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Creating for Integrated and Language Rich Phonics LessonsAudience: 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-SLPDanielleMThompson@NWBOCES Webinar Series2016-2017ObjectivesResearchReview 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)PracticeConsider how we integrate, rehearse and master language through phonics lessons and beyond.ACTIVITY: 60 – Second Deep Dive Draw and Describe the Simple View of ReadingThere 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 ComprehensionThe Reading Rope (See additional handout)ALL the Strands are Necessary for Skilled Reading: We, as Teachers, Help Students Weave them TogetherDevelopment of Word Reading SkillsEhri’s Phases of Word Reading Development w/ Kilpatrick’s Levels of Reading (Ehri, 1999; Kilpatrick, 2015)Phonological Development(Kilpatrick, 2015)Pre-AlphabeticBefore letter knowledge has developedGeneral knowledge of print is developing2. Early AlphabeticLetter names and some letter soundsRequires simple phonology to learn soundsEarly Phonological Rhyming, alliteration, syllable segmentation, first-sound awareness 3. Later AlphabeticPhoneme grapheme mapping / phonic decodingStart of automatic sight word recognition (for regular and a few irregular)Basic Phonemic AwarenessSegmenting of 3-4 phoneme wordsBlending of 3-4 phoneme words4. Consolidated Alphabetic Uses larger units to read sight wordsOrthographic mapping - Requires letter-sound skills and advanced phonological skillsAdvanced Phonemic awarenessPhoneme deletion, substitution, and reversal of phonemesACTIVITY: 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 belowPhonological 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 gradeWe do not tend to obsess, or even tend to, PA from 2nd – 5th gradeWe 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 skillsInterventions 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 developmentFrom ______________ knowledge in pre-K/K to quickly adding new words to the sight word vocabulary in proficient older readersAssuming adequate effort and opportunity, the phonological core deficit is the primary course of word—reading difficultiesPoor 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 deficitPhonemic 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: Research notes:Interventions were categorized minimal, moderate and highly successful.MinimalAll studies provided reading practiceNo consistency in phonics instructionNo explicit systematic instruction of PAModerateAll studies provided reading practiceAll studies provided explicit systematic phonics All studies provided training in basic phoneme awareness (segmenting and blending)High All provided reading practiceAll provided explicit systematic phonics instructionAll 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 importantPhoneme proficiency is the end goalThis 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 automaticityProficiency in manipulation tasks cognitively mimics the orthographic mapping processIn both cases, access to phonemes is automatic and subconsciousACTIVITY: 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?fanstik (stick)withes (wishes)petshinethoren (thorn)figdreme (dream)sowed (shouted)robbladespole (spoil)hopecowe (coach)rowl (growl)wate (wait)frite (fright)thard (third)gumcud (chewed)camt (camped)slid (sled)crol (crawltrise (tries)claping (clapping)rideing (riding)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 LessonConsider the Simple View of Readingour new insights on the value of phonological awarenessour new insights on how the brain is learning sight wordsthe fact that language is happening all the time / the layers of languagephonology, 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 instructionSay the wordTap 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 boxesUse 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 boxesLet’s Practice: Practice these alone or with someone you are watching this with.Basic Phoneme Skills:Say stuff, tap stuff map stuffAdvanced 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 BlendingQuestions: 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)-ff-ll-ssACTIVITY: 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 & TextACTIVITY: 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 RuleGoalToday we will learn about reading and spelling with double letters f, l, s.SectionInstructional RoutineTimeWarm-up ActivitiesOral languageconcepts learnedadd high frequency and site word fluency here (and review as the year progresses)Review Activity: letter names for previous letters taught/ letter-sound fluency / CVC / high frequency & sight word reading / write letters to dictationFluency with sight words (have word cards or chart)Decoding Warm-up: sun, fun, up, mutt, cut, but, ball2 min.Phonological Awareness and Articulation of Skill- Help students tune to the sound and how it differs from others.Activate Phonemic Awareness Warm-up: (have pictures available as much as possible) Articulation: Show students how the /f/, /l/ and /s/ sounds are made. Talk about how the voice is off for /f/ and /s/ and on for /l/. Remind them of how the /f/ tickles their bottom lip, how the /s/ sound requires us to push air past our tongue behind our teeth and the /l/ sound has us put our tongue up behind our teeth.Identifying last sound: Teacher: Say words and have students repeat. Ask students what the last sound is in each set./f/ sound - staff, cliff, off/l/ sound - mill, doll, shell/s/ sound – kiss, mass, dress Identifying how many syllables: Repeat the words, count the syllables.Identifying the vowel before the final sound: Repeat the words and ask students to repeat the vowel sound. Ask if it is long or short.(next section) Transition to phonics/spelling: Show the words and ask them to identify how the sounds are spelled.3 min.Letter-SoundCorrespondenceGrapheme sound Correspondence: Show the students the words and identify how each one is spelled with a double consonant when in the final position of a single syllable word with a short vowel.State the FLOSS Rule: If the word has one syllable, a short vowel, and ends with the sounds /f/,/l/, or /s/….. double the final consonant, as in:stuff, fill, blessPhoneme –grapheme mapping: I Do: mill, pass, We Do: boss, shell, You Do: mess, stuff, crass2 min.Word Reading Blending Routines(sound-by-sound or continuous)Word Reading List(review words): ram, up, job, jet, cut, lump, (put words on cards for all students to have and read)I Do: Write the word kiss and model the blending routine /k/ /i/ /ss/, say word, kiss. Talk about the meaning of kiss, such as, Your mom might give you a kiss good night. Repeat with fell.We Do: Pick a student to choose a card. Have the class sound it out silently and then blend it together on cue using the procedure above. Do this with the remaining words.You Do: Have each student softly read the words from the board to someone. Listen to each student read their words and then read the words chorally together. Talk about the meaning of the words and how the endings are all spelled.5 min.Word WorkWords (on index cards for students): Word Sort for stuff, shall, chess, shell, grass, thrill, smell, cuff, spill, class, staff, shrillI Do: Review the groupings on the columns, asking students to explain why these words are grouped in this way. The “Floss Rule” or the “F, L, S Doubling Rule” states that the letters f, l, and s are usually doubled at the ends of one-syllable words when immediately following a short vowel sound. The letter z is often doubled after a short vowel, as well.Model how a word goes in the column “-ff” or in “-ll”, or “-ss.” Point out the letters. Have children write the letters in the air, Have children talk about the meaning of the words. We Do: Have the students begin. Read the word aloud, repeat / practice the last sounds and letters. Have them verbalize why the words go where they do. E.g. stuff goes in the –ff column because it ends with the /f/ sound that is spelled with the –ff.You Do: Ask students to complete the sort. You can add new words the columns that fit the rules too.5 min.DictationSounds, words, or sentence:Jill fell down the hill.I Do: The sentence is Jill fell down the hill. We Do: What is it, repeat. Jill fell down the hill.You Do: Write the sentence. ** students should spell the correct at this point and they may ask for help on down. The other words are testing if they are transferring their new knowledge. 3 min.Text ApplicationVocabulary & Comprehension Have students read word lists.Have students identify words in sentences and read the sentencesHave students highlight patternsRead Story.Read story for phrase structure, vocabulary and comprehension.10 min.Word Sort-ff-ll-ssWord Reading ListColumn 1Column 2Column 3Read with teacherBoth partners read this column onceBoth partners read this column onceNumber Correct________Number correct________staffmillcliffJillstaffmassJeffsassbillbillkissJillkissblessbellmassjobtelldressjiffkissshellcliffoffjambellstafffellfilltelljiffgrassdollgrassstillstiffclassjiffmessoffoffdressdollshelljiffPhrase / sentences: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.FLOSS Rule Story1The 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.2The 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.3The 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 Generatorsparklebox.co.uk - Source for downloading words to use during the multisensory, red word routine. This list can be downloaded from Irregular word routine:3771900121285Stand up. Sky-write the word, say the word, name the letters while writing in the air. 3 x’s00Stand up. Sky-write the word, say the word, name the letters while writing in the air. 3 x’sTrace printed word 3 x’sSay the word and name the letterseach time you trace and write the word._______2857500107061000-228600280670Write from model 3 x’s00Write from model 3 x’s2514600270510(Fold paper vertically)00(Fold paper vertically)3657600163830Write from memory 3 x’sSay the word and name the letters each time you write it. 00Write from memory 3 x’sSay the word and name the letters each time you write it. ____________ 1.___________________________2. __________________________3. ______________ ................
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