Chapter 6: Phonices and Sight Words Flashcards
Define phonics instruction that is systematic, direct and explicit and distinguish Whole-to-Part and Part-to-Whole phonics instruction. Describe a lesson of WTP and PTW.
Systematic - sound-symbol relationship for students at their grade level, moves from simple to complex
Direct and Explicit - teach phonics directly, small groups is best. Objective is to teach a sound-symbol relationship.
Whole-to-Part: aka Analytic Phonic: start with sentences,then look at words, then end with the sound-symbol relationship that is the focus of the lesson
Example lesson: teacher reads four sentences with target words underlined. Students read each sentence aloud with the teacher. The students read aloud the underlined word in the sentences. Then sound-symbol - teacher circles the letter pairs and says the sound as pointing to them. Students make appropriate sound. Teacher then moves to the next sentence with same pattern.
Part-to-Whole: aka synthetic phonics: begin with the sound and then children blend the sounds to build words.
Example lesson: teacher writes ‘sh’ on the board and tells the sound. Students say target sound each time teach points to it. Teacher shows letter combinations that can be added to creat words. The children blend the words.
Describe four categories of phonics lessons that should be taught to beginning readers.
- Sounding out and blending regular VC/CVC words-short vowel sounds
- Reading single-syllable, regular words and some HF irregular sight words
- Read Decodable texts - for practice to reinforce the sound-symbol relationship children have learned
- Spelling VC and CVC words - once students have learned the words, add them to their spelling tests. Phonics challenges students to decode, spelling challenges students to use their phonics knowledge to encode words in writing
Describe 6 categories of phonics lessons that should be taught at more advanced stages.
- Regular CCVC, CCVC, and CVVC words - CVCC and CCVC short vowels. CVVC words that have vowel digraph with the first vowel saying its name
- Regular CVCe - V says its name.
- Words with less common elements - Consonant digraphs: th, sh, ch, wh, less common ph and kn
- Decodable texts - practice word identification
- Words with Common inflected endings: -ed, -er, -est, -ing, -s. Using PtW or WTP
- Spelling more complex written patterns
Describe how to teach sight words in a direct and explicit manner, using WTP lessons.
- Teacher selects the words to be learned (who, want, there, you)
- Teacher writes each word in a sentence, preferably in somewhat of a story format, with the target words underlined
- Teacher reads aloud the sentences pointing to each word
- Children then read story with teacher
- Teacher writes target word on the plaid and points to one word at a time and asks the children to SPELL and SAY it
- Children can add words to their word banks, dictionaries, and can be written on flash cards to review
Differentiate instruction in phonics and sights words for Struggling readers.
- Focus on key phonics skills and HF sight words - slower instruction
- Research phonics skills and sight words that are lacking
- Variety of concrete examples to explain a concept or task - physically manipulate letters as they learn the sounds they make
- Additional practice - word sorts
Differentiate instruction in phonics and sights words for English Learners.
- Transfer relevant knowledge and skills from primary language - COGNATES
- Explicitly teach sounds that do not transfer
- Explicitly teach meanings of sight words, if needed - how to pronounce the word and what the word means
- Analyze patterns of error
Differentiate instruction in phonics and sights words for Advanced Learners
- Increase Pace or Complexity - more content in one lesson
- Build on and extend current knowledge and skills - provide large word example teacher, have them make as many words as they can, starting with two letter and building to the target word “teacher”
Describe assessment devices to assess student acquisition of phonics skills and knowledge of sight words.
ISOLATION AND CONTEXT
Isolation - presented with a list of words, may include nonsense words
Context - read part of a story and teacher takes note of miscues, look for sound-symbol patterns that are missed repeatedly
7.1 Define Decodable text
Decodable Texts - texts written for young children that use many single-syllable words with regular spellings. Important for beginning reading instruction
7.2 Instruction used for phonics and sight words
Whole-to-Part: analytic phonics. Start with sentences, then words, then sound-symbol relationship
- Presents sentences common element. Underlined target words
- Students read each sentence aloud with the teacher, and complete the entire sequence before moving to the next sentence.
- Students read aloud underlined word in the sentence
- Sound-symbol relationship. Teacher circles letters and says the sound, children make sound.
- Teacher moves next sentence and repeats
7.3 Assessment for phonics and sight words
Decode in isolation: read list of target words
Decode in context: analyze the results of an oral reading
7.4 Differentiation of phonics and sight words for struggling readers and English learners
Struggling Readers:
- Phonics - use concrete examples, three-dimensional letter tiles
- Sight Words - additional practice with high-frequency words
English Learners: highlighting language differences: explicitly teach letters that represent sounds that don’t exist in L1
