tom nicholson and laura tse1 teaching phonics more effectively in shared book and guided reading...
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Tom Nicholson and Laura Tse 1
Teaching phonics more effectively in shared book and guided reading lessons: What to
do and how to do it
Tom Nicholson and Laura Tse
Massey University Auckland
Email:
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Presentation Overview
1. A research study: Which is better, shared book, phonics, or a combination?
2. How to become well informed about phonics. Learning some useful phonics rules.
3. The tricky bit: How to use phonics in shared book and guided reading
4. Deciding on phonics activities that are appropriate to the different levels of the Ready to Read colour wheel
5. Discussion activities
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Research study comparing phonics and shared book
Laura Tse – PhD study 2007 – still in progress
• A pre-post experimental study• 6-year-olds• High, middle and low progress readers• Teaching in small groups of 4• Children randomly assigned to 4 teaching
conditions(1) Phonics (2) Shared book(3) Combined (4)Control group-Maths
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Reading levels and the colour wheel
Reading Level Colour Reading Recovery
5-5½ Magenta 0,1,2
Red 3,4,5
Yellow 6,7,8
5½ - 6 Dark blue 9,10,11
Green 12,13,14
6-6½ Orange 15,16
6½ - 7 Light blue/Turquoise 17,18
7 – 7½ Purple 19,20
7½ - 8 Dark yellow/gold 21,22
8-8 ½ Emerald/Silver 23,24
8 ½ - 9 White 25,26
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Reading levels for older pupils
Reading Level School Journals
8-8½ Part 1
8½ - 9 Parts 1-3
10-11 Part 4
Note: Junior Journals are supposed to be from 6-8 years
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Phonics QuizReference: Nicholson article in Set: Research Information for Teachers, No.2, , 2007, pp.
29-34
1. Underline the consonant blends:doubt, known, first, pumpkin, squark, scratch2. Underline the consonant digraphs:wholesale, psychic, doubt, wrap, daughter, think3. When is a “ck” used in spelling?4. What letters signal that a “g” is pronounced /j/?5. List all the ways you can think of to spell the “long a” sound.6. List all the ways you can think of to spell the /k/ sound?.7. What are the six common syllable types in English?8. When adding a suffix to a word ending in “y”, what is the rule?9. How can you recognise a word of Greek origin?10. Account for the double “m” in comment or commitment.
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Anglo-Saxon spelling patternsReference: Nicholson, T. (2005), Phonics handbook. Chichester, England: Wiley & Sons.
CONSONANTS
Single Blends Digraphs
b, d, f, g, h, j, etc .
(except c, g, s)
clap, frog, stand, etc. that, chin, ship, which
VOWELS
Short-Long r- and l-controlled Vowel Digraphs
mat-mate
hop-hope
rip – ripe
pet – Pete
cut – cute
ar – car al - call
or – for
ur – surf
ir – bird
er - her
ai/ay -sail, say
ee– meet, seem
ie – piece, thief
oi/oy – boil, boy
oa -boat
au/aw – sauce/law
ew – new etc.
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Can you count the number of syllables and morphemes in these words?
Reference: Nicholson article in Set: Research Information for Teachers, No.2, , 2007, pp. 29-34
Syllables (units of sound)
Morphemes (prefix -root word – suffix)
salamander
crocodile
attached
unbelievable
finger
pies
gardener
psychometrics
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Elements of English spelling Reference: Nicholson, T. (2005), Phonics handbook. Chichester, England: Wiley & Sons.
Letter-Sound patterns
Syllable Patterns Morpheme Patterns
Anglo Saxon cap stand that
pin/pine
car
beat
tennis sister napkin hundred
railroad pigtails
like/unlike/likely
Romance direction
spatial
excellent
inter-
intro-
-ity
prediction disruptive admission
Greek physics
chemist
auto-
micro-
microscope chronometer physiology
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Syllable rules 1-2
Closed syllable
VC/CV – e.g.,
Rabbit
Cotton
Happen
Channel
blanket
Open syllable
V/CV – e.g.,
Robot
Cucumber
Dining
Pilot
But
Camel
seven
Vanish
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Syllable rules 3-4
Silent e pattern
e.g.,
Teenage
Deride
Illustrate
r-affected vowel pattern
e.g.,
Artist
Turnip
Orchard
Thirteen
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Syllable rules 5-6
Vowel teams pattern
e.g.,
Release
Awful
Treatment
Painter
Voucher
-LE pattern
e.g.,
bubble
Bangle
Cattle
Stable
Ripple
Staple
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Reference: Nicholson, T. (2005), Phonics handbook. Chichester, England: Wiley & Sons.
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Reference: Nicholson, T. (2005), Phonics handbook. Chichester, England: Wiley & Sons.
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The tricky bit: combining phonics with shared book
Reading Level
Colour Phonics patterns
5-5½ Magenta Knows the alphabet
Red Has phoneme awareness
Yellow Can read VC and CVC words
5½ - 6 Dark blue Knows 100 frequent sight words
Green
6-6½ Orange Knows consonant blends and digraphs
6½ - 7 Light blue/Turquoise Knows silent e rule, doubling rule, r- and l-affected vowels.
7 – 7½ Purple Knows 1-sound vowel digraphs
7½ - 8 Dark yellow/gold Knows 2-sound vowel digraphs
8-8 ½ Emerald/Silver, Pt 1 Journals
Can read compound words, knows Greek spelling patterns
8 ½ - 9 White, Pt 1-3 Journals Knows the 6 syllable rules, knows silent letters
9 and above Part 4 Journals Knows Latin prefix and suffix patterns, can read Greek words
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5-5½ Magenta – Bubbles
• Alphabet letters: bHigh frequency words: my, up, the, down, over
• CVC patterns: pop (hop, top), hog (dog, log)
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5-5½ Magenta Old Tuatara
VC and CVC patterns: in, sat, sun, notHigh frequency words: the, said
Old tuatara sat in the sun.He sat and sat and sat.“Asleep,” said the fantail.“Asleep,” said the gull.“Asleep,” said the frog.“Asleep,” said the fly.“Not asleep,” said Old Tuatara.
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Title - No, Skipper!5½ - 6 Green –What to do?
The focus could be on a higher level of phonics:Teach the ai-ay pattern (e.g., train)Teach silent e pattern (e.g., side)
Skipper was an outside dog.But sometimes Skipper wanted to be an inside dog.He wanted to eat the scrapsThat fell from Sophie’s high chair (NB: -air in “chair” is not ai pattern)“No!” said Mum. She pointedTo the door. “Outside, Skipper!”He wanted to chase Greg’s toy train.…One day the rain came down.It rained and rained and didn’t stop...And his kennel beside the deck was floating away.…In came Skipper, wagging his wet tail…
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Title: Greedy Cat’s Door
• 5½-6 Blue – what to do?
• Supposed to be just VC and CVC at this stage - in, it, cat, ran, leg, Dad, big, had, Mum, pop,
• But could go to consonant blends - maybe look at gr-greedy, fr-front, cr-cried, st-stomped, gr-gravy
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Title: The hole in the king’s sock
• Orange on the colour wheel
• 6-6½ year level
• Suggest focus on consonant blends and digraphs
• Could focus on –ck (“sock”, “sticky”, “prickly”, “click”)
• And –tch (“stitch”) digraphs
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Is this an earthquake?
• 6-6½ year level• Orange on the colour wheel• Suggested focus: The doubling rule: two consonants after the vowel
signals the short vowel sound; one consonant signals the long vowel sound
• Extract from story:“Mum, I can feel our house shaking. Is that an earthquake?”“No, that’s just a truck, a big logging truck,Rumbling and grumbling,Shaking our house.”…Jumping and bumpingTrundling and rumbling…“Is that an earthquake?”“No, that’s the wind,Howling and growling,Squeaking and creaking,Blowing our house.”
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The great grumbler and the wonder tree
• 7½ - 8 years• Dark yellow/gold on the colour wheel• Suggested focus: 2-sound vowel digraphs (oo, ou), doubling
rule (dinner, etc)
Extract from the story …One day Mr Finch looked at his dinner and sighed.“Oh dear! Mashed potato and gravy!” he said“I grew those potatoes in my own garden,” said Mrs Finch.“Well I don’t like to grumble,”said Mr Finch grumbling,“but I do wish you had grown pumpkins.I would have loved some pumpkin soup.”
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Part 4 journals Age 10-11 yearsTitle: Sister, soldier - Part 4 Journal, No. 1, pp. 30-36
Latin word endings – “tion” e.g., ammunition, examination “ment” e.g., advertisement, arrangement, “ence” e.g., intelligence
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Conclusion1. Our research suggests that it is best to combine the teaching of
phonics with shared book teaching2. You can teach phonics in a shared book lesson but to get the
rules in sequence you need to teach them separately as a short lesson and then apply them to reading in shared book lessons: i.e., teach phonics as a mini-lesson and then look for examples of the phonics rule in the shared book
3. Shared book is a great way to revise phonics rules: you can highlight phonics rules as the text features of the shared book (see Ministry of Education folder of Ready to Read notes for some suggestions on teaching phonics)
4. Keep a small list of useful phonics rules that you can highlight whenever you take a shared book lesson
5. Try to highlight phonics rules that are appropriate for the reading level of the children you teach, not too hard or too easy
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References
• Learning Media (2007). Ready to Read. Teacher support material. Wellington: Author.
• Nicholson, T. (2007). “How many sounds in ox?” Set: Research Information for Teachers, No.2, pp. 29-34
• Nicholson, T. (2006), Phonics handbook. Chichester, England: Wiley & Sons.
• Nicholson, T. (2005). At the cutting edge. The importance of phonemic awareness in learning to read and spell. Wellington: New Zealand Council fro Educational Research.