1、IEL: Focus on Phonics and Vocabulary,NJDOE - Office of Literacy,Critical Elements,Motivation and Background Knowledge Phonemic Awareness Phonics Vocabulary Comprehension Fluency Writing,What was your experience with phonics as a student?,Background Knowledge Systems,Graphophonic (Linguistic) Student
2、s know the core structure of their oral language ; English is CVCSyntactic (Grammar) English and most languages are NP + VP. English is highly structured and controlled by word order.Semantic (Vocabulary) English is a conglomerate, freely borrowing from many languages(Freeman, D. E. & Yvonne S., 199
3、4),Characteristics of Strong Phonics Instruction,Clear, direct and explicit Ample modeling of applying phonics skills Focuses on reading words and connected text, not learning rules Contains repeated opportunities to apply learned sound-spelling relationships to reading and writing,Phonics Developme
4、nt and the Alphabetic Principle,The Probable Acquisition System for English Language Background StudentsUsing a CVC approach, explicit systems introduce Initial consonants Final consonants Medial short vowels Medial long vowels,Phonics and Vocabulary,Phonics instruction needs words to make sense to
5、students Depends on building the connection between phonemic awareness and background oral proficiencyWords must have meaning to connect to students Depends on oral proficiency and background knowledge,Phonics Development and the Alphabetic Principle,Introduce and Practice with the usual, less commo
6、n graphemic representations (digraphs) Letters “ai” , and “ay” make the /e/ long “a” sound Letters “ee”, and “ea” make the /i/ long e soundIntroduce and Practice even more less frequent graphemic representationsLetters “gh”, and “ph” usually make the /f/ sound, “ph” can occur anywhere, but “gh” only
7、 occurs medially or at the end, and it is not always true. Example “igh” negates the “gh” (high), and there are other possibilities as well “bought”,Phonics Development and the Alphabetic Principle,Introduce and Practice the most unusual graphemic representations Late Decoding ough = rough - /rf/ ou
8、gh = doughnut - /dont/ ough = bought- /bt/ ough = bough- /baU/ and then there are: house, courtesy, numerous, would, pour, hour,Instructional Strategies with Early Phonics,Blending: isolated sounds join together to form words/k/ / /t/ = catWhole word to part(s): What is the first sound you hear in c
9、at = /k/Rhymes, families:the _at family = cat, bat, hat,Late Decoding,All these acquired skills are applied to compound words and other polysyllabic words Compounds like doghouse, blackboard, etc. With polysyllabic words a new situation presents itself stress and intonation so that sound/letter arra
10、ngements change Apply /plaI/ becomes application /plIken/ which becomes applicable /plIkbl/ or /plIkbl/,Syllabication Generalizations,If the word is a compound word, divide the word between the two words that comprise itInflectional endings such as ing, er, est, and ed often form separate syllablesW
11、hen two or more consonants appear in the middle of the word, divide the word between them (CVC + CVC) wordsWhen only one consonant appears betweentwo vowels, divide the word before the consonant,Structural Analysis- Prefixes Guidelines,Explicitly define, model, and practiceDiscuss prefix “warnings”T
12、each only the most common prefixes,Structural Analysis- Suffixes Guidelines,Explicitly define, model, and practiceTeach suffix “warnings” concerning spelling changesTeach only the most common suffixes,Guidelines for Roots Instruction,Teach common Greek and Latin roots in grades 3 -8 to give students
13、 access to a larger number of wordsTeach Greek and Latin roots in categories (i.e. number, size, body)Focus on the most common, high-utility roots,Word Analysis Games,Word Webs w/Latin and Greek RootsRoot SearchWord DetectivesPassword,What was your experience with vocabulary as a student?,Vocabulary
14、 and Comprehension,One of the oldest findings in educational research is the strong relationship between vocabulary knowledge and reading comprehension. (Stahl, 1999, p. 3),The Role of Vocabulary,All of the energy and time expended in acquiring the “decoding” system is applied to known and unknown v
15、ocabularyInitially efforts are made to present common CVC words so that the “rules apply” -cat, dog, run, and, at, etcHowever, dolch/sight words must be introduced immediately for the earliest reading to take place,Multiple Unknowns,The gobbledorph drined a bleen in the shile to rend its crill.,Comp
16、rehension Questions: Please answer in complete sentences.,Who drined the bleen? What did the gobbledorph drine? Where did the gobbledorph drine the bleen? Why did the gobbledorph drine the bleen in the shile?,1.2.3.4.,Vocabulary and Decoding,Children who are capable decoders often experience difficu
17、lty in reading when they encounter too many words for which they have no meaning. (Rupley, 2003)Thus, an extensive vocabulary is the bridge between the word-level processes of phonics and the cognitive processes of comprehension. (Kamil & Hiebert, in press),Vocabulary and Background Knowledge,Childr
18、ens vocabulary knowledge closely reflects their breadth of real-life and vicarious experiences.If children have printed words in their oral vocabulary, they can easily and quickly sound out, read, and understand them, as well as, comprehend what they are reading (National Reading Panel)There are pro
19、found differences in vocabulary knowledge among learners from different ability or socioeconomic (SES) groups from toddlers through high school. (Beck, McKeown, Kucan, 2002, p. 1),Vocabulary Acquisition,Students arrive with social (kitchen) English knowing (orally) most dolch words and critical “irr
20、egulars” like are, was, been, etc.Vocabulary instruction unfolds similarly to phonics instruction with CVC words preceding late decoding words, compounds, polysyllabic etc.,Immediate Considerations,ELLs do not arrive with social EnglishStudents, who have been read to, will enter with broader experie
21、ntial vocabulary (incidental vocabulary huff and puff),Differentiating Instruction for ELLs,ELL students need opportunities to actively engage with new words.Thematic approaches which involve the development of conceptual networks. ELL students require instruction in both basic and sophisticated voc
22、abulary words.Explicit instruction of idiomatic expressions and figurative language.,What Does it Mean to Know a Word?,(Beck, McKeown, & Kucan, 2002),What does scientifically-based research tell us about vocabulary instruction?,Most vocabulary is learned indirectly:Children learn word meanings indir
23、ectly in three ways: Conversations with adults. Listening to adults read and engaging in conversations about books. Reading extensively on their own, encountering unfamiliar words.,Some vocabulary should be taught directly:Direct instruction includes: Teaching specific words before reading. Providin
24、g instruction over an extended period of time and working actively with words. Using new words in different contexts.Repeated exposure and active engagement.,Vocabulary Pyramid,Tier 3 Mitosis, ubiquitousTier 2 Journey, defiant,Tier 1 (at-Dolch), (love-sight), (play-everyday words),Vocabulary Tiers,T
25、ier 1 You can see it, touch it, draw it It is used in everyday speech (social English) Tier 2 Common words you run into in school and reading You can use Tier 1 words as synonyms or explain through situations,Tier 2,Gigantic is very, very big Journey is a trip, it is when you go to a new place with
26、your family or friendDont use Tier 2 unknown to explain a Tier 2 unknown Gigantic = enormous Journey = excursion,Multiple Meanings and Tier 2,Students will acquire most common meaning first height = tall(ness) Additional meanings need to be explicitly taughtThe height of the Roman empire was reached
27、 in the first century C.E.Height = zenith, apex (Synonyms may not be very helpful) Use graphic organizers,Tier 3,Content or usage specific words, rarely used:Ubiquitous (rarely used), photosynthesis (content specific),What words should I teach?,Since text may have many unknown words, direct vocabula
28、ry instruction is time consuming, and most text can be understood without knowing the meaning of every word;Teach: Tier 2 vocabularyUseful words that students will see or use repeatedly.Difficult words that have multiple meanings.Important words that are significant for understanding concepts within
29、 the text. (could be Tier2 or Tier 3),Direct Instruction Vocabulary Learning:,A few key words are taught within meaningful contexts. Words are related to students prior knowledge in ways that actively involve them in learning. Student-centered activities are available in classroom centers. Students
30、are given multiple exposure to the words. Students are taught to identify root or base words through the use of prefixes, suffixes and other word parts.Learning a definition is not learning a word. Students mustrelate it to other concepts and words they already know.,A Word about Word Walls,They cha
31、nge with growth of vocabularyThey have purpose(s) New words from readings (Story word wall, content word walls, wow words, Tier 3 ) Tier 2 words (prefer) that are hard to spell (bought) Words that are useful in writing (although, even though,transition words),Building Word Knowledge with English Lan
32、guage Learners:,Many ELL students bring a rich store of first language word knowledge that can serve as a foundation for learning new words in English.Cognates (words similar in English and the first language)Many Tier 2 and even Tier 3 words in English are everyday Tier 1 words in Spanish Preocupad
33、o preoccupied (worried) Valiente valiant (brave) Significar significant (mean),Vocabulary Strategies,Concept Definition MapCloze ProceduresVocab-O-Grams(Blachowicz & Fisher, 2002),What do I take from this?,When reading, students must be able to decode the word Students will immediately attempt to re
34、late sounded out word to oral vocabulary and background knowledge Read, read, read to students because most vocabulary acquisition is incidental Some vocabulary must be explicitly taught Tier 2 words are critical,Resources:,Beck, Isabel, McKeowon, M, & Kucan, L, (2002). Bringing Words to Life: Robus
35、t Vocabulary Instructiion, Guilford. Bos, C.S., & Vaughn, S. (2002). Teaching Students with Learning and Behavior Problems. Boston: Allyn and Bacon.Balajthy, E., & Lipa-Wade, S. (2003). Struggling Readers: Assessment and Instruction in Grades K-6. New York: Guilford Press.Catts, H.W., & Kamhi, A.G (
36、1999). Language and Reading Disabilities. Boston: Allyn and Bacon. Cooper, J.D. (2000). Literacy: Helping Children Construct Meaning. Boston: Houghton Mifflin.Cunningham, P., & Allington, R.L. (2003). Classrooms that Work: They can all read and write. New York: Harper Collins.,Resources:,Freeman, Yvonne and the U.S. Department of Education.,Contact,NJDOE Office of Literacy 609-622-1726,
