective teachers ofreading and writing ask when, how, how much, and under what circumstancesphonics should be taught. Programs that constrain teachers from using their pro-fessional judgment in making instructional decisions about what is best in phonicsinstruction for students simply get in the way of good teaching practices.

3. Phonics instruction, to be effective in pro-moting independence in reading, must be embedded in the context of a total reading/language arts program.Reading is the complex process of understanding written texts. Children learn toread by using many sources of information such as their experiences, illustrationsand print on the page, and knowledge of language—including their knowledge ofsound-symbol correspondences. When teachers share interesting and informativebooks, nursery rhymes, songs, and poems with predictable language patterns,children develop and refine their use of these various information sources.Children become aware of and understand how print on a page relates to mean-ing. When children engage with texts themselves, as readers or writers, they beginto orchestrate this knowledge of how written language works to achieve success.It is within these kinds of contexts of language use that direct instruction in phon-ics takes on meaning for the learner. When phonics instruction is linked to chil-dren’s genuine efforts to read and write, they are motivated to learn. When phon-ics instruction is linked to children’s reading and writing, they are more likely tobecome strategic and independent in their use of phonics than when phonics in-struction is drilled and practiced in isolation. Phonics knowledge is critical but notsufficient to support growing independence in reading.


A Professional Stance Toward PhonicsThe International Reading Association supports:

• research into effective phonics instruction and how this instructionsupports the development of reading and writing abilities;

• teacher education initiatives at the preservice and inservice levelsthat encourage broader use of best practices in the teaching ofphonics;

• parent education that is informative regarding the place of phon-ics within the total view of reading development and what parentscan do to be supportive;

• curriculum development that helps articulate the specific goals of phonics instruction within the context of a total reading program,as well as suggestions for tools and strategies for effective teaching;and,

• authors and other artists who create the kind of engaging litera-ture that provides the rich linguistic context for effective reading instruction.

The International Reading Association is concerned with:

• the exaggerated claims found in the press and other media re-garding the inattention to phonics in beginning reading instruction.

• the growth in the number of curricular and legislative mandatesthat require teachers to blindly follow highly prescriptive plans forphonics instruction;

• the distortions in the professional literature surrounding the placeof phonics instruction in a well-rounded, comprehensive readingprogram;

• the pitting of phonics against literature, as if the two are incompat-ible or at odds with each other; and,

• the inaccurate claims in the public media regarding the failurerates of students in learning to read that are attributed to the lack ofphonics instruction.

Teachers are being successful in helping children learn to read. Every US studyof reading achievement conducted over the past two decades has reported in-creasing numbers of primary-grade students performing successfully. A recentinternational comparison study (Binkley & Williams, 1996) has shown that in thearea of reading, primary-aged students from the United States outperformed stu-dents from all other countries but one. Recognition for the tremendous advancesthat have been made by teachers in the teaching of reading is long overdue. Weapplaud teachers for the great strides they have made in improving the qualityof reading instruction for all students.

We are not satisfied with the achievement levels reflected in the national assess-ments or the international comparisons. We will not be satisfied until we canclaim success for all children. We have a long way to go and there is much to


learn. However, exaggerated claims of the failure of students in learning to readserve only to divert our attention, energies, and resources from the important is-sues we must face. Explanations that focus on simple solutions like more phon-ics instruction are misguided. The problems we face are complex and requireinquiring minds.

Toward this end, the International Reading Association will continue to promote research and professional development activities focused on literacy. Through ourresearch we will continue to study more effective ways of teaching reading, in-cluding phonics instruction, to achieve our common goal of literacy for all.

ReferencesAdams, M.J. (1990). Beginning to read: Thinking and learning about print.Cambridge, MA: MIT Press.

Baumann, J., Hoffman, J., Moon, J., & Duffy, A. (1996, December). The first “R” in 21st Century Classrooms. Paper presented at the Annual Meeting of the NationalReading Conference, Charleston, SC.

Binkley, M., & Williams, T. (1996). Reading literacy in the United States: Findingsfrom the IEA reading literacy study (Report No. NCES 96-258). Washington, DC: U.S. Department of Education Office of Educational Research and Improvement.

Durkin, D. (1989). Teaching them to read. Needham Heights, MA: Allyn & Bacon, 218.

Pikulski, J.J. (1997, January). Becoming a nation of readers: Pursuing the dream.Paper presented at the meeting of the Wisconsin State Reading Association,Milwaukee, WI.

Smith, N.B. (1963). Reading instruction for today’s children. Englewood Cliffs, NJ: Prentice-Hall, 213.

Vacca, R.T. (1996, October/November). The reading wars: Who will be the winners, who will be the losers? Reading Today, 14, p. 3.

Adopted by the Board of Directors January 1997Board of Directors at Time of Adoption

Richard T. Vacca, PresidentJohn J. Pikulski, President-ElectKathryn A. Ransom, Vice PresidentAlan E. Farstrup, Executive Director

Richard L. AllingtonJames F. BaumannJohn ElkinsYetta M. GoodmanJames V. HoffmanKathleen Stumpf JongsmaJohn W. LoganLesley M. MorrowBarbara J. Walker


IN T E R N AT I O N A L

ReadingAssociation800 Barksdale RoadPO Box 8139Newark, Delaware 19714-8139, USA

®

101897-16 PUB 3/97 REV 9/97

ORDERING INFORMATIONThe Role of Phonics in Reading Instructionposition statement may be purchased fromthe International Reading Association at acost of US$5.00 per 10 copies plus $3.00shipping & handling, or at a cost of $0.30each for 100 or more copies plus $3.00shipping & handling.

Send orders to the Order Department at theaddress below or call 800-336-READ, ext. 266.


Reprinted with permission of the International Reading Association.

Saying the “P” Word: Nine Guidelines for Exemplary Phonics Instruction










Documents

Scaffolding for Word Recognition - Wikispaces2nd+grade... · Scaffolding for Word Recognition Effective teachers scaffold students’ use of decoding strategies by providing ... The