Creating for Integrated and Language Rich Phonics Lessons

Creating for Integrated and Language Rich Phonics Lessons

Audience: This talk was created for all levels of learners. There are some beginning and advanced concepts present that will help all teachers advance their thinking about phonological and phonics instruction taught in a more integrated way.

Danielle M. Thompson, PhD CCC-SLP

NWBOCES Webinar Series

2016-2017

Objectives

1. Research

-Review the Simple View of Reading (Gough and Tunmer, 1986; Tunmer & Chapman, 2012)

-Review word reading development and phonological development (Ehri, 1999; Kilpatrick, 2015)

–Introduce Orthographic Mapping (Kilpatrick, 2015)

1. Practice

-Consider how we integrate, rehearse and master language through phonics lessons and beyond.

ACTIVITY: 60 – Second Deep Dive
Draw and Describe the Simple View of Reading

There are two domains, one addressing the reading of words the other addressing what we know about them. We need to have both to master reading comprehension. Think about what this model looks like and draw it.

HINT: It is an equation -- What? X What? = Reading Comprehension

The Reading Rope (See additional handout)

ALL the Strands areNecessary for Skilled Reading: We, as Teachers, Help Students Weave them Together

Development of Word Reading Skills

1. Pre-Alphabetic

ACTIVITY: 30 – Second write: Write what you think a sight word is.

New term!!Orthographic Mapping

• It is the mechanism for sight-word learning. It requires good phonemic awareness, letter-sound knowledge, and the alphabetic principle.
• It is the encoding process responsible for word recognition and explains how readers build a sight vocabulary.

• Good readers develop ______

• Students with poor word level reading do not naturally develop orthographic mapping. As a result they experience great difficulty developing a sight-word vocabulary.

When Sight Word Vocabularies Do Not Grow

“When students require more exposures before they learn a given word, that suggests that their sight vocabularies will grow very slowly.”

-When students require more than 1-4 exposures to a word to develop the word as a sight word, this is a signal that the student may not be on a typical pattern of development.

-By the end of 1st grade a typical reader can identify a ______nonsense word in one second or less. This proficiency suggests a solid ______.

ACTIVITY: 10 O’clock Partner: Answer the questions below

Phonological Skills: Instructional Implications (write your thoughts below)

•Do we teach PA in our phonics lessons K-3?

•At what grade levels do we teach PA well?

•When do we stop assessing PA skills?

•What happens in 2nd – 5th grade?

•What do our intervention programs do?

Phonological Skills: Instructional Implications

•In our field we tend to do a decent job teaching PA through 1st grade

•We do not tend to assess PA past 1st grade

•We do not tend to obsess, or even tend to, PA from 2nd – 5th grade

–We need to pay attention to these students to make sure they have the phonological analytical skills (beyond segmentation to manipulation)

–Begin assessing our 2-5 graders in PA on an assessment that goes beyond those segmentation skills

•Interventions that take students through mastery in phoneme manipulation skills do better in reading later on. It is advisable to give them a short PA diagnostic to know if teaching or re-teaching needs to happen at these levels. We need to get through the phoneme analytical skills (deletion, substitution, and reversal skills) that allow them to more proficiently orthographically map.

Implications for weak readers(Kilpatrick, 2015 & 2016)

•Phonological skills are essential for all levels of word reading development

–From ______knowledge in pre-K/K to quickly adding new words to the sight word vocabulary in proficient older readers

•Assuming adequate effort and opportunity, the phonological core deficit is the primary course of word—reading difficulties

–Poor word readers may display different symptoms and severity levels based on where they fall along the continuum on each of these elements of the phonological-core deficit

•Phonemic awareness skills are underrated (Kilpatrick, 2016)

•Students are inadequately assessed beyond 1st grade!!

ACTIVITY:Find three words in the groupings below that differentiate the three levels (e.g. all vs. no, systematic vs. non…) .

How to support our weaker readers: Researchnotes:

-Interventions were categorized minimal, moderate and highly successful.

-Minimal

-All studies provided reading practice

-No consistency in phonics instruction

-No explicit systematic instruction of PA

-Moderate

-All studies provided reading practice

-All studies provided explicit systematic phonics

-All studies provided training in basic phoneme awareness (segmenting and blending)

-High

-All provided reading practice

-All provided explicit systematic phonics instruction

-All studies provided training in advanced phonemic awareness skills (deletion, substitution, reversals from any point in the word – beginning, middle, end, etc.)

WHY advanced Phoneme Awareness training is important

•Phoneme proficiency is the end goal

–This would mean a student could automatically and instantly delete or substitute a phoneme in a word, segmentation has to be automatic!

•Assessment and training with segmentation tasks do not guarantee this automaticity

–Proficiency in manipulation tasks cognitively mimics the orthographic mapping process

•In both cases, access to phonemes is automatic and subconscious

ACTIVITY:
Why teach phonology and phonics? (answer the questions below)

1 – Does this student represent all phonemes? Give examples.

2 – Does the student add extra phonemes?

3 – Where is a vocalic consonant used without a vowel?

4 – Where is a sound deleted in a blend?

5 – Where is a nasal deleted or assimilated in a blend?

ACTIVITY: What kind of phonics instruction do you think this student received?

ACTIVITY: 30 Second Quick Write: Who is phonics for?

ACTIVITY: 30 Second Quick Write: How do we know this?

ACTIVITY: Turn and Talk: What does it mean to be systematic and explicit?

ACTIVITY: Turn and Talk:

What is a scope and sequence?
Do you have one?

(Let me know if you want this one, send me an email)

The Phonics Lesson

Consider

–the Simple View of Reading

–our new insights on the value of phonological awareness

–our new insights on how the brain is learning sight words

–the fact that language is happening all the time / the layers of language

•phonology, orthography, vocabulary, sentence structure, oral language, listening comprehension, sequencing, etc.

Your Job:

How can you do more integration of all aspects of language across the lesson? (Get the Rope out!)

Floss Rule (See lesson below)

Phoneme Grapheme Mapping (PGM) -What can I do tomorrow?

Add more phonological steps to this layer of phonic-decoding instruction

•Say the word

•Tap the sounds on fingers

•Count how many sounds the word has (count this on the boxes)

•Draw parking spots for the sounds (the anchor points) / can also draw a box around the boxes

•Use chips to pull down one sound at a time (keep the chips in their place)

•Add analytical phoneme level tasks here

•Write the letters or groups of letters representing the sounds (graphemes) below the boxes

Let’s Practice: Practice these alone or with someone you are watching this with.

Basic Phoneme Skills:

Say stuff, tap stuff map stuff

Advanced Phoneme tasks:

Now say stuff without the /s/

Now say stuff without the /uff/

Now say stuff but instead of /f/ say /m/

Now say stuff, but instead of /u/ say /i/ (short ‘i’)

Word Blending

Questions: What side of the SVR and what strand of the Rope?

How can we increase other language skills (e.g. vocabulary and syntax)?

Word Sort (Analysis)

ACTIVITY: Questions: What side of the SVR and what strand of the Rope?

How can we increase other language skills (e.g. vocabulary and syntax)?

Dictation

______.

ACTIVITY: Questions: What side of the SVR and what strand of the Rope?

What are all the linguistic layers we can do?

How can we increase other language skills (e.g. vocabulary and syntax)?

What other skills are required in this task?

What will you need to to to ensure they are efficient?

Vocabulary Text

ACTIVITY: Questions: What side of the SVR and what strand of the Rope?

What are all the linguistic layers (strands of the rope) we can do during text reading?

What oral language tasks could you integrate?

What other skills are required in this task? (e.g. memory, …)

What will you need to to to ensure they are efficient?

Explicit Phonics Routines

FLOSS Rule

1. Have students read word lists.
2. Have students identify words in sentences and read the sentences
3. Have students highlight patterns
4. Read Story.
5. Read story for phrase structure, vocabulary and comprehension.

Word Sort

Word Reading List

Phrase / sentences:

1. The grass was stiff and wet.
2. Jill fell down the hill.
3. She made a mess of her dress.
4. Jill had to pick up her stuff and go to class.
5. In class, Jill put her stuff on her desk and sat next to Jeff.

FLOSS Rule Story

1

The grass was stiff and wet. Jill fell down the hill. She made a mess of her dress. Jill had to pick up her stuff and go to class. In class, Jill put her stuff on her desk and sat next to Jeff.

2

The grass was stiff and wet. Jill fell down the hill. She made a mess of her dress. Jill had to pick up her stuff and go to class. In class, Jill put her stuff on her desk and sat next to Jeff.

3

The grass was stiff and wet. Jill fell down the hill. She made a mess of her dress. Jill had to pick up her stuff and go to class. In class, Jill put her stuff on her desk and sat next to Jeff.

This chart generator can be downloaded from

Reading Teachers Network  Reading Tools Consumables  Chart Generator

- Source for downloading words to use during the multisensory, red word routine.

This list can be downloaded from

Irregular word routine:

Trace printed word 3 x’s

Say the word and name the letters

each time you trace and write the word.

______

1. ______1.______

1. ______2. ______

1. ______3. ______