Phonics and Fluency
Paola Pilonieta, Ph.D.
2
What is phonics?
The main focus of phonics instruction is to help beginning readers understand letter-sound correspondences and spelling patterns, and to help them learn how to apply this knowledge in their reading.
Sound It Out!
3
Sounding It Out
• What are you really asking?
4
snap
Sound It Out
• Why doesn’t it always work?
5
faceocean
What else can do I do when a child can’t figure out the word?
6
Prompting
• Prompting is what the teacher says when a child can’t decode a word.
• Start by offering the least support possible.• Move from general prompts to more
specific prompts.
7
General Prompts• When the child notices the error:
– Ask: What can you do to figure out that word?
• When the child doesn’t notice the error:– Give the child a few seconds to notice.– Ask: Does that make sense?
8
Specific Prompts: Use when general prompts don’t work
• Can you sound it out?• Are there parts of the word that you know?
(chunking)• Can the pictures help you?• Point to the part of the word with which they
are struggling, ask:– What letter is this?– What sound does that letter make?
9
10
Prompting vs. TellingPrompt when:
• the word can be sounded out.
• you have practiced similar words with the child.
Tell when:• the word is too hard.• the word is impossible to
sound out (ex: ocean).
11
Offer 1-2 quick prompts. If the child still can’t figure it out, tell them the word and
move on.
Let’s Try It! What prompts might you offer to students struggling with crater?
13
Example 1
Example 2
What are other ways I can teach phonics?
14
WORD FAMILIES
Word Families
• Words that have different beginning letters but the same ending
Possible Word Families• ack, ain, ake, ale, all, ame, an, ank, ap, ash,
at, ate, aw ay, eat, ell, est, ice, ick, ide, ight, ill, in, ine, ing, ink, ip, it, ock, oke, op, ore, ot, uck ,ug, ump, unk.
16
Tic Tac Toe• Create a tic tac toe board.• Each player chooses a different word family (ex:
-at and –ig).• Player 1 writes a word from the –at family
anywhere he chooses on the board.• Player 2 writes a word from the –ig family on
any empty space he chooses on the board.• Play continues until someone has 3 words from
their word family in a row.
18
Word Chains
• Have learner look for words that belong in the same word family in a book or think of their own words.
• Have the learner write the words on construction paper strips.
• Tape or staple the ends of the strips into a circle, linking the circles with one another to form a chain.
19
do
t
hot
gotnot
Word Chain example with –ot familyVariations
• use words with the same beginning sound (hat, head, help, home)
• Use beginning/ending letters (Metal, almost, stone, nest, stare, reverse, seat
20
Word Family Slides
• Give learner a word family slide and Real vs. Nonsense Word worksheet.
• The learner reads the first word created by the slide.
• The learner determines whether the word is real or nonsense and writes it on the correct space on the worksheet.
21
22
Additional word family resources can be found at:
Florida Center for Reading Research (FCRR)http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part3.pdf
23
ADDITIONAL PHONICS ACTIVITIES
25
Words You KnowWords you know is an activity that helps students see that you can use words you know to figure out words you don’t know!• Choose 3-4 words the student knows and identify the
spelling patterns in those words.• Have the learner make a chart on their paper. Head the
columns with the words you know and underline the spelling pattern.
• Show the learner some words on an index card. Have them read the word and write it in the correct column.
• Say some words. Have the learner decide where to write them on their paper.
26
Words you know:red green brown black
Words to read:queen crown knack shedattack between coed touchdown
Words to write:smack screen fled drownsled unseen downtown backpack
27
Red Green Brown Black
Shed queen crown attack
coed between touchdown knack
fled screen drown smack
sled unseen downtown backpack
Word Building• Place the consonant cards face down in one stack
and the vowel cards face down in another stack.• Give the learner a Real vs. Nonsense Word
worksheet.• The learner selects 2 cards from the consonant
stack, 1 from the vowel stack, and places the vowel card between the consonants.
• The learner reads the word, determines if it is real or nonsense and writes it under the correct column.
28
29
Additional phonics resources can be found at:
Florida Center for Reading Research (FCRR)http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part4.pdf
AND
http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part6.pdf
30
Fluency
31
What is fluency?
• Fluency is the ability to read accurately, quickly, effortlessly, and with appropriate expression and meaning.
• There are three components to fluency:1. Accuracy
2. Expression
3. Speed
32
Timed Repeated ReadingIdeal for students who read accurately, but slowly.
Procedure – 1st reading• Choose a passage between 100-150 words that is not too
hard for the learner.• Say to the learner, “Doing your best reading, please read
aloud this passage to me with expression and at a good, even pace.”
• Time the learner while he is reading.• While the learner is reading, keep track of how many
errors he or she made.• Review their performance.
33
Timed Repeated Reading
Procedure – Subsequent Readings• Set a reasonable goal for the next tutoring session.
– You can expect the child to read 2-3 words more per minute
• Practice reading the passage one more time that session.• Encourage the learner to practice reading the passage at
least one time every day until you see him or her again.• At the next tutoring session time the learner while he or
she reads the passage.
34
Readers Theatre
• Ideal for students who need to improve their expression.
• Students read a script (rather than memorize it).– Emphasis is placed on expression, not on props,
costumes, or acting
35
Readers Theatre Procedures
• Select a script– http://it.pinellas.k12.fl.us/Teachers3/gurianb/
ReadersTheater.htm
• Read the script with the student the first time (read all roles together).
• Check that the student understood the plot.• Choose roles and read the script like a play.
• Repeat as desired.
36
37
The Snowy Day
Written by Ezra Jack Keats Adapted by Jennifer Pellerin
Parts (7): Narrator 1 Narrator 2 Narrator 3 Narrator 4 Peter Mother Friend Narrator 1: The Snowy Day, by Ezra Jack Keats. Narrator 2: One winter morning Peter woke up and looked out the
window. Snow had fallen during the night. Peter: “It’s covered everything, as far as I can see!” Narrator 3: said Peter. Narrator 4: After breakfast he put on his snowsuit and ran outside.
The snow was piled up very high along the street to make a path for walking.
Recommended
