WORD RECOGNITION: PHONICS AND

COMPREHENSIONPRESENTED BY

DR. ELAINE ROBERTS

COMPONENTS OF A BALANCED LITERACY DIET Motivation for literacy Concepts of print Word/World knowledge Language development Listening/thinking skills Sight words Phonemic awareness and letter-sound

connections Letter formation Spelling Schema development Real reading

Fluency Text structures Comprehension strategiesAnd REAL WRTING experiences

REMEMBER! Word recognition is the foundation of Reading

! Comprehension is the goal of Reading

PHONEMIC AWARENESS ASSESSMENT (ROBERTS, E., 1997)

Directions: Students say the phonemes (sounds) in the

target words for the number of disks presented. If they are unable to say the sounds, the administrator of the test can show them a picture of the target word as a visual cue (If a visual cue is used, indicate in test margin with a “v”). Record their responses.

PHONEME SEGMENTATION

Ask: “What are the phonemes in (target

word)? Show the number of sounds in the target words by moving the appropriate number of disks. ? For example: “What are the sounds

in the word run?” Answer: r — u — n Your turn-go, grab, drum

WORD RECOGNITION PHASES (EHRI) 1. Pre alphabetic phase-logographic

phase- Depends on visual cues and

environmental print- Studies by Gough & Griffith and Dewitz

& Stammer 2. Partial alphabetic phase

- Some phonemic awareness and letter sound knowledge/invented spellings

3. Alphabetic phase- Phonemic awareness and letter sound

knowledge

FINAL PHASE 4. Consolidated Phase

- Orthographic knowledge- Understands spelling patterns, morphological

knowledge- Can learn to use analogies — aware of

subunits in words-onsets and rimes- Onsets — initial consonants in words- Rimes — the vowel and what comes after it in

a word Ex. In the word cat, ‘c’ is the onset and ‘at’ is the

rime.- Use conventional spellings of words- Has developed a large sight vocabulary

ROBERT’S SPELLING ERROR GUIDE Ehri Word Bear et al. Recognition Stage Spelling Stage Example

Pre-alphabetic Early Letter Name bed = b (visual cues)

Partial Alphabetic Letter Name bed = bad (phonetic cues) drive = grive Full alphabetic Within Word Pattern ship = (distinct

spellings) sip, ship

ROBERTS’ SPELLING ERROR GUIDE, CONT. (ADAPTED FROM BEAR, INVERNIZZI, TEMPLETON, & JOHNSTON, 1996; EHRI, 1992)

Ehri Word Bear et al. Recognition Stage Spelling Stage Example

Consolidated Syllable Juncture popping =popping

(chunks of letters) plesure =

plesour, pleasure

COMMON PHONICS PATTERNS IN ENGLISH SYLLABLES1. Syllables that end in a consonant: CVC (sat, splat,

napkin); the vowel is usually short.

2. Syllable that ends with a vowel: CV (me, spider), V (a, halo, baby); the vowel is often long.

3. Final e: CVCe (take, home, cupcake); the vowel is often long while the final e is silent.

4. Vowel digraph (ai, ee, ea, oa, etc.) as in team, green, lean, peanut; the 1st vowel is often long and the 2nd one is silent, but this does not apply to many vowel teams.

Consonant digraph (sh, ph) as in shut, paragraph

5. R controlled vowel (ar, ur, ir, or, er) as in far, fur, for; the vowel is neither long or short. Plus-ir, ar, ur often sound like er in one syllable words as in the word car, fur.

6. Consonant plus le, as in little, purple, treble = pur/ple

7. Diphthongs (oi, oy) as in boil, toy; the vowels make a unique sound

8. Schwa=vowel makes “uh” sound=awake

9. Soft and hard c and g-activity on website

http://rbeaudoin333.homestead.com/hardsoftc_g_1.html

1. WAYS TO SEGMENT WORDS 2. HOW TO ADD ING AS A SUFFIX (FROM GRAVES, JUEL,GRAVES, DEWITZ, 2011, P.190)

Segment Words by…

Planet Cats

Morphemes planet Cats

Syllables Plan et cats

Onsets & rimes (spelling patterns)

Pl an et k ats

Phonemes P l a n et K a t s

How to add ing to words

Double the consonant then add ing

Just add ing

VC words =get getting

VCC words=ask asking

DIVIDING WORDS INTO SYLLABLES

Between 2 medial consonants: ig/nore, hap/py

After medial consonant between 2 vowels: ov/en

Words ending in le=consonant + le: re/li/a/ble, bab/ble

Prefixes and suffixes: un/done, trans/for/ma/tion, hap/pi/ness

Applications with diagraphs: both/er

Discuss then check http://www.dictionary.com

FREQUENTLY USED PREFIXES

Prefix Prefix

un inter

re fore

in, im, ir, il (not) de

dis trans

en, em super

non semi

in, im (in or into) anti

Over (too much) mid

mis Under (too little)

sub

pre

THE ANALOGY STRATEGY

Examples of chunking unfamiliar words using the analogy strategy: Spelling patterns are underlined. Vowels are long and short:

Vowels=A,E, I, O, U and sometimes y and w! C at Re/spon/si/ble

Steps of the analogy strategy:1. Teach 1-5 key words each week and study onset-rime

(rime is also called spelling patterns) of key words2. Create word families from the key words3. Use the key words in language experience

stories4. Use the key words in a variety of activities

during the week (word analysis, related games and connect to reading and writing for comprehension)

5. Place the key word on a Word Wall as a reference for decoding unfamiliar words with the same spelling patterns

WORD ANALYSIS…YOUR TURN: HOW MANY SOUNDS DO YOU HEAR? HOW MANY LETTERS ARE IN THE WORD?

C A R V I N E* S EE k au r 3 v i n 3 s e 2

C A N T E N T R OU N D

k a n 3 t e n t 4 r ou n d 4

Ask: Tell me about the vowel…what is your rule? What is the phonics generalization/rule? Does it break the rule?

TALK TO YOURSELF CHART 1. The word is ______________ . 2. Stretch the word.

I hear __________________ sounds. 3. I see ________ letters because

_______ . 4. The spelling pattern is

_____________ . 5. This is what I know about the

vowel: _______________ . 6. Another word on the word wall with

the same vowel sound is _____________ .

PARTNER-SHARING CHART Person 1:

1. My word is _________________ . 2. My word wall word is _______________ . 3. The words are alike because

____________ . 4. Do you agree?

Person 2: Give one of these answers: Yes/No, because _____________. Switch roles.

DAY 1: USING THE ANALOGY STRATEGY FOR WORD RECOGNITION

Introduce 1-5 key words to be used during the week (Ex. Cat, grab, her, red, take) and learn the spelling patterns: at, ab, er, ed, ake.

Use the 1-5 key words in word families with the same spelling patterns: cat, hat, sat grab, cab, drab her, better red, sled, bed take, cake, rake

Use the 1-5 key words and some of the words in their word families in a Language Experience Story that is fun to write.

DAY 2: Analyze the key words

t a k e

t a k (Tell me about the vowel-is it long, short, or makes a unique sound. Why?)

Review the 1-5 key words to be learned during the week (cat, grab, her, red, take).

Use the key words in sentences and challenge sentences (model), for example:◦ Please take the cake out of the oven.◦ We went skating after the party. ◦ Please __________ the cat outside.

APPLY IN A GAME Play What’s in My Head?

My word is on the board.My word begins like “table”.My word rhymes with “lake”.

Please __________ the cat outside.

VOWEL WORD WALL Aa Ee Ii Oo Uu Yy *cat bed ride boat up

yes

*at/tach/edre/ spon/ si/ble

*spelling patterns are also called rimes (the vowel and letters after it in a syllable). The spelling patterns are underlined.

Struggling readers need to focus on phonics and vocabulary and connect to reading and writing

Great resource: Gaskins et al article about word recognition in Journal, The Reading Teacher