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The Big Picture and The Structure of English

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The Big Picture and The Structure of English

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THE BIG PICTURE

The reading deficit: literacy is essential for full participation in today’s world.

63% of 4th graders and 64% of 8th graders scored at or below the basic reading level

Ineffective teaching methods and strats lacking research evidence

Effective reading instruction MUST be systematic and explicit (I looked for 30 min for this answer on the quiz)

The Brain and Reading

Frontal Lobe: controls speech/reasoning/planning/regulating emotions/consciousness

Parietal Lobe: controls sensory perceptions as well as links spoken and written language to memory

Temporal Lobe: involved in verbal memory

Occipital Lobe: important in identification of letters

Broca’s Area: important for organization, production, and manipulation of language and speech

Parieto-temporal Area: analyzes words by pulling them apart and linking the letters to their sounds- conscious, effortful decoding

Occipito-temporal Area: identifies words rapidly and automatically on sight, instead of analyzing them sound by sound

The Scientific Approach to Reading Instruction: scientifically based reading instruction involves rigorous/systematic/explicit procedures

evaluating research

Peer review: has research been peer-reviewed journal

Replication: have results been replicated by other scientist

Consensus: is their agreement among researchers on the finding

Key Science of Reading Terms

1. Systematic: breaking lessons and Activites into sequential/manageable steps that progress from simple —> to complex concept and skills

2. Explicit: overtly teaching each step through teacher modeling and many examples

Essential Components of reading instruction

1. Decoding

phonological Awareness: awareness of the larger and smaller parts of spoken language, including phonemes

Phonics: teachers relationship between letters and sounds. How to use to read and spelling

2. Comprehension

Fluency: ability to read accurately/quickly/with proper expression

Vocabulary: knowledge of words and their meaning

Comprehension: process of extracting and constructing meaning from written text

Reading Assessment: guide instructional decisions and monitor student progress

Types of Assessment

1. Screening: identifies at risk students

2. Progress Monitoring: tracking progress

3. Diagnostic: pinpoints specific reading difficulties

4. Outcome: pinpoints specific reading difficulties

THE STRUCTuRE OF ENGLISH

Phonemes: smallest unit of sound in a language that can distinguish one word from another

Phoneme count: English has approximately 42-44 phonemes (some letters represent multiple sounds)

Categories of Phonemes:

1. Vowel phonemes (18)

2. Consonant phonemes (25)

Consonant Phonemes: voicing refers to whether or not the vocal cords vibrate during production of a consonant sound

Voiced sounds: occur when the vocal cords vibrate

Voiceless sounds: occur when the vocal cords DO NOT vibrate

Place of Articulation: location in vocal track where airflow is constricted to produce a consonant sound involves different parts of the mouth and throat coming into contacts or near-contact

Bilabial: lips touch

Alveolar: tongue touches he alveolar ridge just behind upper front teeth

Velar: back of tongue touches roof of mouth

Manners of Articulation:

Stops: airflow completely stopped

Nasals: air flows through nasal cavity

Fricatives: air forced through small space

Affricates: tongue pulled a little farther back on roof of mouth

Glides: consonant followed by vowel phoneme

Liquids: “floats in mouth”

Vowel Phonemes

Vowel valley in picture

Breve: u short vowel sound

Macron: -\ long vowel sound

Underline: note diagrams or vowel team

Grapheme: letters/letter combinations used to represent spoken sounds

100s of graphemes

Phonics instructions involves teaching the relationship between sounds and spellings used to represent them

Syllables: a word/part of a word pronounced as a unit

every syllable contains one vowel sound

6 common syllables:

1. Closed: CVC (dog)

2. Open: CV (she)

3. Vowel Team: CVVC (coil)

4. R-control: vowel followed by r (car)

5. Consonent-le: all multisyllabic (table)

6. Vowel Consonant: VCe, CVCe (kite)

Morphemes: smallest units of meaning in a language

every word consists of one or morphemes

Types of Morphemes

Free Morphemes: can stand alone as a word (book/run)

Bound Morphemes: can’t stand alone and must be attached to other morphemes (un in undo/ s in books)

prefixes: add to beginning of word

Suffixes: add to end of. Word

Inflectional Morphemes: change form of a word but not its core meaning (-s for plural/-ing for present participle)

Derivational Morphemes: change meaning part of speech in word

Compound Words: combining two free morphemes (sunflower=sun+flower)

4 part processing model

Context

^

|

V

Meaning

Phonological <- Phonics-> orthographic

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Honig, Bill, et al. Teaching Reading Sourcebook. CORE ; Arena Press, 2018. 

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Print awareness: knowing about the forms and function of print

includes

How to handle a book

Where to start reading

Difference between letters and words

Print IS a form of communication

Print IS symbols for spoken language

Knowledge about the conventions written language and text organization

Integral part in the process of learning to read

Children’s earliest introduction to literacy

Why do we teach print awareness?

expand exposure to increase success in reading

Understanding comes from adults modeling print awareness

Kids in low socio-economic environment have less exposure to print

Teachers jobs are to increase print awareness

When do we teacher print awareness?

preschool and kindergarten

Assessments:

3x a year

Students who fall below benchmark receive specific intervention support in print awareness

Informal

How to teach Print Awareness:

Read aloud s: using print-referencing in read aloud s is one of the best ways to teach kids about print awareness

Environmental Print: signs kids see around community/school/in car

Helps demonstrate concept of connecting words and pictures to demonstrate meaning

Print Referencing: adults use of nonverbal and verbal cues to direct a child’s attention too the form, features, and functions of written language

most effective if it is under with bog books/regular-sized illustrated storybooks in which print is highly noticeable

Large bold print

20 or fewer words Per page

Patterned/predictable text

Print embedded within the illustrations

Book conventions

What is a cover?

What is a title?

Who is an author?

Who is an illustrator?

Text Directionality

Where to start reading books?

What direction do we read the book?

What page do we read next?

Where do we start reading on the line?

Concept of Word

Identification of word

Identification of space

Counting words

Word and picture association

Sample Resource: https://www.teacherspayteachers.com/Product/Print-Awareness-How-Many-Letters-Sorting-Counting-Worksheets-and-Activities-3306770

Reflection: Print awareness is extremely important in a child’s development because it is one of the first steps toward learning how to read and write. It helps build an understanding that printed words carry meaning. This is also when we teach that you read from left to right, top to bottom. Children should start recognizing letters, words, and how books work.

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Letter: components of written words

represent sounds systematically in spelling words

One-way to help students learn letters is by handwriting

Letter Knowledge: being familiar with 26 uppercase and 26 lowercase letters shapes and associating these letter shapes to their letter names

Letter-name Iconicity: names of the letters contain the sound that the letter represents

letter names can be segmented into phonemes

F= /e/ /f/

A= /a/

Chart on pg. 85

Non-iconic: letters that do not contain any sound that they make are considered

H and W

Letter Characteristics

letters that look alike are more likely to be confused

Letters that look similar when uppercase and lowercase are easier to learn

Letters that look similar in appearance to one another can be difficult to learn

b and d

Letters Shapes That are Visually Similar

Visual form/shape affects learning letter names

More alike 2 letters are the more likely students will confuse them

Make sure confusing letters are MASTERED before introducing other confusing letters

Make sure b is mastered before introducing d

Letter names that re phonologically similar

phonological characteristics of letter name is also confusing

Phonological similarities: number of phonemes that pairs of letter names share in same position

Letters that are both phonologically and visually similar

LIKELY to confuse letters that have similar names as well as similar shapes

B and D

Use of letter names to learn letter sounds

certain properties of letter names affect students’ ability to learn its sounds

Children appear to use letter names to hep learn and remember letter sounds

Why Teach Handwriting?

Researchers have found that the sensorimotor feedback from the act of forming letters:

improves students memory of letters

Results in better spelling

Leads to longer, high-quality compositions

Leads to faster reading

Needed in everyday situations

Manuscripts: recommended because it uses a continuous stroke

when learning recognition we should also learn to write letters

Introduce lower-grades to letter forms found in text

Linked to basic reading and spelling achievement

assessment should observe execution/legibility/speed of writing

EXECUTION: correct and consistent pencil hold, posture, letter formation

LEGIBILITY: involves readability of letters, spacing within and between words

WRITING SPEED: beyond primary-grades speed contributes to ability to complete task efficiently

Phases of Writing Development

Preaphabetic: writing lacks letter-sound connections

Introduces: scribbles, mock letters, random letter strings

Toddler/preschool

Early Alphabetic: beginning awareness of the connection between letters and speech sounds

Kindergarten-2nd grade

Latter Alphabetic: words represented using close letter-sound correspondence

Kindergarten-2nd grade

Consolidated Alphabetic: orthographically and grammatically correct writing

3rd grade +

Why? Kids ability to identify the letters of the alphabet by name is one of the best predictors of how readily he/she will learn to read

Knowing letter names provides a springboard for learning and remembering letter-sound relationships

Letter knowledge has a foundational role in literacy development

fosters phonological awareness among letter names

If students can learn to recognize letters they can focus more on other emergent literacy tasks

When to teach

need formal instruction to help name, recognize, write letters (age 5)

Should be systematic and planned

Special attention to pacing of letter introduction

Assessing and intervening

Letter name fluency: emergent readers MUST be able to accurately identify letters in and out of sequences with automaticity

Assessments evaluate how fluently a student can name visually present uppercase and lowercases letter in one minute

Speed and accuracy determines if students can identify and how THOROUGHLY

Typically kindergarten in fall/winter/spring and once in fall of first grade

How?

Letter names and shapes: uppercase: in kindergarten, suggested to teach uppercase letter before lowercase

more distinguished

Handwriting: uppercase form: teach using continuous stroke when possible

Letter names and shapes: lowercase: confusion letters shouldn’t be introduced in proximity

alphabet books are HELPFUL

Handwriting: lowercase letter form: based on easiness of letter form and frequency of letter use

Letter-sound Strategy: can use knowledge of letter names to help learn and remember corresponding letter sounds

letter names and sounds can be taught together

Sample resource: https://www.teacherspayteachers.com/Product/Summer-Coloring-Sheets-Color-by-Code-Letter-Recognition-Alphabet-4555771

Reflection: Letter knowledge is crucial in kindergarten because it sets the foundation for reading and writing. When children recognize letters and know the sounds they make, they can start sounding out words. This is the first step to decoding and reading. It helps them to write their own words and even begin to spell. Without letter knowledge students struggle to keep up with reading instruction later on in their education.

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Phonological awareness: (umbrella term) awareness of the larger parts of spoken language, conscious awareness of individual speech sounds

words/syllables/onset and rime

Smaller parts: phonemes

Phonemes: smallest unit of spoken language makes a difference in word’s meaning

Stop, pots, post

Ability to consciously manipulate those sounds

Individual sounds are represented between syllables

phonemic Awareness: ability to detect/identify/manipulate phonemes in spoken words

most sophisticated/essential level

Improves phonic skills and phonemic awareness

Phonemic awareness doesn’t equal phonics

Phonics: understanding of relationship between phonemes and graphemes

Levels of Phonological Awareness (4 Levels)

1. Words

2. Syllables

3. Intrasyllables

4. Phonemes

students progress through levels learn to blend, segment, manipulate words, syllables, and intrasyllables

Phoneme blending and segmenting are critical phonological skills

Effective phonological awareness instruction

should be taught be teachers who have adequate knowledge about structure of language

Some general guidelines:

Should be explicit

Include clear explanations, model tasks, sufficiency opportunity for practice

Should be systematic

Progress from easier to harder

In Pre-K and Kindergraten

Focus on phonological sensitivity

Phonemic awareness begins by middle of kindergarten

Phonological awareness doesn’t last more than 20 hours

Lessons should last more than 30 minutes

Added when needed for struggling students

Phonemic Awareness should target no more than 2 skills at a time

All should support blending and segmentation

Phonological awareness should be engaging, interesting, and motivation

Phonemic awareness-phonemes should be pronounced correctly

Blendable Sounds

stop sounds: sound that can be pronounced for only an instant

AVOID /uh/ when pronouncing stop consonant sounds

Instead of /uh/ sound replace with i sound

Continuous sounds: sound that can be pronounced for several seconds without any distortion

Can be held out and easy blend together

Why teach phonemic awareness

English has 44 phonemes but only 26 letters

Whole class instruction: (phonemic awareness) best antidote for future reading failure

Must be linked to explicit phonic instruction to benefit young readers

Having phonemic awareness helps students engage wit hour written language

Can easily:

Learn to read (sound-symbol; decoding)

Spell (phonetic/invented; encoding)

Phonemic Awareness Skills

Isolation: recognize individual sounds in words

Identify: select which word has the same initial sound as sample words from group of 3-4 words

Categorization: select who word doesn’t belong based off an initial sound

Blending: when given word separated in phonemes, students are able to blend onto a word

When to Teach

learning to individual phonemes comes more easily following experiences less advanced words, syllables, onset-rime

Not important for students to fully master skill before moving to another skill

This impact of phonemic awareness instruction may be greatest in pre-school and kindergarten. May become smaller beyond first grade.

Pre-K and kindergarten students should receive 10-15 minutes per day of ponological awareness

3-4 days a week

1st grade should receive 10 minutes per day

First 3-4 months

2nd and above should only receive if struggling

Phonemic awareness with letters

teaching letter-sound knowledge along with phonemic awareness improves readiness for decoding

One decoding starts phoneme awareness also improves

Ensure successful blend and segment consonant-vowel-consonant (CVC)

When to assess and intervene

students with low decoding skills in first and second grade

Kansas Curricular Standards

broken up by grade level and subject

Will be looking at ELA standards

Reading foundational

Phonological awareness

Phonics and word recognition

Person reflection: This Phonemic awareness awareness is ability to detect, identify, and manipulate phonemes in spoken language. Once children can comprise this their ability to read and write will be easier for children to abstain. Without phonological awareness children may struggle to learn to read and write. Phonemic awareness is the conscious awareness of individual speech sounds. Once children can identify speech sounds they will be able to sound out words while reading and writing. This will increase students reading levels and independent skills.

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Decoding and Word recognition

phonics

Irregular word reading

Multisyllabic word reading

All three work together to help students learn to read words

Ehri’s Phase of Word Recognition Development

Partial Alphabetic Phase

Emerging use of grapheme-phoneme connection (phonetic cue reading)

Connections are incomplete

More reliable than visual cue reading

Provides no way to read novel words in print

EX) seeing a McDonalds sign and know it is the restaurant

Full Alphabetic Phase

Words are accessed through phonological recoding

Graphemes converted into phonological representations

More reliable than phonetic cue reading

EX) Cat /c/ /a/ /t/

Consolidated Alphabetic Phase

Mult-letter patterns are consolidated in memory

Readers use chunks to decode

Rather than individual phonemes

Most natural form of reading

EX) wonderful /won/ /der/ /ful/

Automatic Phase

Highly developed strategies

Accurate/automatic decoding of unfamiliar words

Use of multiple strategies

Decoding/structural/contextual

Decoding: looking at a word and connecting the letters and sound. Then blending those sounds together

essential skill for reading development

1st graders decoding ability greatly determines their comprehension

Phonics: teaching the relationship between phonemes and graphemes

letters/written language

Using these relationships to read and spell words

Phonics Instruction

systematic: teaching sound/spelling relationships in a ‘logical sequence’

Exp;icit: concepts are clearly explained and modeled

Process is modeled repeatedly and there is no “inferencing” of what to do

Approaches to Phonics Instruction

synthetic Phonics (most common)

Systematic and explicit

Begin with identifying sounds with letters and letter combination

Blend the sounds to form words

Practice skill by reading a decidable book

progression of Phonic skill

1. Consonant and short vowels

2. Consonant blends

skills rules: when 2-3 consonants are next to each there and each give their own sound

Each sound pronounced separately

EX) “spin” has consonant blend /s/ and /p/

Black, clean, glad

3. Consonant digraphs

skill rules: two consonants that combine to make one sound

EX) ch/ck/ph/sh/th/wh

Think, the, ship

4. R-controlled vowels

skill rules: an r-controlled vowel is a vowel that, when followed directly by the letter r, produces an alternate sound

EX) ar, or,er, ir

Soccer, far, their

5. Long vowel

1. Open syllables

2. CVCe (silent e)

skill rules: when a vowel and a final e are separated by a singe consonant, the first vowel becomes a long vowel and the final e is silent

EX) cake, scene, kite

3. Long vowel teams

skill rules: combination of letters that represent a vowel sound

EX) ai, ay, ee, ea, ey, or, ow, one

Team, rain, need

6. Silent consonant

7. Diphthongs

skill rules: combination of 2 vowel sounds that glide together

EX) /oy/, /ow, /aw/, /oo/

Boy, house, hawk,tooth

Introducing Consonants and short vowel sounds

start with most common consonant

B,c,d,f,g,h,k,l,m,n,p,s,t,

Then introduce less common

J,r,v,w,y,z,x,q

Begin teaching short vowels after a few common consonants and sprinkle them in throughout rest of instruction

Other Phonic rules

vowels at end of word/syllables are long-vowels or otherwise known as open syllables

When ‘y’ is at the end of a word it is considered a vowel

when ‘g’ and ‘c’ are followed by a ‘i,e,y’ it’s considered a soft consonant.

Soft c makes /s/ sound

Soft g makes /j/ sound

-ck is always following a short vowel

Sample Resource:

https://superstarworksheets.com/reading-worksheets/cvce-words/cvce-words-worksheets/

Reflection:

Phonics is one of the most important part of education to children. Without the basic phonic skills children will have a harder time with learning. When teachers go about teaching phonics they should do it in a systematic and explicit. Teachers should model repeatedly to students the proper techniques and strategies. This will help students learn to decode words and eventual reach the Automatic phase of Ehri’s phases of word recognition development.

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Irregular Words: a word that contains one or more sounds/spelling corresponds a students don’t know and cannot decode

Permanently Irregular: words that have one or more sounds/spellings that break rules and not pronounced conventually

EX) said/of/no

Temporarily Irregular: start off irregular because of specific sound/spelling pattern hasn’t been taught

As students learn the sound/spelling correspondence words become more decodable

EX) why/she/for

High Frequency Words: 100 words that account for almost 50% of words used in text

articles/prepositions/pronouns/conjunctions

Common High frequency words/sight word lists

Dolce Basic sight words

Fry’s 1000 word list

Identifying permanently irregular words

use elkonin boxes to help identify

Heart Words: the grapheme/phoneme part in a word that is irregular is represented with a heart, symbolizing part the word is ‘read by heart’

Teaching Irregular Words

2 strategies

Sound-out strategy

Spell-out strategy

Irregular word lesson

Intro word (I do)

Practice irregular words (we do)

Magnetic letters

Sandpaper

Whiteboard

Practie reading new and old words for automaticity

Grid/flash cards/slides

Apply to decodable

Decodable is linked to phonics skill and new irregular words

Reflection:

Irregular words are tricky for students to learn. Without them though students will most likely struggle with reading and comprehension in later grades. It is incredible important for teachers to make sure their students master each high frequency word. if students can master the words they will then have an easier time reading and writing as they grow.

Sample resource:

https://www.madebyteachers.com/products/sight-word-see-worksheets-for-kindergarten/

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Syllable: a basic unit of pronunciation in a word, typically containing a vowel sound and potentially surrounding consonants

Polysyllabic words: perceived as sequences of spelling patterns corresponding to syllabic units

Pattern detection: brain orthographic processor MUST learn to “see” common letter patterns and recurring word parts

important word-recognition function in the brain

Syllabication: division of a multisyllabic word into separate labels with each syllable containing one bowel sound

helps with quick reading of multisyllabic words

Spend less time memorizing rules and more time practicing

3 research-based approaches:

Using syllable types and division principles

Identifying affixes/word arts

Using flexible syllabication strategies

Syllables types and division principles

emphasizes identifying and reading the 6 common syllable types

Identify one-syllable words THEN multisyllable words

open and closed syllable words make up 75% of syllables

2 types

Basic building blocks

Polysyllabic decoding

BEST WAY: teaching and learning syllabication of long words is to be playful

Correcting errors with cheer and laughing easily at humorous misreading

utilization of these skills help readers identify the number of syllables and break apart a work

6 syllable types:

Closed

Open

Vowel combinations

R-controlled

Vowel-consonant e

Consonant -le

Division principles

VC/CV

V/CV

VC/V

VC/VV

VCC/CV

Consonant -le

Affixes as syllables

suffixes: affixes that follow root words

Root word: (base word) singe word that cannot be broken into smaller meaningful parts

prefixes: affixes that come before root words

flexible syllabication: a combination of using syllable types/division principles, and affixes to decode multisyllabic words

Dictionary-Based syllabication rules

spoken language syllable division often don’t coincide with the conventions for dividing written syllables

Most dictionaries split based on how they SHOULD BE in WRITTEN LANGUAGE

Other Syllable Division Principles

Divide two-syllable compound words between two smaller words

Inflectional ending (-ing/-er/-es/-ed/-est) often form separate syllables

NEVER separate consonant or vowel digraphs, vowel diphthongs, r-controlled vowels across syllable division

How to teach a syllable type lesson (closed and open)

1. Identify and label the vowels

2. Identify and label any consonants between the vowels

3. Look at patterns and divide word

4. Identify the syllable types

5. Blend each syllable and read the whole word

When to teach

1st grade: single and two syllable words

2nd grade: two and three syllable words

3rd grade: longer multisyllabic words are common in texts

Explicit instruction increases in 2nd and 3rd grade

Sample Resource:

https://www.teacherspayteachers.com/Product/Closed-Syllables-Worksheets-Decoding-Multisyllabic-Words-Reading-Intervention-8358805

Reflection:

Having a great set of decoding and syllabic understanding in first through third grade is extremely important in building solid reading skills. Teaching children by practicing syllable breaking is more important than teaching them the rules. If we just teach the rules children will struggle to understand how to actually break words apart. Which then allows them to sound out and read longer and harder words.