Early Phonics Interventions

1. 1 Early Phonics Interventions Presented by: Deborah Anders, Ph.D. Ardas Wachter-Grene, M.A.Ed. Mary Thalgott, Ph.D.

2. 2 Agenda Purpose for Phonics Instruction Relationship Between Early Phonics Intervention, DIBELS and the Big 5 Characteristics of Good Phonics Lessons Components of a Phonics Intervention Lesson Effective Phonics Activities

3. 3 Objectives Participants will be able to: Identify the purpose of phonics instruction Explain the relationship between phonics, DIBELS and the Big 5 Identify the characteristics of a good phonics lesson Describe the components of a phonics lesson Learn effective early phonics activities

4. 4 Purpose for Phonics Instruction �The purpose of phonics instruction is not that children learn to sound out words. The purpose is that they learn to recognize words, quickly and automatically, so that they can turn their attention to comprehension of text.� Steven Stahl, 1992

5. 5 Why Teach Phonics? Phonics helps all learners Good readers spell better with phonics instruction Struggling readers learn to read better and faster with explicit, systematic phonics instruction National Reading Panel, 2000 American Psychological Society, 2001

6. 6 Relationship between DIBELS, Phonics & the Big 5 The Big 5 of Early Literacy: Phonemic Awareness Phonics Fluency Vocabulary Comprehension DIBELS measures the Big 5 Nonsense Word Fluency is the DIBELS measure of phonics.

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8. 8 NWF assesses a student�s phonics ability in these beginning 1st grade areas: Recalling consonant sounds Recalling short vowel sounds Applying knowledge of the cvc and vc patterns to decode Blending (recoding) phonemes into words.

9. 9 NOTE: If a student�s NWF score is in the at-risk category, then PSF should be checked using progress monitoring materials. If a student is at-risk in both NWF and PSF, then instruction in phonological awareness should be provided.

10. 10 DIBELS Stair steps

11. 11 Characteristics of Good Phonics Lessons General characteristics of effective instruction: Active � students engaged Social � interactive Reflective � students making sense of what they learned

12. 12 Specific Characteristics of Good Phonics Lessons Differentiated Systematic Sequential Cumulative Explicit Applied to text Active vocal response At your table, discuss each of these terms. Less effective: Opportunistic Incidental Embedded Not integrated with text reading Silent, visual (worksheets only)Less effective: Opportunistic Incidental Embedded Not integrated with text reading Silent, visual (worksheets only)

13. 13 Definitions Differentiated � varying the emphasis of instruction according to the needs of the students Systematic � methodical, orderly, regular, organized, efficient, logical Sequential - Pre planned skill sequence Progresses from easier to more difficult

14. 14 Letter Sound Introduction OrderLouisa Moats, 2005

15. 15 Definitions cont. Cumulative � builds on previous lessons and experiences Explicit � Teacher explains and models Guided practice Corrective feedback Extended practice on skills as needed by individuals Check for understanding �I do, we do, you do� I do, we do, we do, we do, you doI do, we do, we do, we do, you do

16. 16 Modeling Cycle has 3 steps I Do � Teacher models We Do � Teacher and students practice together You Do � Practice alone with teacher feedback THEN � independent practice Susan Hall, 2006

17. 17 Definitions cont. Applied to text - students practice reading the skill taught in isolated words, word lists and decodable books Active vocal response - students talk and interact with the instructor; the lesson is not quietly completing worksheets alone

18. 18 Systematic/Explicit vs Implicit Phonics The systematic approach to phonics provides teachers with lessons that teach a set of phonic elements in a particular order. This order is generally based on linguistic factors related to which sounds are easiest for students to produce at an early age. With incidental (implicit) phonics instruction, the teacher does not follow a preplanned sequence of lessons to teach sound/spellings, but makes decisions as to what phonic elements to teach based on the opportunities the text presents

19. 19 Systematic/Explicit or Implicit?Example #1 Read the big book Minnie Monkey. Ask students to listen for a sound they hear many times in this book (/m/). Ask individual students to show where in the book they see words that contain the sound /m/. Give students sentence strips to order and retell the story. Ask students to think of other /m/ words. Have them draw pictures for each word in their journals and write a sentence that contains one of the words. Reading First Professional Development for Harcourt Trophies, 2005

20. 20 Systematic/Explicit or Implicit?Example #2 Display the large ice cream sound/spelling card. Ask a student to name the picture that is on the card. Write the words ice cream on the board, and ask a volunteer to underline i in the word ice. Ask students what sound the i makes in ice cream. Have children chant /ie/ /ie/ /ie/ /ie/ as you point to the letter. As you display and name each picture card, have children repeat the word and listen for the long i sound: bike, dime, five, kite, nine, prize, slide, vine. Reading First Professional Development for Harcourt Trophies, 2005

21. 21 Systematic/Explicit or Implicit?Example #3 Engage is a fast-paced, whole group response PA activity using the /m/ sound. Display the large mitten sound/spelling card. Have children name the picture with you. Point to the m and say that the spelling m makes the /m/ sound. Say that /m/ at the beginning of monkey is spelled with an m. Have children chant /m/ as you point to m. Ask students to write an m in the air as you remind them that m is a spelling for /m/. Read a list of words and have students use thumbs up when they hear /m/ at the beginning of a word. Then blend 15-20 words on the board using sound-by-sound blending, most of which use the /m/ m sound/spelling. Then pass out Matt�s Map and engage in whole class reading of the decodable book. Reading First Professional Development for Harcourt Trophies, 2005

22. 22 National Reading PanelReport, 2000 A meta-analysis revealed that systematic instruction in phonics produces significant benefits for students in kindergarten through 6th grade for children learning to read. Reading First Professional Development for Harcourt Trophies, 2005

23. 23 Components of a Phonics Intervention Lesson

24. 24 Three ways to teach blending for decoding Additive Whole Word Stretch and Say

25. 25 Additive Blending - ant Teacher: �My turn.� Write a and say /a/. Write n and say /n/. Slide fingers under an and say /an/. Write t and say /t/. Slide fingers under ant and say /ant/. �This word is ant.� Use it in a sentence. �Your turn.� Use tapping signal to guide students through steps.

26. 26 Whole Word Blending - Kip Teacher: �My turn.� Tap under the letter K and say /k/. Tap under the letter i and say /i/. Tap under the letter p and say /p/. Run fingers under Kip and say /Kip/. �Your turn.� Tap under each letter. Students say each sound and then the word.

27. 27 Stretch and Say Display the word: tap Teacher says the whole word: /tap/. Ask students to hold up one finger for each sound they hear: �My turn, /t/ /a/ /p/.� Teacher says the whole word while sweeping hand from left to right: �My turn, /tap/.� Teacher says, �Your turn� and guides students through steps.

28. 28 Consonant and Vowel Phoneme Articulation Use handouts with videos to complete this activity� Adapted from Louisa Moats

29. 29 Activities for Early Phonics Interventions

30. 30 #1 Consonants and Vowels Objective Identify consonants and vowels Student Materials Alphabet arc & Alphabet plastic letters Letter tiles Letter cards Description Teacher demonstrates position of the mouth which helps students distinguish between vowels (open mouth) and consonants (closed or blocked mouth). Neuhaus p. 3Neuhaus p. 3

31. 31 #2 Letter Sounds Objective Learn 5 consonant sounds and one short vowel sound Materials Letter sound cards Description Teacher models letter name, sound, and target word. Students repeat. �a - /a/ - apple� I do, we do, you do. Mary made it up I�ve dibeled p 222 for templateMary made it up I�ve dibeled p 222 for template

32. 32 #3 Word Building (initial sound) Objective Blend cvc patterns using known sounds (5 consonants and one vowel taught in activity 2) Materials Neuhaus sound boards Sound board letter templates (website) Harcourt word builder cards Description Teacher dictates a cvc word Students repeat the word Students segment the word Students name the letters in the word Students move letter cards to bottom pocket Students read the word Students change the initial letter and read the new word Neuhaus p. 32Neuhaus p. 32

33. 33 #4 Word Building (final sound) Objective Blend cvc patterns using known sounds (5 consonants and one vowel taught in activity 2) Materials Neuhaus sound boards Sound board letter templates (website) Harcourt word builder cards Description Teacher dictates a cvc word Students repeat the word Students segment the word Students name the letters in the word Students move letter cards to bottom pocket Students read the word Students change the final letter and read the new word

34. 34 #5 Word Building (middle sound) Objective Blend cvc patterns using known sounds (5 consonants and one vowel taught in activity 2) Materials Neuhaus sound boards Sound board letter templates (website) Harcourt word builder cards Description Teacher dictates a cvc word Students repeat the word Students segment the word Students name the letters in the word Students move letter cards to bottom pocket Students read the word Teacher says �change sat to sit� � continue with known sounds

35. 35 #6 Say and Write Objective Writing cvc pattern words Materials Letter cards or tiles Pencil/paper or dry erase board/marker Description Teacher dictates cvc word Student segments word Student says each sound while picking up letter card/tile and placing on paper/board Student writes word Student reads word I�ve dibeled p. 238I�ve dibeled p. 238

36. 36 #7 Elkonin Boxes

37. 37 #7 Phoneme-Grapheme Mapping Provides explicit, multisensory instruction in the alphabetic principal Begins with sound segmentation and ends with conventional orthography Results in dramatic gains in conventional spelling Makes linguistic principles more concrets Louisa Moats

38. 38 Mapping, contd Always use one sound per box Spell words conventionally Students have grid paper, chips and a pencil Say the word and have students lay out chips for each sound in the word Students move the chips and fill in the letters Louisa Moats

39. 39 Summary Start with phoneme, link to grapheme Follow a planned sequence Teach concepts explicitly Use engaging, multi-sensory activities Move from simple to complex, concrete to abstract, frequent to less frequent Provide ample practice, including the words in controlled text� Louisa Moats

40. 40 Words in the English Language 50% are wholly decodable 37% are off by only one sound 50% of the words we use are made up of the 107 most used high frequency words (Ehri, 1995) Reading First Professional Development for Harcourt Trophies, 2005

41. 41 Rapid Recognition Chart � Names or Sounds

42. 42 Rapid Recognition Chart �Kip the Ant Words from Decodable Text (p. 403)

43. 43 Rapid Recognition Chart � High Frequency Words (Themes 5, 6, 7)

44. 44 Summary Begin with phoneme (sound), link to grapheme (letter) Follow planned sequence Teach concepts explicitly Use engaging, multi-sensory activities Move from simple to complex, concrete to abstract, frequent to less frequent Provide multiple opportunities for practice, including reading in controlled text�

45. 45 Early Phonics Interventions Materials