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Chapter 4 Phonics and Word Identifcation

The document discusses phonics and word identification strategies for teaching reading, including analytic and synthetic phonics approaches, key terms like graphemes and phonemes, and developmentally appropriate practices for different age groups such as using rhyme and repetition for young children and teaching more advanced phonics rules for older students. It also provides lists of the 44 phonemes in English and 37 common rimes to help develop phonological awareness.

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101 views

Chapter 4 Phonics and Word Identifcation

The document discusses phonics and word identification strategies for teaching reading, including analytic and synthetic phonics approaches, key terms like graphemes and phonemes, and developmentally appropriate practices for different age groups such as using rhyme and repetition for young children and teaching more advanced phonics rules for older students. It also provides lists of the 44 phonemes in English and 37 common rimes to help develop phonological awareness.

Uploaded by

grace mary
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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CHAPTER 4 –

PHONICS AND
WORD
IDENTIFICATION
The limits of my language
mean the limits of my world.
–Ludwig Wittgenstein
PHONICS AND WORD IDENTIFICATION
Key terms and Concepts
Analytic phonics – beginning with sight words,
teachers guide children to identify patterns in
words and phonics generalizations
Basal readers – textbooks that teach children
how to read using controlled vocabulary and
leveled passages to learn specific skills
Bottom-up reading model – letters & sounds
(Phonics), word recognition, comprehension
(whole text) from kindergarten through 2 nd grade
PHONICS AND WORD IDENTIFICATION
Bottom-up reading model – A code based
approach to reading instruction.
Breve – a phonetic symbol for a short vowel
sound
Consonant blends – Letter combinations that
retain their original sounds (two or three letters);
sometimes called a consonant cluster.
Consonant digraphs – two consonants that make
one sound (i.e., ch, th, sh, wh)
PHONICS AND WORD IDENTIFICATION
Cut-up sentences – A decoding strategy where a
sentence is written on a strip of paper,
cut into words, and put back together
Diphthongs – vowel combinations like
ou, ow, oi, oy (two vowels make a new sound)
Grapheme – the visual representation of a
sound (letter or letters)
Long vowel – A vowel that is pronounced
the same as the name of the letter
   PHONICS AND WORD
IDENTIFICATION
Macron – A phonetic symbol for a long
vowel sound
Onset – The beginning part of the word
before the first vowel
Phoneme – The smallest unit of sound in a
word
Phonological awareness – Ability to
recognize and use units of sound in spoken
words including syllables, onset, and rimes
 PHONICS AND WORD IDENTIFICATION
Phonics - An awareness of letters and sounds
in written words
Phonology – A branch of linguistics that
encompasses the systematic organization of
sounds
R-controlled vowel – When the letter “r”
follows a vowel, it changes the vowel sound
Rime – The part of the word that comes
after the vowel (also called a phonogram)
PHONICS AND WORD IDENTIFICATION
Short vowels – Vowel sounds that are found in words
like apple, elephant, inchworm, octopus, and
umbrella
Synthetic phonics - Children blend letters and sounds
to form words

Top-down reading model – A meaning-based


approach to reading instruction
Top-Down Reading Model – Comprehension Text
(Whole Text) words, sentence, paragraph, Word
Recognition, Letters & Sounds
PHONICS AND WORD 
IDENTIFICATION
Vowel Digraphs – Two vowels that only
make one sound: “oa” in boat or “ea” in
meat, the first vowel sound is long and the
second is silent
Vowel Generalizations – Patterns of vowels
and consonants that work approximately 50
percent of the time, such as CV, CVC,
CVCV and CVVC
PHONICS AND WORD IDENTIFICATION

Developmentally appropriate practice (DAP)

Ages 0 to 3 – Reading books to infants and


toddlers and singing songs (for example, “Old
McDonald”, “Twinkle, Twinkle Little Star” and
“The Wheels on the Bus”) with rhyme, rhythm
and repetition will help to develop their
phonemic awareness skills, an important
precursor to phonics
PHONICS AND WORD IDENTIFICATION
Ages 3 to 6 - Using books focus on short
vowel patterns (for example cat and pig,
rather than on the silent “e” rule. The
generalization states that when there is
one vowel in the middle of two
consonants, it usually makes the short
vowel sound: “a” as in apple, “e” as in
elephant, “i” as in insect, “o” as in
octopus, and “u” as in umbrella
  PHONICS AND WORD IDENTIFICATION
Ages 6 to 9 – Older children can learn more
difficult phonics rules such as r-controlled
vowels. The generalization states that when “r”
follows a vowel, it usually changes its sound:
“ar” as in car,
“ur” as in fur,
“or” as in corn,
“ir” as in girl, and
“er” as in mother
   PHONICS AND WORD 
IDENTIFICATION
Top-Down Reading Model
Language Experience Approach (LEA)
The basic concepts that guide LEA are:
• I think about important things.
• I say important things about what
I am thinking.
• I can write about what I say or
a friend can write it for me.
• I can read what I write (or what has been
written for me). Allen, 1964
  PHONICS AND WORD 
IDENTIFICATION
The 44 Phonemes in the English Language
Consonant Phonemes:
PHONEME EXAMPLES
/b/ ball
/d/ dog
/f/ fall graph
/g/ goat
/h/ hat
/j/ joy fudge gym large
/k/ cake quiet pick fix Chris
    ENGAGING LEARNERS IN 
LITERACY
PHONEME EXAMPLES
/l/ lion
/m/ man lamb
/n/ niece knife gnome
/p/ pie
/r/ rabbit write
/s/ see house rice
/t/ toe
/v/ van
/w/ water
ENGAGING LEARNERS IN LITERACY
PHONEME EXAMPLES
/wh/ why (regional)
/y/ you
/z/ zoo cheese hiz
/th/ the
/ch/ chin patch
/sh/ she miss chef
/zh/ pleasure
/ng/ sing think
ENGAGING LEARNERS IN LITERACY
Vowel Phonemes:
/a/ cat
/e/ egg dead
/i/ dig wanted
/o/ dog want
/u/ slug love
/ae/ rain say
/ee/ sweet seat
/ie/ tied bright
ENGAGING LEARNERS IN LITERACY

Phoneme Examples
/oe/ toad low
/ue/ soon blue
/oo/ book should
/ar/ car
/ur/ turn girl
/or/ born floor
/au/ caught claw
/er/ mother circle
ENGAGING LEARNERS IN LITERACY
Phoneme Example
/ow/ cow mouth
/oi/ join boy
/air/ fair bear care
/ear/ gear cheer here
Sample Word Sort
ar or ir
car for gird
large short bird
garden cord shirt
ENGAGING LEARNERS IN LITERACY
37 Common Rimes
(Homework to find 37 words with picture)
-ack -ail -ain -ake
-ale -ame -an -ank
-ap -ash -at -ate
-aw -ay -eat -ell
-est -ice -ick -ide
-ight -ill -in -ine
-ing -ink -ip -it
-ir -ock -oke -op
-or -ore -uck -ug -ump
ENGAGING LEARNERS IN LITERACY

Foundational Skills of Early Literacy

Phonem Letter 
ic  Early Knowledg
Awarenes e
s
Sight  Literacy Print 
Words Awareness
CHAPTER 4 NOTES
IRI – Informal Reading Inventory
SBRR – Scientifically based
reading research
ELLs – English language learners

9 skills to be developed this 21st Century:


1) Critical thinkers
2) Problem solvers
ADDITIONAL NOTES TO 
REMEMBER

3) Good communicators
4) Good collaborators
5) Information and technology literate
6) Flexible and adaptable
7) Innovative and creative
8) Globally competent
9) Financially literate

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