Lecture 4 - Phonics

Question 1

What is phonics?

Answer 1

link between sound-letter relationship

used in reading and writing

Question 2

What is the success rate with the alphabetic principle?

Answer 2

75% will get it, 25% won’t and need extra practice

Question 3

Which is more important: knowing letter names, or letter sounds?

Answer 3

LETTER SOUNDS

Question 4

What is the alphabetic code comprised of?

Answer 4

• 44 sounds mapped onto pictures (letters)

Question 5

What can the alphabetic code be divided into?

Answer 5

basic and complex code

Question 6

Is there a correct order to teach phonics?

Answer 6

NOPE (generally simple to complex)

Question 7

Phonics: What are we shooting for by the end of SK, grade 1, and grade 2?

Answer 7

SK: letter sounds for simple consonants and short vowels

1: consonant and vowel digraphs, diphthongs, and r-controlled vowels
2: less freq. word patterns (-ough) and affixes should be introduced

Question 8

Phonics: If you don’t get a correct response while screening, what should you do?

Answer 8

• record exactly what you hear

- focus on the vowels

Question 9

What should phonic instruction be?

Answer 9

• systematic
• multi-sensory
• taught early

Question 10

What is the general sequence to teaching the basic code?

Answer 10

1) 4-6 consonants and 1 short vowel
2) continue adding basic code
3) add consonant blends
4) add consonant and vowel digraphs

Question 11

Will children have more issues with consonant or vowel sounds? Why?

Answer 11

Vowel sounds! Because long vowels aren’t represented by a single letter which makes them more difficult (and multiple vowel-combos can make the same long vowel sound, such as a_e and ey)

Question 12

What does it mean by “the alphabetic code is reversible”?

Answer 12

Reading (decoding) and spelling (encoding) are mirror images of the same process, and should be taught together

Question 13

What is decoding? Encoding?

Answer 13

D = sight to brain
E = brain to sight

Question 14

Decoding and Encoding: What are we shooting for by the end of SK, grade 1, grade 2, grade 3?

Answer 14

SK: read and spell VC, CV, and CVC words

1: read and spell words comprised of basic code
2: be approaching end of complex code for decoding and encoding
3: practicing their skills in prep for reading to learn

Question 15

Decoding and Encoding: what are the two ways we can screen?

Answer 15

• Assessment of Decoding

- Words Their Way (Primary)

Question 16

What could happen is struggling writers use invented spelling?

Answer 16

mistakes become habits that are too difficult to undo

Question 17

What activities are positive correlates to reading?

Answer 17

• tracing/copying letters

- writing/coping corrected spelled words and phrases

Question 18

What are the 5 reading and spelling stages?

Answer 18

1) Emergent speller = emergent reader
2) Letter-name alphabetic spelling = Beginner reader
3) Within word pattern spelling = transitional reader
4) Syllables and affixes spelling = intermediate reader
5) Derivational relations speller = advanced reader

Question 19

At each of the stages, how old are you?

Answer 19

1) Pre-K - mid grade 1
2) K - early grade 3
3) grade 1 - mid grade 4
4) grade 3 - grade 8
5) grade 5+

Question 20

What are the two types of emergent reading?

Answer 20

pretend reading and reading from memory

Question 21

What are the three types of emergent writing?

Answer 21

• early (they make scribbles)
• middle (recognize that print has meaning)
• late (use letters to represent speech sounds)

Question 22

What are the six stages of emergent writing?

Answer 22

1) random marks
2) representational drawing
3) drawing distinct from writing
4) letter like
5) symbol salad
6) partial phonetic

Question 23

What’s the literacy diet for emergent stage?

Answer 23

• oral lang: interactive read aloud
• PA: syllable/word awareness, initial sound ident
• phonics: sound pic sort, environ print, letter formation
• concepts of print: directionality, punctuation

Question 24

In the beginner reader stage, what is there an increased reliance on?

Answer 24

• sight vocab

- ability to figure out unfamiliar words using a buncha decoding strategies

Question 25

What is the difference between sight words and high freq words?

Answer 25

• sight words can’t be decoded (ex. ‘the’ and ‘of’) and are stored in memory
• high freq. words are the most commonly occurring words in print (ex. ‘my’ and ‘from’)

Question 26

What are letter-name alphabetic spellers?

Answer 26

children who can read their own work and it can usually be understood by others

Question 27

What’s the literacy diet for the beginning reader stage?

Answer 27

• oral lang: advanced concept sort
• PA: sound ID, blend, segmentation
• phonics: short vowels, consonant digraphs/blends
• sight words: word bank/wall

Question 28

Who are the ‘Wright Brothers’ of reading?

Answer 28

Transitional readers (they have taken flight but have limited elevation)

Question 29

What is the transitional reader starting to do?

Answer 29

• read most single-syllable words accurately
• read 2-3 syllable words with contextual support
• beginning to recognize patterns and chunks to analyze unfamiliar words

Question 30

What does the added fluency give a transitional reader?

Answer 30

• more time to concentrate on ideas (leads to greater sophistication to express idea)

Question 31

What’s the literacy diet for the transitional reader?

Answer 31

• Oral lang, concepts, vocab: schemas, homophones
• vowels: short, consonant digraphs and blends, r controlled
• sight words/high freq words: word banks/walls

Question 32

In what stage does the shift from ‘learning to read’ to ‘reading to learn’ happen?

Answer 32

intermediate reader stage

Question 33

What’s the literacy diet for the intermediate reader?

Answer 33

• Oral lang, concepts, and vocab (semantic brainstorms, semantic mapping, use of directions
• Word study (“e-drop, double, no change” for -ing, compound word sort)