Phonics Instruction: ONE of the 5 Big Ideas in Reading

1. Phonics Instruction: ONE of the 5 Big Ideas in Reading Why is it necessary and what should it look like? Thea Woodruff, PhD

2. Objectives What we know about phonics instruction Putting this knowledge into practice Analyzing, observing, and assessing practice Taking steps to improve practice

3. What we know about phonics instruction �Systematic phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use to read and spell words (Harris & Hodges, 1995).� p. 2-89, NRP (2000) �Systematic� is key Phonics instruction contains letters AND sounds NRP definition Systematic -- almost all programs, whether they�re whole language, skills-based, phonics, etc., contain some teaching of phonics; but what we�re talking about here is a laid out PLAN for how to teach letter-sound correspondences Shows students relationships between letters and sounds NRP definition Systematic -- almost all programs, whether they�re whole language, skills-based, phonics, etc., contain some teaching of phonics; but what we�re talking about here is a laid out PLAN for how to teach letter-sound correspondences Shows students relationships between letters and sounds

4. What we know about phonics instruction (cont�d) Begins with letter-sound knowledge and evolves to letter combinations, rimes, structural analysis, and multi-syllabic words Extends instruction to higher level skills as students master lower level skills Includes: decoding, encoding (spelling), structural analysis, syllable instruction, word recognition

5. Examples of phonics instruction Identify and blend letter sounds into words: /m/ /a/ /d/ (K, 1st) Onset-rimes to blend initial sounds with spelling patterns by analogy: /r/ + ake = rake (K, 1st, 2nd) Structural analysis -- knowledge of word structures for decoding and gaining meaning: base + ball = baseball (1st, 2nd)

6. Examples of phonics instruction (cont�d) Syllabication -- knowledge of common syllable types: open (CV), closed (CVC) (2nd, 3rd) Syntax and semantics -- word order and context to support decoding and meaning: I read the newspaper every day before I started school. (2nd, 3rd) Automatic word recognition -- high-frequency and less predictable words: was, you (K, 1st, 2nd, 3rd)

7. Why is phonics instruction necessary? �Phonics teaching is a means to an end�keep the end in mind�� -p. 2-96, NRP (2000) Need to learn letter-sound correspondences in order to APPLY this knowledge when reading and writing 15-30 minutes daily of explicit, systematic phonics/word study should meet the needs of most students (80%) Keep the end in mind!! Need to be able to use knowledge and skills not just be told them. Lots of practice with appropriate materials. Dedocable text helps. 15-30 minutes: more in kindergarten and first grade, less in 2nd and 3rd grades; at-risk readers will most likely need to do more phonics instruction during intervention times (Tier 2 or 3). Core time is 90 minutes so obviously there is more to reading instruction than just phonics. What else?Keep the end in mind!! Need to be able to use knowledge and skills not just be told them. Lots of practice with appropriate materials. Dedocable text helps. 15-30 minutes: more in kindergarten and first grade, less in 2nd and 3rd grades; at-risk readers will most likely need to do more phonics instruction during intervention times (Tier 2 or 3). Core time is 90 minutes so obviously there is more to reading instruction than just phonics. What else?

8. Connecting phonemic awareness & phonics Phonemic awareness (P.A.) does NOT include letters, only sounds Blending, segmenting, and manipulating sounds orally are P.A. skills that within the scope and sequence of a program can be taught before and during initial phonics skill instruction Connect P.A. skills to phonics skills as soon as possible Both P.A. and phonics instruction are especially key in kindergarten and 1st grade

9. Relating phonics and fluency, vocabulary, and comprehension BUT, it is also important to connect these more basic skills to other skills and knowledge such as fluency, vocabulary, and comprehension, especially for more advanced readers (e.g., 2nd and 3rd graders) Breakdown can occur when students are provided systematic phonics instruction, but do not receive explicit instruction related to ORAL vocabulary and LISTENING comprehension strategies during earlier grades (e.g., kindergarten and 1st grade)

10. Activity Can you read these words? Can you define them? muggle disapparated squib quidditch dementors knut quaffle What is the point of reading them if you cannot understand them? This is the question that I see struggling readers, especially those in the middle of second grade, asking themselves every day.

11. Activity (cont�d) You might be able to read most of the words on this list, especially if you know other words with similar letter combinations or syllable patterns that you can use as �analogies� For example, I can read the word �muggle� because it has the same ending as �juggle� But simply being able to read these words is not enough This is why connecting meaning (i.e., vocabulary, comprehension) to applying decoding strategies is so important There is a reciprocal process going on here: decoding leads to more fluent reading, which leads to better comprehension and gaining vocabulary, but having a larger vocabulary and using comprehension strategies, such as self-correcting and self-questioning, also lead to more fluent reading, which again leads to better comprehension and gaining vocabulary. It�s the combination of having good decoding skills, a broader vocabulary, and the use of specific comprehension strategies that allows students to be more fluent readers and better comprehenders of text.There is a reciprocal process going on here: decoding leads to more fluent reading, which leads to better comprehension and gaining vocabulary, but having a larger vocabulary and using comprehension strategies, such as self-correcting and self-questioning, also lead to more fluent reading, which again leads to better comprehension and gaining vocabulary. It�s the combination of having good decoding skills, a broader vocabulary, and the use of specific comprehension strategies that allows students to be more fluent readers and better comprehenders of text.

12. Putting knowledge into practice Back to phonics instruction� Phonics instruction should incorporate several features: Be explicit & systematic: teaching of letter-sound correspondences is planned and follows a specific sequence; it is NOT JUST incidental Allow for multiple and varied examples: when teaching a letter-sound correspondence or letter combination, provide several examples of words with the specific letter sound or letter combination being taught

13. Putting knowledge into practice (cont�d) Provide for multiple opportunities for practice: allow students to practice reading or spelling letter sounds, letter combinations, etc. many times; this means building in LOTS OF REVIEW during whole group, independent, small group, partner work, and center times Provide immediate corrective feedback: do not allow students to keep making the same mistakes over and over; teachers can provide feedback, and so can STUDENTS (e.g., in pairs or small groups/centers)

14. Analyzing practice

15. Analyzing practice (cont�d)

16. Practice using analysis criteria

17. Practice using analysis criteria (cont�d)

18. Another chance to practice

19. Another chance to practice (cont�d)

20. Another chance to practice (cont�d)

21. Resources for analyzing programs Consumer�s Guide, University of Oregon: http://reading.uoregon.edu/curricula FCRR Reports, Florida Center for Reading Research: http://www.fcrr.org/FCRRReports

22. Observing phonics instruction Things to look for in delivery of instruction Lessons taught in whole group and/or small group (minimum 15 minutes daily) Models sounding out/blending words/sounds Students practice skills in small groups, centers, partners, or independently (students should demonstrate mastery before practicing a skill independently) When reading, students are instructed to sound out words (NOT JUST use context clues to figure out words) Spelling instruction is related to reading instruction

23. Observing phonics instruction (cont�d) Things to look for in instructional content Easier skills are taught before more difficult skills (e.g., read 2-phoneme words before 3-phoneme words) More useful letters and letter combinations are taught before less useful ones (e.g., �a� should be taught before �u�, �sh� should be taught before �ph�) Systematic review/practice built into lessons Uses decodable text when teaching phonics Spelling words relate to phonics skill taught

24. Assessing phonics skills Assess students� phonics skills 3 times a year (beginning, middle, and end of the year) Assess at-risk students� phonics skills more frequently (at least every 2 weeks) Especially important in kindergarten and first grade When doing fluency probes with more advanced readers (2nd & 3rd graders), can do error analysis to assess phonics skills

25. Using assessments to identify student & TEACHER needs Student needs = teacher needs When students demonstrate a need, this translates into a teacher need For example, if 10 out of 20 students in a teacher�s 1st grade class are struggling with blending 3-phoneme words, then the teacher may need training/modeling in how to provide more explicit blending instruction to his students (possibly in small groups) Teachers use data to inform instruction for students Coaches/principals use data to inform professional development and support for teachers

26. Taking steps to improve practice Analyze programs + Analyze instruction observed + Analyze student assessment data = Pinpoint areas of need for students/teachers

27. The Big Picture Phonics instruction is a means to an end (i.e., reading comprehension) and must be incorporated into a reading program that incorporates all 5 big ideas in reading Explicit, systematic phonics instruction is essential daily (15-30 minutes) in grades K-3 but is especially crucial in kindergarten & 1st grade Use as much data as possible to inform teacher training and support (this does not apply only to phonics instruction)