1.Teaching Alphabetics & Fluency in Reading
CETL Presentation
April 22, 2011

2. Four Components of Reading
Alphabetics
Fluency
Vocabulary
Comprehension
Kruidenier (2002); NRP (2000)
3. Promising Practices
Diagnostic assessment
Use assessment to shape instruction
Direct and explicit instruction
Learner engagement
Relevance of instruction
Continuous monitoring
4. Diagnostic Assessment
Alphabetics
Word lists Sylvia Greene
Fluency
Readings Bader
Fluency Scale (2 rate & prosody; 1- accuracy)
5. Promising Practices
Diagnostic assessment
Use assessment to shape instruction
Direct and explicit instruction
Learner engagement
Relevance of instruction
Continuous monitoring
6. Explicit Instruction
Explanation why, process
Modeling how the skill is used; how the procedure works
Guided Practice supported, scaffolded instruction
Application students use skill on own; independent with little support
7. Promising Practices
Diagnostic assessment
Use assessment to shape instruction
Direct and explicit instruction
Learner engagement
Relevance of instruction
Continuous monitoring
8. Effective Instruction
Active student engagement
Numerous practice opportunities
Student reflection on what they are learning.
9. Promising Practices
Diagnostic assessment
Use assessment to shape instruction
Direct and explicit instruction
Learner engagement
Relevance of instruction
Continuous monitoring (of students and instruction)
10. Four Components of Reading
11. Alphabetics
Basic
Phonemic awareness
Sight word recognition
Phonics/ word analysis
Intermediate
Using syllables to pronounce multisyllabic words
Roots and Affixes (prefixes and suffixes)
12. Alphabetics
Phonological Awareness (phonemes #1-2)
Knowing that spoken language is composed of sounds
The ability to manipulate and integrate language sounds
13. Phoneme
Basic building block of speech
Single speech sound
Distinguishes one word from another
Peach or pitch?
Pin or pen?
14. Difficulties in Phonological Processing
Difficulty sequencing sounds in words.
Omission of some sounds.
Inclusion of some unnecessary sounds.
Difficulty hearing word boundaries.
Confusion of similar sounds
(e.g., b/p, f/v)
15. Phonemic Awareness Tasks
Phonemic awareness is assessed orallythrough tasks that ask learners to demonstrate their ability to manipulate the sounds in spoken words..
Phoneme isolation: recognizing individual sounds in words, for example, "Tell me the first sound in paste." (/p/)
Phoneme identity:recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy, and bell." (/b/)
Phoneme categorization:recognizing the odd sounding word in a sequence of three or four words, for example, "Which word does not belong? bus, bun, rug." (rug)
16. Phonemic Awareness Tasks
Phoneme blending:listening to a sequence of separately spoken sounds and combining them to form a recognizable word. For example, "What word is /s/ /k/ /u/ /l/?" (school)
Phoneme segmentation:breaking a word into its sounds by tapping out or counting the sounds, or by pronouncing and positioning a marker for each sound, for example, "How many sounds are there in ship?" (three: /sh/ /i/ /p/)
Phoneme deletion:recognizing what word remains when a specified phoneme is removed, for example, "What is smile without the /s/?" (mile)
17. Phonemic Awareness Tasks
How many phonemes do you hear in?
Pig
Rabbit
Rooster
Sheep
Box
18. Phoneme Manipulation
Deletion: say cart without /t/
Addition: say at with /c/ at the front
Substitution:
Initial: Change the /s/ in sun to /f/
Final: Change the /t/ in cat to /b/
Medial: Change the /i/ in hit to /a/
Reversal: say the sounds in enough backward
19. Segmentation
1.Sentences into words.
Bill ran across the street to get the ball.
2.Words into syllables.
(e.g., seg-men-ta-tion)
3.Syllables into phonemes
(e.g., s-e-g-m-e-n-t)
20. Adapted Elkonin Procedure
1. Select a simple line drawing.
2. Place a rectangle for a word
under the drawing divided into squares equal to the number of phonemes.
3. Say the word slowly and push a marker forward for each sound. Color-code markers for vowels and consonants.
4. Progress to letter tiles for markers.
21. Making Words
Give each student 8 letters with one or two vowels.
Have each student make 2 then 3 letter words using the letters.
Continue a pattern, increasing word length one letter during each step.
Example: it, sit, slit, split, splint.
Practice with morphemes: ed, ing, er
22. Principles of Effective Phonics Instruction
Emphasis on phonological awareness activities.
Instruction in decoding (grapheme to phoneme)
Instruction in encoding
(phoneme to grapheme)
Application of strategies to
decodable text.
23. Alphabetics
Basic
Phonemic awareness
Sight word recognition
Phonics/ word analysis
Intermediate
Using syllables to pronounce multisyllabic words
Roots and Affixes (prefixes and suffixes)
24. Sight Word Recognition
Choose high frequency words that have phonic irregularities: e.g., are, does, have
Dolch or Fry lists
Word walls
Flash cards
Words on one side of card; picture on the other.
Color coding
Green: phonically regular words (e.g., cat, swim)
Yellow: Irregular but frequent patterns (e.g., night)
Red: Irregular (e.g., once)
25. Alphabetics
Basic
Phonemic awareness
Sight word recognition
Phonics/ word analysis
(#3-10)
Intermediate
Using syllables to pronounce multisyllabic words
Roots and Affixes (prefixes and suffixes)
26. Phonics Word Analysis
Putting letters together with sounds
Spelling rules
Short vowels vs. long vowels
Digraphs; trigraphs
Silent letters
Different sounds for same letter
(call, lace)
Different spellings for same sound
(f, ph, gh)
R-controlled vowel sounds
27. Phonics Word Analysis
What are the sounds?
28. Alphabetics
Basic
Phonemic awareness
Sight word recognition
Phonics/ word analysis (#3-10)
Intermediate
Using syllables to pronounce multisyllabic words
Roots and Affixes (prefixes and suffixes)
29. Basic Syllable Types

Closed syllablesend with a consonant, making the vowel sound short (e.g., ten, win, mit, mag).

Consonant-le syllables arefound at
the end of words. The e is silent
(e.g., set-tle, strug-gle).
Open syllables end with a vowel,
making the vowel sound long
(e.g., he, ti, pho, si).


30. Basic Syllable Types

Double vowel syllables contain two vowels that make one sound (e.g., trea, au).
Silent e syllables end with a vowel-
consonant-e, making the vowel sound
long (e.g., cate, vive).

R-controlled syllables contain a
vowel followed by an r, causing
the r to take over the sound of the vowel
(e.g., vert, tor).

31. Basic Syllable Rules
When two consonantscome together, divide between them
(e.g., ten-don, win-dow, per-mit, mag-net).Exception: when two consonants join to form a single sound (py-thon, bish-op)
A prefix or suffix usually makes a separate syllable or two:
(dis-arm, an-ti-dote. Ship-ment, hope-ful-ly, mend-a-ble)
When a vowel is followed by a single consonant, try dividing after the vowel (e.g., o-ver, pre-vent).If that does not make sense, divide after the consonant (e.g., riv-er, lem-on).
When a word ends in a consonant plus le, divide it before the consonant (e.g., sam-ple, sin-gle).
32. What are the syllables?
Place your hand on your chin, say the word.How many chin drops do you have? = syllables
In English, each syllable has one vowel sound.
33. Recognizing Syllables
Look for the vowel and consonant patterns in these words.
Mark the patterns and divide the syllables.
Write each syllable in the boxes next to the word.
Cubic
Factor
Digit
Congruent
Equation
Numerator
Triangle
cu
bic
fac
tor
dig
it
34. Alphabetics
Basic
Phonemic awareness
Sight word recognition
Phonics/ word analysis (#3-10)
Intermediate
Using syllables to pronounce multisyllabic words
Roots and Affixes (prefixes and suffixes)
35. Common Greek and Latin Roots
36. Root Diagrams
import
transport
Port = carry
porter
portable
37. Word Matrix and Word Sums
con
struct
re
de
s
ed
ing
ive
ly
de
in
ob
sub
super
infra
or
s
ion
s
ism
ist
ure
s
ed
ing
al
ly
38. PrefixBaseSuffix 1Suffix 2
1. __sub_+_struct__+_ure_____+__s_______
con
struct
re
de
s
ed
ing
ive
ly
de
in
ob
sub
super
infra
or
s
ion
s
ism
ist
ure
s
ed
ing
al
ly
39. Word Matrix and Word Sums
PrefixBaseSuffix 1Suffix 2
_____+_______+_________+__________
_____+_______+_________+__________
_____+_______+_________+__________
Prefix 1Prefix 2Base Suffix 1 Suffix 2
de______+con____+ struct + ion___+ ism
40. Word Sortsstruct = build
41. Skill & Drill (Recognizing Roots and Affixes)
42. Recap
With alphabetics, short, frequent lessons best.
Determine a few activities or techniques and stay with them.Systematic.
Explicit, direct instruction is most effective.
Emphasize connection between word structure and meaning.
Provide frequent opportunities to apply alphabetics in context.
Progress should be monitored.
Remember:
Explain the pattern
Model the pattern
Guide application of the pattern
Practice application of the pattern through oral reading
43. Fluency
Accuracy (add/subtract/ substitute words)
Rate (conversational rate keep information in working memory)
Prosody (expression and phrasing)
Fluency is best assessed and practiced through oral reading.
44. Fluency Assessment
Have students read leveled texts aloud using the following scale:
Fluency Scale
45. Fluency Assessment
The mastery level for fluencyis the highest grade level of passage difficulty on which a student is rated a 3.
The instructional level for rate and prosodyis the highest grade level rated a 2.
The instructional level for accuracy(alphabetics in context) is the highest grade level rated a 1.
46. Fluency Goals (Feedback)
47. Collaborative Oral Reading (COR)
Students are grouped according to reading level; smaller groups are better.
Text is chosen based on group reading level.Text should be longer so that all students have the opportunity to read a couple of times.
Students sit in a circle;
teacher is a part of group
(if possible).
48. Collaborative Oral Reading (COR)
Each student reads 2-4 sentences (student determines length) and then passes to the next student (call name or throw a ball).Everyone must take a turn.
From time to time students may stop to discuss reading (brief).This brief check of comprehension is the application piece of fluency.
Teacher is part of reading group and takes turns reading and modeling.
49. Repeated Reading
The student

Along with the teacher, set fluency goals.

50. Performs an unpracticed reading with a short text at the target level. 51. Hears a fluent reading of the text. 52. Independently practices reading the text.

Reads the text for the teacher.