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

Decoding Instruction: How do we teach more advanced phonics & fluency skills?

Letter-sound correspondence

Phonics analysis

Structural analysis

Contextual analysis

Decoding Irregular Words

Multisyllabic strategies

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Content Objective

• Given student assessment data on a phonics skills assessment, teacher candidates will plan a week of phonics instruction using effective principles of sequencing and teaching phonics instruction (as described in Carnine et al. and class notes)– (This will be assessed on the decoding assignment

rather than on a class quiz)

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Language Objective

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

rather than on a class quiz)

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Phonic Analysis

• Teach letter sound correspondences– Long /short vowels sounds, most common sounds

• Teach common consonant digraphs– sh, th, wh, ch, kn, ph, wr, qu

• Teach common vowel digraphs– ai, ay, au, aw, ea, ee, igh, oa, oo, ou, ow, oy

• Teach r and l controlled vowels– ar, er, ir, or, ur, al, ol

• Teach students to recognize these items in words and in text– graph, haunt, thirst, cloak

Know Letter Combinations on

Table 8.1 4

Structural Analysis: Know affixes (prefixes & suffixes)

• Teach common prefixes–un, a, be, re, de

• Teach common suffixes–er, ing, ed, -y, est, le, ic, ful, ly

• Teach students to recognize items in words and in text– Batter, funny, alive, refill, sadly, comic

Know Affixes from Table 10.8

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VCe and VCe Derivatives

• Teach VCe rule–made, time, hope, fine, cute

• Teach VCe derivatives–hoping, hopping, likely, useful

• Teach students to recognize items in words and in text Know VCe pattern

words (pp. 123-126)6

Multisyllabic Strategies

• Teach common prefixes– inter, pro, con, ex, trans

• Teach common suffixes–ment, able, ful, ence, ture

• Teach students to recognize in words / text– interact, movement, protection

Table 10.87

Instructional Scaffolding

• Teach the most common items first:– er ing wh th ar ch

• Introduce item in isolation:– Introduce one new combination and practice with

other mastered combinations• Practice new combination in word lists– Design prompted word lists to practice recognizing

and reading new combinations in words• Practice in isolation and word lists over several days• Read in context of passages / stories– Check for generalization of the skill

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Table 8.1

Phase 1

• Introduce item in isolation:– Introduce one new combination and practice with

5-6 other mastered combinations• Practice new item in word lists– Design prompted word lists to practice recognizing

and reading new combinations in words

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Use explicit strategies…

• Model the new skill– Tell students the new sound

• Guided Practice– Students read new sounds

several times with other mastered sounds

• Check for Mastery– Ask an individual to read the

new sounds and a few review sounds

New skill: oooo erea ooing shar oo

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Teaching Procedure

• Model– Here’s a new sound. These

letters usually say ‘oooooo”– What do these letters usually

say?• Guided Practice– Read these sounds when I

touch them.• Check for Mastery– Call on individuals to read a few

sounds.

New skill: oooo erea ooing shar oo

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Phase 1Prompted Words List

• Practice the new sound in a prompted word list.– Provide prompt (underline) to

help students recognize the new combination in words.

• Read combination first, then whole word.

• Go back to the top and read the whole word.

coolshootsoonbeancartmoodquittool

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Teaching Procedure for Phase 1

• Touch under the letter combination–What sound?–What word?

• Repeat with all the words in the list.• Return to top and have students

read the whole word:–What word?

• Call on individuals to read a few words


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Correcting Errors

• If students miss the letter combination:– Model the sound, then ask, “What

sound?” and then, “What word?”– Go back to top of the list

• If students misread the word:– Model the word, then have students

identify sound, then the word: “What sound?” “What word?”

– Go back to the top of the list


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Phase 2

If students do well with Phase 1, move to Phase 2: • Continue to review new combination– Practice with 5-6 previously introduced letters

combinations• Practice new combination in word lists– Design partially prompted word lists to practice

recognizing and reading new combinations in words

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Phase 2 - review sounds in isolation

• Model– Remember our new sound. These

letters usually say ‘oooooo”– What do these letters usually say?

• Guided Practice– Read these sounds when I touch

them.• Check for Mastery– Call on a few individuals to read a

few sounds

New skill: oooo whea ooar ersh oo

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Phase 2Partially Prompted Word List

• Use different words each day.• Provide prompt (underline) to help

students recognize the new combination in the first half of the list.

• Read combination first, then whole word for first half of list.

• Go back to the top and read the list by whole word only.

poolshootcloakspoon leastmoonshackhoop

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Teaching Procedure - Phase 2

• Touch under the letter combination– What sound?

• Read whole word– What word?

• Continue with the prompted words• Go back to the top of the list and read

the whole word– What word?


poolshootcloakspoonleastmoonshackhoop

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Correcting Errors

• If students make errors, provide strategy correction.• Touch under the

combination, and ask:–What sound?–What word?

• Go back to the top of the list and read each word again with the specified procedure.

poolshootcloakspoonleastmoonshackhoop

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Phase 3

• If students do well with Phase 2, move to Phase 3:

• DO NOT provide a model– Remember our new sound. – What do these letters usually say?

• Guided Practice– Read these sounds when I touch

them.• Check for Mastery– Call on a few individual to read

several sounds.

New skill: oooo whea ooar erth oo

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Phase 3Unprompted Word List

• Use different words each day.• Remind the students to look for

the new sound in words, but have them only read the whole word.

• Errors: Reinforce the strategy by touching under the combination–What sound?–What word?–Go back to the top of the list

foolwheatstooproastshunmoosetenthsmooth

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Teaching Procedure - Phase 3

• Remind students to look for letter combinations they know– Remember your sounds, don’t

get fooled.• Read whole word– What word?


• Errors? Use strategy correction:– What sound? What word?– Go back to the top of the list

foolwheatstooproastshunmoosetenthsmooth

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Designing Word Lists

• Approximately 8-10 words• In Phase 1, the first 2-3 words should

contain new letter combination.• In Phases 2 & 3, the first 1-2 words

should contain the new combination.• One-half to one-third of the list should

contain new combination.• When possible, include words that will

appear in story reading passages

poolshootspooncloakleastmoonshackhoop

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• Decoding Assignment:– Apply the principles you learned to • Identifying what letter sound or phonic elements to teach

and in what order• Planning how to teach the letter sounds/phonic elements

in isolation and in word reading exercises explicitly• Planning how to systematically review so that students

learn it to mastery and maintain and generalize reading the sounds in isolation and words

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Word Sort (Practice Quiz)Put the following words into 4 categories according to the decoding strategy:

Regular words made up of most common

soundsOne and two syllable

Regular VCe pattern words

One and two syllable

Words with common letter combinations

(Table 8.1)

one and two syllable

Words made up of affixes

(10.8)

One and two syllable27

Word Sort

pocket seesaw cupcakedepend

filling walnut smoke kitten

mouth stripe seven regret

velvetshave charcoal runner28

Word Sort AnswersPut the following words into 4 categories according to the decoding strategy:

MCSpocket kittenseven velvet

VCe cupcake smoke stripe shave

LC seesaw walnut mouth charcoal

Affixes depend filling regret runner

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Adding -ed endings to words

• How to you say this affix in isolation?-ed

• Problem? –jump + ed = jumped–humm + ed = hummed–start + ed = started

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Teaching -ed endings (see p. 123, 124)

• Provide verbal practice adding -ed to words

hop lift hand rub

• Then practice reading words with -ed endings in words lists

hummed begged tripped

jumped handed lifted

-ed

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Teaching VCe Derivatives

• Problems: some word change spelling patterns when adding endings– pin + ed = pinned– pine + ed = pined– make - er = maker

• Text recommendation:– Recognize base word, read word with ending: likely baker hopped tamer hoped– Then teach strategy for discriminating CVCe

derivatives from CVC derivatives32

Teaching CVCe Derivatives (p. 126)

•Discriminate:– Some of these words have one

consonant after the underlined vowel.– Some of these words have two

consonants after the underlined vowel.

•Teach the rule:– two consonants come next, we say

the vowel’s sound.– If one consonant comes next we

say the vowel’s name.

hoping

taping

filling

tapping

roping

batting33

Teaching CVCe Dervatives (p. 126)

•Apply the rule:–Are there two

consonants or one?–Does the vowel say its

name or its sound?–What sound (or name)?–What word?

hoping

taping

filling

tapping

roping

batting34

Recommended Curriculum

• Phonics for Reading– Publisher: Curriculum Associates– Levels 1, 2, 3– Appropriate for Grades 1-8

and ESL

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Recommended Curriculum

• REWARDS and REWARDS PLUS– Publisher: Sopris West– Appropriate for Grades 4-12– Decoding Multisyllabic Words– Fluency– Rate Building

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