Phonics and Word Studies

1. Phonics and Word Studies CNN Lit 601 M. May Fall 2008

2. Sifts out most input keeps • What it can connect to something • Has emotional meaning • Magic Seven + - 2 • Chunking • Patterns enlarge the amount we can take in • Short term memory space • Lack of automaticity uses all STM resources • affects comprehensions – no “thinking” space How the Brain Works

3. Large number of words • Input from many languages over time • Latin 68%, Anglo Saxon, Greek, French others • For example: • water(Anglo Saxon) • aqua (Latin) – • hydro (Greek) • fire (Anglo Saxon) • Incen (Latin) • Pyro (Grteek) • Heart (Anglosaxon) • Cardio (Latin) • Coro (greek) English Isn’t crazy

4. Old time Phonics – Rote Practice • Whole language- Student will learn from reading • Inquiry – word study. Whole-Part-Whole Phonic Debate

5. Closed • vc – • cat • Open • Vowel at the end • no • Silent e • “e” makes the vowel long • R controlled • Vowel can’t be heard • ar, or, and er, ir, ur • Vowel teams • Two vowels in a syllable – • Long sound ai ay ee • Dipthong –oa ow ou • Cle • Count back 3 - doubling • Sable Final Syllable • tion, ous, cial, ture, ing Kinds of Syllables

6. Terminology

7. Pre alphabetic stage (logographic) • Rely on visual cues or graphic features – signs • Semantic connections (stop signs) • Many exposures • Partial alphabetic stage • Letter associations -dog “d” • initial sounds • Some sight words • Full alphabetic stage • Read words using letter-sound (grapheme-phoneme • Reading speed begins to increase • Consolidated alphabetic stage • patterns • Automatic alphabetic • Automatic recognition - strategies to develop automaticity Developmental Stages

8. Print awareness • Print organization • Page organization • Book organization • Letter names “y” • Letter recognition • Phonemic awareness • Blending • segmentation • Letter/sound relationship • Consonant • vowels • Letter patterns and rhymes • Syllable ID • Compound words • Prefixes/suffixes/roots • Context clues • Rapid recognition vocabulary • Skill application through wide reading Order of leaning Word Analysis skills K-12

9. Implicit phonics (analytic) • Context of word • Ex. boy, bat ear all start with b – rule given after student figures out the pattern • Letter/sound relationships • (letter of the week) • Pattern recognitions through rhyme • Explicit phonics (synthetic) • Relationship made ex. explicit m says mmmmm then read mat man Instructional Strategies for teaching phonics

10. Emphasize word analysis instruction in the context of meaning construction • Dev. Phonemic awareness • Develop print awareness • Understand letter patterns/rhyming endings • Syllable ID • Use of context clues • read on to confirm meaning • Lots of reading Goals for teaching word analysis skills

11. Syllabication • 6 Types • CV, Vc, vc-e, r-contr, cle, vv, stable final endings • Rabbit, camel tiger • Compounding • Vocabulary (word parts) students already know • Prefixes, roots, suffixes • Games how many wods can I make? • Context clues • Modified Cloze • Connect the sentence • ID word • Choose missing word Instructional Strategies for Teaching word solving skills

12. Mastery or word analysis • Automaticity • Benefits comprehension Instructional Strategies for Developing Fluency

13. Critical to comprehension • Inflectional endings – syntax creates meaning • Concepts drive ideas Word Studies

14. 3000 words per year • Driven by intellectual curiosity and social use of language • Trying on • Incidentally through reading • K-4 vacab leads reading comp • 4 – adult – reading drives vocab How we acquire vocabulary

15. In context of narrative and expository • Connects new words to Prior knowledge • Checking new words to see if it fits context • Positive attitudes • Teach words that have broad utility • Develop Word learning strategies Goals and objectives of vocabulary instruction (Word Studies)

16. Learning to read known words • Learning new meaning for known words • Learning new concepts • Clarifying and enriching the meaning of new of known words • Moving words from receptive to expressive vocabularies 6 vocabulary learning tasks

17. Variety of approaches • Direct teaching • Immediate context • Classroom resources • Word wall • Semantic maps • Extensive reading broad topic/genre • Active learning • Reason with words • Develop new words by semantically relating them through • contrast/ • comparison • Social process • Personal motivations • Adult appeal • Immediate usefulness • Peer group use • Word importance • Content • Comprehension • Student schema • Consider teaching objective Principles of vocabulary Instruction

18. Ensures mental engagement • Word reasoning • Semantic mapping • Interactive cloze • Semantic feature analysis Active learning in vocabulary Learning contexts

19. Preview text and select 4-5 words • Write words in text sentences or chart • Read sentences aloud and ask students to speculate on the meaning • Record children’s ideas on the board • Arrive at a class definition of each word (look up if necessary thesaurus/glossary) Before reading vocabulary Instruction - Teaching Vocabulary in context (TVC)

20. When you come to a word that you don’t know… • Structure • Parts of word –meaning chunks (Roots prefixes, suffixes) • Context • Read to end of sentence • Meaning clues in other parts • Monitor for sense • Cont. • Sound • Pronounce and search for recognition • Reference • Look it up During Reading Vocabulary Instruction –

21. Long term acquisition of words • Students choose new words to learn • Nominate words • Narrow class list • Students record words and definitions • Include in unit test After Reading VSS (vocabulary self- collection)

22. WTL (words to learn) • Spelling words that child is already trying to use • Vocabulary logs • Collecting words – vocabulary sleuths • Word Sorts • Patterns • Synonyms/antonyms • Homonyms • Context specific • Concept webs • Semantic maps • Semantic feature analysis Inquiry