PECT Module 2

When teaching phonics, use part-to-whole instruction strategy 

“Today we are learning to blend /s/ and /t/ sounds to make words that start with /st/” 


Phonics assessment 

Decoding in isolation - tac, tap, tad, ran, man (list of teacher records what word the student says and pronouns)

decoding in context- student reads aloud words from a text (find repeated pattern of air)

Consonant Blend- two letters that are sounded out together, but you can hear both letters (BLeND)


Vowels- sounds made when the air that leaves your lungs vibrates in your voice box,  and then there is a clear passage from voice box to mouth.(a,e,i,o,u, and sometimes, y and w) (Cow, Why,Sky)


Long vowels- Say their own name (Cake)

Short Vowel- sound doesn't make its own name ( bat)

Vowel Digraphs- two-vowel combinations to create one sound (bAOt)

Diphthongs- gilded sounds made by vowel combinations (Oil)


Morphological Units

Prefixes- inter, micro, bi

Suffixes- ist, ness, 

Words without affixes - Bacon, giraffe, innocent, reckless

Consonants:  speech sounds that occur when the airflow is obstructed in some way by our mouth, teeth, or lips 


Continuous Sounds- consonant sounds that can be pronounced for several seconds without being distorted ( f,l,m,z, n, r,s, v)

Stop Sounds- consonant sounds that are formed by completely stopping air flow ( b, c, d, g,j, k, qu, t, p) 


Consonant Digraphs- two-letter combinations that have one sound (PHone)

  •  a child attempts sounding out words while reading aloud or writing, they are demonstrating an understanding of the Alphabetic Principle.



Phonics Instruction


Word Identification: the ability to accurately read aloud words (Does not mean they fully understand).

Word Recognition: The ability to decode a word (Student does not understand the meaning of the word.


Automaticity: When students are able to read fluently without being hindered with decoding words (decode words and understand the text of which they are reading. 


Word identification strategies

  • Phonics is instruction used to teach children the association between the sounds of letters and their writtens symbols

  • Sight words are words taught to students as a complete unit to be memorized

  • Morphological clues help us identify a word’s meaning through its root word, suffix or prefix. This can be done through structural analysis or syllabic analysis

  • Context clues are the surrounding words, pictures, and captions. 


4 types of sight words to teach

  • High frequency words ( I, we, the, can) 

  • Irregularly spelt words ( again, caught, climb) 

  • Want -to- know words ( dinosaur, Disney World)

  • Content-area words ( carnivore, ecosystem)

Struggling readers: Use tactile and kinesthetic methods, such as using letter tiles to help students tell the difference between a letter and a word.

English language learners: Use knowledge from students’ first language to transfer skills to English instruction.

Advanced Learners: Increase the pace of instruction and/or build on and extend current knowledge and skills.

Ask questions such as “how many words are on this line”, “can you point to the words as I read them.” ,“Can you show me where the story ends.”, “Write anything down.”

Yopp-Singer Test- Sound segmentation- teacher gathers 22 words and says each word, while the student segments it


Print- essential principles and formats of letters, words, and sentences in a written language.

Roles:

Meaning- What we read and how it has meaning

Representation- achieved when the students know the difference between a letter, a word, and a sentence. They recognize how many letters are in a word, sentence, and where a sentence begins and ends.  

Directionality-  The ability to track print from left to right, top to bottom. 

Book-Handling- Demonstrated when the child can point to the front cover and back cover, the title page, where the story starts and ends.

Three Groups:

Struggling Readers

  • Small group/Individualized lesson plans: Work Specifically on blending and segmenting sounds 

  • Reteach Skills: change pace of instruction, differentiate the lesson, use new materials and present the materials differently to find the method that the individual student catches onto.

  • Use Multimedia: Pictures, audia, videos, text

  • Provide more opportunities to practice based on their needs 

English Language Learners 

  • Find and use similarities from the learner’s first language to teach English

  • For nontransferable areas of language, expect to spend more time teaching those skills to the learner.

Advanced Learners

  • Increase the pacing of instruction

  • Find ways to add activities to extent current skills


Framework of teaching these skills (I do, You do, We do)

  • Teacher models

  • Student observes

  • Student completes tasks

  • Teacher provides feedback

Test Tip- Phonemic Awareness is often taught using a puppet because of sounds


Phoneme- a speech sound in a language ( phone- ph/o/ne- fone)

Grapheme- An English letter that represents a phoneme.

Long Vowels- say their own name in the words( sight and make)

Short Vowels- Dog and rot  (Does not make its own sounds) 

R-Controlled Vowels- Vowel is influenced by the R in the word (Bar and Bird) 


Onset and Rimes- “C” in cat is an onset to whereas the rime is the string of letters that follow the initial lette “at”


Scenarios

Student struggling to identify how many words are in a sentence-Build word awareness

  • Use index cards with two words and make a sentence out of them. Read the sentence together and ask how many words are in the sentence. 

Student struggling to identify syllables in a word- Build syllable awareness

  • Say a word and clap while saying the word (Base-ball)

Student is having difficulty with compound words- Word Blending in instruction

  • Use two word-pictures (foot and ball for football) . What do you get when you put them together? Great for ELLs

Student is having difficulty figuring out multi-syllable words- syllable blending instruction

  • What word do we get when putting bro and ther together 

Student who is having difficulty on an exam with sound syllables and speech- onset and rime blending instruction

  • B/…/-ank/ say the word this makes together


How to teach Phonemic Awareness


Sound isolation - the ability to identify the beginning, middle, and end sounds in a word. Pick a list of common words such as cake, make, shake, bake. 

Sound identity- (Kite, right,sight) the ability to identify one sound that multiple words have in common. Ask which sounds do all the words have in common?

Sound Blending skills- the ability to blend individual sounds together to form a word. (rabbit,mitten, muffin) say the sounds of the words with a pause and ask what word am I saying. 

Sound Substitution- the ability to substitute one sound of a word with another sound to create a new word (Cat, Mat, Bat). “Can you change the c to b- Cat to Bat”

Sound Deletion- (Clock,Block, Shock -Blends) The ability to delete a sound from a word to create a new word. 

Most Important! Sound segmentation- the ability to isolate and identify the sounds in a word (Pa,Pat,Pats). Model and say “ I am going to say a word then say the sounds in the word. Pa /p/ /a/” . Can you say the two sounds in the next word? Ma /M/ /A/. Stretch further after. Begin with sound segmentation when instructing


Phonics- the relationship between written letters and their sounds.

 

Book Clubs - Students share the same reading levels in a same group

Literature circle- read together in a same group and reading level

Author Studies-students meet to read about the author that wrote the book they previously read.

Set Goals


Support Systems to Promote reading 

Reading coach provides ongoing support to students (Struggling)

 

Grade Level team meetings- share the different strategies I am currently using and ask others for support. Get ideas and share


Professional Development- go into these meetings with the mindset that I want to continue to learn. 



Alternative Assessment

IEP- Children who are unable to make progress within a regular classroom setting

  • ADHD 

  • Autism

  • Cognitive Challenges

  • Developmental Delays

  • Emotional Disorders

  • Hearing Problems

  • Physical Disabilities

  • Speech Impairment 

  • Visual Problems

Section 504 Plan- Does not meet the criteria to receive an IEP, but they still have a disability and require additional support


Big Question: How to differentiate assessment for students with special needs?

  • Provide students with additional time to finish

  • Divide assessment into small units

  • Change the mode of delivery 

  • Provide practice assessments


Phonological Awareness- The knowledge that oral English is composed of smaller units (individual sounds f/u/n/) 

Phonemic Awareness- The ability to separate sounds (Phonemes) in a word. The student can identify rhyming words (such as clock and sock) and identify each sound in the word (c/l/o/ck 4-sounds, s/o/ck 3-sounds)

Independent reading promotes understanding and awareness for linguistic patterns, builds fluency, background knowledge, and vocabulary. 


Interest Inventory- survey used to get to know your students better 


  • Involve structured independent quiet reading time (Time increases as year goes on)

  • Create reading logs for home

  • Class discussions, oral presentations, book talks, book reports

Orientation- A way for the teacher to start a lesson in an engaging way

  • Telling a story or fact

  • Asking an interesting question 

  • Sharing a thought-provoking riddle

  • Performing a demonstration

  • Giving a prompt to find personal connection


Presentation- the way a teacher models and shares information

Reinforcement- Give opportunities for peer work and involve feedback and solutions. 

Independent practice- Teacher is not available to give guided solutions 


TEST TIP: Recording observations in a journal.


Flexible grouping (Groups change as students progress) 

Homogeneous- The same reading needs and abilities

Heterogeneous-students with a mixture of abilities

Individual Instruction (Used for students who are particularly showing a hard time meeting a standard. 

Whole class instruction (used for introductions into a lesson or units)


Group student into 1 of these three categories

Benchmark: Need differentiated lessons and further small group instruction- Do not need different or additional resources to meet the standards.

Strategic: Students need more help than a benchmark group- One-to-one intervention is needed. 

Intensive: Students who are reading at levels more than two years behind grade-level standards. 

Systematic- a teaching approach that uses a step-by-step, sequential method, building upon previously learned skills to introduce new and more complex concepts.

Explicit- a systematic, direct, and unambiguous approach to teaching, where the teacher clearly states objectives, explains concepts, models skills, and provides guided practice to help students master new information. It involves making learning outcomes clear, providing structured experiences, and offering feedback and opportunities for practice. Build on top of knowledge. Repeat skills if needed. 

(Small group instruction should be used)


Short-term planning- topics to teach for the next week or unit.

Long-term planning- Broad outlines of units for the semester or year.

Scientific-Based Reading Research

  • The goal of instruction is to support every student to meet the standard- Standards are not curriculum!

  • Look for Balanced, comprehensive reading programs on the test (typically the answer)