CUI 4450 Curriculum, Collaboration and Transitions in K-12 Schools

September 29, 2012 Skilled word reading; Learning to read words; Phonetics and Phonology; The Structure of English Orthography part oneCUI 4500 Instruction

Review ActivitySnowball4 Part Processing Systems & Classroom InstructionOn a blank piece of paper, describe one activity you frequently do with your class as you teach reading.I will tell you what to do next.

2This is an optional activity. You might choose to use this activity with a group of teachers that do not use a core program and have a whole language orientation to instruction, as it nicely highlights the improper emphasis on vocabulary and comprehension, often to the neglect of phonology and orthography, in the younger grades.Put the labels Phonology, Orthography, Meaning, and Context on the floor in the same places where they were when you acted out the brain.Give participants a minute to write a description of a common activity they do during reading instruction.Ask each participant to crumble the piece of paper and throw it into the center of the room. Next, have everyone get up and choose someone elses paper.Direct each participant to read his or her chosen paper and stand in the processor(s) that are most activated by the activity outlined on the paper.Ask for volunteers to read their activity to make sure that they are in the correct processor. Make comments as needed, especially if you find that most participants are in the vocabulary and context processors. Make note of any processor that is not being addressed. Frequently, the phonological processor is the one missing, especially with groups that are not teaching reading with a research-based, core reading program.With teachers of older students, the emphasis should be on vocabulary and comprehension for good readers.Uses speech that is understandable with only age-appropriate errorsUnderstands concepts such as top/bottom, under/over, beginning/middle/end, first/last/next, before/after, one/all, more/less, same/not sameUses word endings that indicate plurals, possessives, present tense, past tense (e.g., -s, -ing, -ed)Uses sentences with correct word order, of appropriate length, and includes pronouns, verbs, and question forms phonologysemanticsmorphologysyntax Match the Oral Skill to the Language Structure: reviewComplete the blanks with the oral language structure that matches the oral language skill.Lucy Hart Paulson and Lynn KuhnEarly Childhood LETRS3identify the proper oral language structure.Go over the answers with participants. Click through the animated answers on the slide. Skilled Word Reading Printed Word recognitionLanguage Comprehensionx2 domainsLexical-Level Factors Frequency and Word RecognitionMore exposures to a word increases word recognitionWords learned earlier in life are read faster Sub-Lexical factorsPhoneme Grapheme Correspondence Consistent Spelling Patterns We read morphemes Contextual influencesPriming Discourse More is better. saidsaidsaidsaidsaidsaidsaidsaidsaidsaidsaidcain pg 28The more often a word appears in text the faster a person reads the word. Frequency sped up word recognition; more frequent words tend to be read more quickly than less frequent ones. Forster and Chambers 19736When did you learn it?

cain pg 28You tend to read the first words you learned the fastest. (Carroll and White 1973)7Regularity increases word recognition CATBEIGEcain pg 29The word cat follows a regular spelling pattern. One sound one letter. Beige follows an irregular sound pattern that has an explanation. Regular words are faster to read than irregular words. (Stanovich and Bauer, 1978)8Consistency increases word recognition cathatpatmatfatratwashcashcain pg 29The rime in the at family is consistent. at words are easier to recall. ash in Wash and Cash are pronounced. This word family is inconsistent and more difficult to recall. (Glushko 1979)9Semantically similar words are recalled faster kindkindlyunkindkindnessFormInformInformationcain pg 32These words in the first list are easier to read because they are in the same semantic family. Kind means the same things in each word. The second list is harder to reading because they not in the same semantic family. 10Break into 4 groups 2 groups will take on the dual-route cascade model and 2 groups will take on the triangle model. One group will develop an oral explanation. The second group will develop a visual explanation. Both will present side by side. -for the group doing the visual explanation provide chart paper and markers. 11Dual-route cascade (DRC) model Printuse the graphemes and sounds to figure out the worduse linguistic information to figure out the wordSimply put the Dual-Route cascade model essentially states that you make a choice between two routes to figure out an unknown word. You are either reading the graphemes to decode and it activates a word that you have heard previously or you are using linguistic information such as morphemes, grammar, or semantics to figure out unknown words. (talk about the 4 cueing systems is an example of the DRC model) 12Triangle Model Context ProcessorOrthographic ProcessorPhonological ProcessorMeaning Processorwriting outputlanguage outputreading inputspeechsound systemletter memoryPhonicslanguage input

13The triangle model is the 4 part processor. Learning to Read Words Printed Word recognitionLanguage Comprehensionx2 domainsWays to Read Words Sight Word Reading Phonological Recoding Reading by Analogy Prediction from Context Sight Word Reading- Automatic and relatively effortless way of reading words is called sight word reading and it is how skilled adult readers read the majority of words (Ehri, 1992) Requires strong memory. Will get you to a 3rd grade reading level then you tap out.

Phonological Recoding simply stated as sounding out a word, then listening to see what you said to see if it sounds right and to make necessary corrections to make sure it sounds right. Requires knowledge of graphemes and phonemes.

Reading by Analogy- reading similarly spelled words to figure out unknown words. Table helps us to understand fable. Requires reasoning skills.

Prediction from Context- looking at the word within the sentence to guess the unknown word. Requires reasoning skills and it the least efficient. Only10% of content words can be predicted in various context. Typically a sign of a poor reading

As an adult fluent reader which list in order the type of word reading skill you use when you come across an unknown word.

15Ehris Phases of Word-Reading Developmentincidental visual cuesletter knowledgepartialphoneme awarenesscomplete phonemeawarenessphoneme-graphemecorrespondenceearly sight- word learningreading fluentlyby sound,syllable,morpheme,whole word,families,and analogiesPrealphabetic Early Alphabetic Later Alphabetic Consolidated Alphabetic16Show participants how Linnea Ehris phases of word-reading development, created by compiling results of numerous research efforts, further outlines the specific phases students move through in becoming mature readers. Refer participants to pages 46-47 in the LETRS Module 1 manual to identify specific descriptors for each phase.Phonetics The Sounds of Speech Printed Word recognitionLanguage Comprehensionx2 domainsWhy are speech sounds identification can be difficult Consonants Vowels Articulation of speech sounds in the mouth Counting Phonemes

Count the number of phoneme in the following words. Compare notes with someone else. Did you agree on all of them. ___ ice __ choose __ mix __ soothe__ sigh__ sign__ pitched __ her __ day__ thorn__ straight __ boy__ aide __ quake __ measure__ shout Remind participants that phonemes can be a consonant or a vowel 18Consonants Purpose: Has MeaningArticulation Feature: Some sort of closure

"'Shut up' doesn't start with an S. (5 minutes later) Oh wait, yes it does. Don't laugh! I was thinking of the SHHH sound. -College Student

19Features of Consonants Place of ArticulationLipsTonguesDentalPalatalVelarGlottal Manner of Articulation Stop and Continuants Nasals FricativesAffricatives GlidesLiquidsVoiced or Unvoiced

Stops- air flow is stopped Nasal- sounds through the noseFricative- partially obstructed Affricative- stop closure then release of air Liquids- sounds that float in the mouth Glides- pronounced like a vowel with more closure than a vowel20PhonemeVoicedUnvoicedStopContinuantNasal/b//p//m//t//d//n//k//g//ng/Speech Sounds of English and Spanish

LETRS Foundations: Glaser and Moats9/28/201221Key Idea: Consonants have overlapping features and distinguishing features. They are all closed speech sounds.

Main Points:Say each sound, and ask participants to say the sound after you. Help participants identify the correct features in the chart in their book; then, show the completed chart on the next slide.If desired, use the PowerPoint draw feature to complete these semantic feature analysis charts as the group completes theirs in their text.

PhonemeVoicedUnvoicedStopContinuantOther/b/**/p/**/m/**nasal/t/**/d/**/n/**nasal/k/**/g/**/ng/**nasalSpeech Sounds of English and SpanishLETRS Foundations: Glaser and Moats9/28/201222Main Points:Review the answer slide.Have participants check their responses against this chart.Point out that:/b/ and /p/ differ only in voicing; they are both stops./t/ and /d/ differ only in voicing; they are both stops./k/ and /g/ differ only in voicing; they are both stops.

PhonemeVoicedUnvoicedStopContinuantNasal/f//v//th//th//s//z//sh//zh/Speech Sounds of English and SpanishLETRS Foundations: Glaser and Moats9/28/201223Key Idea: Consonants have overlapping features and distinguishing features. They are all closed speech sounds.

Main Points:Say each sound, and ask participants to say the sound after you. Help participants identify the correct features in the chart in their book, and then show the completed chart on the next slide.PhonemeVoicedUnvoicedStopContinuantNasal/f//v//th//th//s//z//sh//zh/Speech Sounds of English and SpanishLETRS Foundations: Glaser and Moats9/28/201224Key Idea: There are four pairs of sounds on this part of the chart that are articulated in the same place and manner but that differ only in voicing.

Main Points:Review the answer slide.Say the sounds in order. Ask participants to check their answers.Ask participants to look at each other or in a mirror to see that their mouth looks the same when they say /f/ and /f/, or /s/ and /z/.PhonemeVoicedUnvoicedStopContinuantNasal/ch//j//y//h//w//wh/**/l//r/Speech Sounds of English and SpanishLETRS Foundations: Glaser and Moats9/28/201225Key Idea: Consonants have overlapping features and distinguishing features. They are all closed speech sounds.

Main Points:Say each sound, and ask participants to say the sound after you. Help participants identify the correct features in the chart in their book, and then show the completed chart on the next slide.

PhonemeVoicedUnvoicedStopContinuantNasal/ch//j//y/glide/h/glide/w/glide/wh/**glide/l/liquid/r/liquidSpeech Sounds of English and SpanishLETRS Foundations: Glaser and Moats9/28/201226Key Idea: In this group of consonants are some with unique features.

Main Points:Review the answer slide.As you go over these answers, note that stop and continuant dont apply easily to the sounds /y/, /w/, /wh/, and /h/. These four sounds are known as glidesconsonants that always come before a vowel sound and that glide right into that vowel sound./l/ and /r/ are called liquids. They are difficult to describe because they float in the mouth and tend to blend into sounds that come before or after them./wh/ and /w/ have become indistinguishable in American English; British English retains the distinction. Spelling reflects the distinction that is in British English.Extension: At this point, briefly explain that the consonants are arranged in order of pairs that share the same articulation but differ only in voicing. Ask the group to form pairs and face each other. Instruct the group to say /p/ and to watch their partners mouth as they say the sound simultaneously, as if they were watching their own mouth make that sound. Then instruct them to say /b/ and then /p/ again. Ask them to describe what they see, which is that their mouths look the same when they produce the sound. The only difference is that /p/ is unvoiced and /b/ is voiced. These are related sounds (cognates) and tend to be confused by students who have not reached the mature alphabetic phase of reading and writing.Instruct the group to box or circle the consonant pairs that are related in their books. VOWELSAlways end the name of your child with a vowel, so that when you yell the name will carry. -Bill Cosby

Purpose: Gives Volume Articulation Feature: No closure

English Vowels

Vowel sounds that are close to each other are easily confused.Speech Sounds of English

29Note that while this Vowel Phonemes Chart is complete, you will want participants to fill in the Table 2.2. Blank Vowel Phonemes Chart to help them remember and understand its organization. Direct participants to fill in the chart as you walk through the sounds with the PowerPoint slides.Schwa and Stress

What does this suggest for instruction?Speech Sounds of English and Spanish31Discuss these differences between the phonetics of English and Spanish vowels. Make the point that students who have not heard English as youths will likely have difficulty with the sounds of English that are not included within the Spanish language. Note that the circled vowel sounds are those that will have to be directly taught.

Spanish Consonant PhonemesEnglish Consonant PhonemesCan you identify the sounds that ELL students will likely have difficulty with?

Speech Sounds of English and Spanish32Compare these sounds to identify consonant phonemes that will prove difficult for Spanish-speaking students.33Is Phonemic Awareness the same as Phonological Awareness?Phonological awareness is the umbrella.Phonological Awareness

syllablesrhymesonset-rimephonemeswords33Phonemic awareness is not the same as phonological awareness. Phonological awareness is an umbrella term that includes phonemic awareness, but also includes tasks that are not done with phonemes, but are done with words, syllables or onsets and rimes.34amvpsIf you can do it with your eyes closed, it is phonemic awareness!Is Phonemic Awareness the Same as Phonics?34Phonemic awareness is not phonics. Phonics requires looking at letters and saying the sounds that go with those letters. Phonemic awareness is not about looking at the letters. It is a purely auditory skill. Therefore, you can do phonemic awareness in the dark.Stages of Phonological Awareness Development Intermediate StageRhyming: productionSegmenting and Blending:Syllables Onset-rimeSound Awareness:Initial/medial/final soundsBlending/segmentingCounting sounds

Advanced StageDeletionSubstitutionAdditionInitial/medial/final sounds Beginning StageRhyming: recognitionAlliterationSegmenting: counting words Pre K2nd GradeDodson, KuhnPractice PA tasks from Letters and Sounds 35Phonology: Speech Sounds in Use Printed Word recognitionLanguage Comprehensionx2 domainsSpoken Syllables Phonological Processing and Literacy Phonological AwarenessMinimal PairsVariations in pronunciation Principles of Teaching Whats the difference between Ch. 2 and Ch. 3? PhoneticsphonologyStudy of speech sounds A strand of the broader topic-phonologyBroader wordIncludes both the sounds and the study of sound patterns/rules Includes mental representations of patterns

37Spoken SyllablesGrouped around a vowelPhonemes are grouped together into syllables A syllable is a coarticulated unit Every word has at least one syllable=at least 1 vowel sound# of syllables = # of vowel sounds in a word

Lets look at this word: IDIOTHow many vowel sounds? Watch your instructor as he/she demonstrates saying this word and count how many drops of the jaw is completed. 3

38Spoken SyllablesPipe, mesqueezeblimpMoats, p. 50Tr ainB estBasic descriptions of syllables

Explain different between rime/rhyme---not the same thing Not every word has an onset (egg, itch) but every word has a rime part. 39Spoken Syllables:Lets not forget that intonation, phrasing and stress also shifts the way we pronounce words.

Say the following sentences aloud, with emphasis placed on the red word.

John said to get the ball.John said to get the ball.John said to get the ball. John said to get the ball.

Phonological Processing & LiteracyPhonological processing is used subconsciously in listening and speaking. Reading and writing, on the other hand, require conscious attention/awareness of phonological aspects of speech.With the following slide, the instructor will assign groups to review the 3 essential kinds of oral language skills that encompass PHONOLOGICAL PROCESSINGNumber off with each person 1, 2, and 3 and then group together in different parts of the room. Share out key points of each oral language processing skill. (1=speech perception/production 2=phonological memory, naming, retrieval 3=metalinguistic awareness of phonological elements)41

Terminology Counts! Defining the Phon WordsGraphic Organizer

Phonological Processing speech perceptionproductionmetalinguistic awarenesssyllableonset-rimephonemephonological memoryPWMretrievalnamingpp. 14-1642Phonological Memory: Retaining phonological information in memory.PWM (Phonological Working Memory): Temporary mental storage of speech stimuli.Retrieval: Formulating and pronouncing a word from memory.Naming: A type of retrieval; producing a verbal label for a visual stimulus. Typically referred to as RAN (rapid automatized naming), this skill often asks students to name letters or numbers under timed conditions. Group 1: Speech Speech: Unconscious phonological processing.Perception (receptive language): How our brains perceive the acoustic signals of speakers. Production (expressive language): Assembly and pronunciation of sounds and sequences of sounds.Confusion About Sounds, Confusion About MeaningInputStorageRetrieval

goal/goldoffensive phonics/intensive phonicsreliable/liablesyllabus/syllable44Explain to participants that if students misperceive the sounds of a word, that word may be stored in an incorrect form. If the word is stored incorrectly, it may not be retrieved easily or paired with its meaning. Awareness of the sounds in a word (and its syllables and morphemes) is one important dimension of word knowledge. These confusions can make for humorous stories. Here are a couple (choose appropriately according to your audience).A mother called a local clinic to make a testing appointment for her son, explaining that he had dylelia. The receptionist said, There may be no need for further testing; just bring him right in!A teacher plans a unit on the word shock, explaining all the ways in which a student could get a shock. When asking for other definitions of the word shock, an excited student replies, I know! Its the fish that swims in the ocean! Here is the perfect opportunity to correct the students pronunciation and examine the spellings and similar pronunciations of the words shock and shark.

I fed the pigeons to the flag.Lucy Hart Paulson and Lynn KuhnEarly Childhood LETRS45Tell participants that this is an example of a child displaying difficulty with similar sounding words.Group 2: Phonological AwarenessMetalinguistic Awareness/Phonological Awareness (these two terms are interchangeable) refers to the ability to identify, think about, and manipulate oral parts of words. While there are many levels of awareness, those most responsible for improvements in reading and spelling are included within this organizer.Syllable: A unit of speech that is organized around a vowel sound.Onset-rime: Onset is the beginning consonant sound(s), and the rime is the vowel and all following sounds within the syllable.Phoneme: An individual speech sound.

Remind participants that out of all the oral language components in phonological processing, this (phonological awareness) is most connected skill to reading and writing. 46Identify words, syllables, onset rimes, phonemesGet 4 sticky noteswrite each of the above underline word on a sticky note. Hold up the sticky note that best describes what the instructor says.

El-e-phant (syllables)Good morning, America! (words)st-age (onset-rime)s-p-l-a-t (phonemes)fr-iend (onset-rime)happ-y birth-day (syllables)f-l-oa-t-s (phonemes)str-ing (onset-rime)side-walk (words, syllables)t-r-ee (phonemes)pl-ate (onset-rime)po-ta-to (syllables)th-u-mb (phonemes)sh-oe (phonemes, onset-rime)

47Group 3: Phonological MemoryPhonological Memory: Retaining phonological information in memory.PWM (Phonological Working Memory): Temporary mental storage of speech stimuli.Retrieval: Formulating and pronouncing a word from memory.Naming: A type of retrieval; producing a verbal label for a visual stimulus. Typically referred to as RAN (rapid automatized naming), this skill often asks students to name letters or numbers under timed conditions.

PWM example: Reverse the sequence of speech sounds in each of these words (say them backward) (HINT: say the sounds, not the letters)TeachSighCutsCashSnitch

49

Ranking of Percent Correct Scores of Phonological Awareness Skills for 4- and 5-Year-Old ChildrenRankPre-K 4-Year-Olds Pre-K 5-Year-Olds1Blending syllables 84%Blending syllables 92%2Segmenting syllables 62%Rhyme detection 81%3Rhyme detection 58%Alliteration categorization 74%4Alliteration categorization 53%Segmenting syllables 71%5Blending onset-rime units 42%Rhyme production 61%6Alliteration detection 32%Blending onset-rime units 57%7Rhyme production 31%Alliteration detection 54%8Blending phonemes 13%Blending phonemes 29%9Segmenting onset-rime 8%Segmenting onset-rime 22%10Segmenting phonemes 3%Segmenting phonemes 7%(Paulson, 2004)page 66Lucy Hart Paulson and Lynn KuhnEarly Childhood LETRS5050From Lucy Hart Paulsons study at Univ of Montana she was able to pinpoint a hierarchy of developing phonological skills from easiest to most difficult. Syllables are more attainable than phonemes. Tell participants that this information provides a guide as to what skills children should be developing and what order these skills may be expected.Say:The results indicated blending words from syllables was the easiest task for both age groups. Segmenting words into syllables, detecting rhymes, and identifying that a word begins with a particular sound were skills that were also developing. The most difficult tasks for these children were those that focused on phonemes, such as blending phonemes and segmenting onset-rime units. Young children who had not started kindergarten certainly were developing phonological awareness. However, they were not able to participate very well in tasks that required sensitivity at the phoneme level. By the end of kindergarten, most children should be able to segment two- and three-phoneme words.Development of P.A. RHYMINGDetection (goat, say, boat)Production (tell me a word that rhymes with sat)ALLITERATIONDetection (which picture starts with the same sound as zoo)Categorization (find all the things that start with /m/)BLENDINGSyllables (put this word together: Mel-a-nieOnset rimePhonemesSEGMENTINGSyllables (say the syllables in Melanie)Onset rimePhonemes51Minimal PairsWhen words differ only in one speech sound and all of the others are identical

Rode, wrote

Bed, bid

Damper, tamperIf students can distinguish the sounds in minimal pairs of words and identify which sound makes one word different from another, then they are likely to have attained a level of awareness that fully supports word recognition, spelling, and vocabularypg 60Optional: remind participants that when teaching students, it is best to use wider contrasts in pairs of phonemes first before using minimal pairs. Ie: teach short vowels a and o first before teaching short vowels of e and i---may refer back to vowel chart 52Variations in pronounciationsSmall Groups will explore four different types of Allophonic variations: NasalizationsAspirationsFlappingAffrications

Provide time for each group to read their assigned section and to share with larger group the key ideas. 53

Allophonic VariationAspiration of /p/, /t/, and /k/.Nasalization of a vowel before a nasal consonant; deletion of a nasal consonant after a vowel and before another consonant.Flapping of /t/ and /d/.Affrication of /t/ or /d/ before /r/ or /y/.Lets look at each of these separately.54Explain to participants that this slide is an overview. The following slides will focus on each of these allophonic variants separately and identify how they can affect student spellings.Direct participants to take notes on their completed Consonant Phonemes Chart handout.The four variations that are discussed here are only some of many variations in phoneme production that occur naturally in speech.

Aspiration of /p/, /t/, and /k//p/, /t/, and /k/ are pronounced with a push of breath at the beginning of a syllable and before a vowel.As you say these words, put your hand in front of your mouth to feel the air: pet, prize tip, tart cat, couch

If /p/, /t/, and /k/ are the second sound in a blend, there is no push of breath.Now say these words while feeling the air. Notice the difference? pit, spit tart, start kin, skin

If /p/, /t/, and /k/ are at the end of a word, students often confuse the sound with the voiced partner or omit the letter altogether.p. 4855Talk through this slide, having participants say each set of words and feel their breath with their hands.Aspiration

/p//b//t/ /d//k/ /g//r/sbider, sbesl sdashn, sdrt sgin, sgary

What words are the young students trying to spell?

English Consonant Phonemes by Place and Manner of Articulation56Get participants to notice that these are all stop consonant sounds; when unaspirated, they are often confused with their voiced pairs. The words are: spider, special, station, start, skin, scary.Explain to participants that where these sounds fall on the Consonant Phonemes Chart further illustrates the fact that these are not haphazard changes, but predictable, organized ways in which the sounds vary, depending on their position within words. It also continues to show the importance of understanding this organizational system in order to use it to inform instructional decisions. Nasalization of a VowelSay these word pairs while holding your nose:bad, band said, sendrat, rant dote, dontsick, sink puck, punkWhat happens to the vowel sounds that come right before the nasals?

Students often lose or confuse nasal sounds in their spellings.57Follow the directions within this slide so that participants experience the feeling of air going through their noses and what happens when the air is obstructed!When vowels occur before nasal consonants, they are automatically nasalized. The nasal consonant is absorbed by the vowel and the following consonant. Thus, the nasal sound is difficult to recognize and is often omitted in childrens spelling.Nasalization of a Vowel

/m//n//ng//r/sik, wet, basemet, juppy, siple

What words are the young students trying to spell?

English Consonant Phonemes by Place and Manner of Articulation58Point out to participants that all of these sounds are in the same row, and all are distinguished by the flow of air through the nose.The words are: sink, went, basement, jumpy, simple.Flapping of /t/ and /d/In American dialect, the middle sound of /t/ is changed to /d/ when it falls between an accented and unaccented vowel.

Say the following words:waterletterwriterlittleBritishbettermatterpotter

What happens to the middle sound?59Ask participants to say the words on this slide aloud, taking notice of what happens to the middle sound. What happens? The medial sound of /t/ sounds more like /d/.While the British continue to articulate this medial /t/ sound, the American version has changed the way we articulate it, making this sound more like a /d/ sound.

Flapping of /t/ and /d/

/t//d//r/p. 49

English Consonant Phonemes by Place and Manner of Articulation60Show how the organizational system of the Consonant Phonemes Chart helps us understand how certain consonant sounds can be easily confused.Flapping of /t/ and /d/Given this allophonic variant, watch how students often misspell these words:water wadrbetter bedrwriter wridrBritish Bridishlittle lidl matter madrletter ledr61Since this is an easier variant to understand, have participants look at these misspellings rather than take the time to create their own misspellings. Affrication of /t/ and /d/When a /t/ or /d/ is before an /r/ or a /y/, the sounds for the /t/ and /d/ change.The sounds feel more like /ch/ for /t/ and /j/ for /d/.Look at why this is:Say /t/. Now say /r/. Say /d/.Now say /r/.How does your mouth look and feel when you say these sounds? Use your mirrors to check.Lets see what happens when these sounds are embedded within words.62Please note that this is perhaps the most difficult variant to explain, but participants will see issues with affrication reflected in student spelling errors. Talk through the examples in this slide. Affrication of /t/ and /d/

/t/ /d//ch//j//r/What words are students trying to spell?

chran, chrick, hretjrs, jragin, granwhen followed by /r/

English Consonant Phonemes by Place and Manner of Articulation63Again, show participants how the organization of the Consonant Phonemes Chart makes these allophonic variants easier to understand and categorize. This is illustrating just the /t/ or /d/ followed by /r/. You will include the sound /y/ in the following slide.The words are: train, trick, treat, dress, dragon, drain.Explain that with the many changes that can happen with the pronunciation of the letters t and d, it is a wonder that students ever represent these sounds correctly! Affrication of /t/ and /d/Watch and feel what happens when /t/ or /d/ comes before the glided sound /y/:Say the word Nate. Now say nature.Say Ed. Now say educate.How does your mouth change when you say each pair?p. 4964Use this slide to illustrate to participants that the sounds of /t/ and /d/ also change when they appear before the sound /y/.Involve participants by following the directions within the slide. As with the previous examples, participants should again notice that their mouths pucker with the articulation of these sounds within words like nature and educate. May want to watch a seat neighbor make these sounds.if mirrors are not handy My favorite holidayIs forofjloiliktowochmy bruver lot the fiveyro I git to live 7 fiveyrosc olev l flou in the aruq all the rast do iot flay sum did I out on an off ani lik to wich the feryrsck. Br BrSpelling Sample: Second-Grade Student65Give participants a few minutes to attempt to read this sample out loud. Make note of misspellings that are indicative of phonological errors.Correction:My favorite holiday is fourth of July. I like to watch my brother light the fireworks. I get to light 7 fireworks. Only one flew in the air; all the rest did not fly. Some died out on and off and I like to watch the fireworks.This second grade sample is provided in the Handout Folder of the LETRS Module 2 Presenters Kit. You may choose to pass out a hard copy form of this sample to participants so that they may write directly on it.My favorite holidayIs forofjloiliktowochmy bruver lot the fiveyro I git to live 7 fiveyrosc olev l flou in the aruq all the rast do iot flay sum did I out on an off ani lik to wich the feryrsck. Br BrSpelling Sample: Second-Grade Student66While there are many examples of phonological confusions in this writing sample, the circled words show specific examples. There are more examples beyond what is circled.forth Dropped the /th/.brother Substituted voiced /th/ with /v/; both voiced fricatives.light Confuses // with //, which are next to each other on the vowel half-circle.get // confused with //, two sounds that are close in articulation.light A second misspelling of light, this time confusing the /t/ with /v/; very different sounds.rest Confusion of // with //.watch Confusion with vowel sound.Br Br Likely supposed to be some sound fireworks make, perhaps with a /p/.General Principles of Teaching Phoneme AwarenessThink multisensory!A few brief activities (about 5-10 minutes daily)Encourage mouth awarenessFocus on speech sounds before lettersFollow a scope and sequence of phonological skill development (developmental progression)Include all English phonemes in the instructionI do, We do, You do modelGive immediate corrective feedbackUse letters as soon as students are ready

67Unit 1 example lessonPhoneme production/replication: repeat these sounds./a/ /t/ /s/ /m/ /b/ /k/ /f/ am, tan, sat, mat, bat, cat, fatPhoneme isolation: Say am, (repeat am), Say am (repeat am) Whats the first sound in am? /a/ Say am (repeat am), say am (repeat am) Whats the last sound in am? /m/ Phoneme Segmentation/Counting: Say mat, (repeat mat), Say mat, (repeat mat), Say the sounds in mat. M-a-t

Jane Fell Greene, Sounds and Letters for Readers and Spellers, 1997Explain that phoneme awareness skill is directly tied to how well students will become better readers/writers. Brief 5-10 minutes a day combined with an effective reading program can be what it takes to provide practice for students.68Unit 1: sample lesson4. Phoneme Blending: Listen and repeat. Listen and repeat:/b//a//m/ (repeat 3 times) Bam 5. Rhyming: say sat. (repeat sat) Say sat. Repeat sat. Say a word that rhymes with sat. (hat, cat, bat, at) 6. Phoneme Deletion: Say at. (repeat at) Say at. (repeat at) Say at without the /t/. /a/ 7. Phoneme Substitution: say sat. (repeat sat) Say sat. (repeat sat.) Now change the first sound in sat to /k/. (cat)8. Phoneme Reversal: Say mat. (repeat mat) say mat (repeat mat) Now change the first sound to last and the last sound to first. (tam)Unit 1 sample lesson continuedPig Latin: Say bat. (repeat bat) Say bat (repeat bat) Say bat without the /b/. /at/Say /at/ (repeat at) Say at (repeat at). Say at with /b/ at the end. /at b/ Now say /ay/ at the end. /at bay/

Greene, Sounds and Letters for Readers and SpellersThe Structure of English Orthography Printed Word recognitionLanguage Comprehensionx2 domainsHistory of EnglishPhoneme and Grapheme Mapping George Bernard Shaw

ghoti

cough

women

nationGeorge Benard Shaw said by the rules of English you could spell the word Fish by ghoti. Take a few minutes with a partner and see if you can figure out how does ghoti spell the word fish?725 principles for understanding English orthography Orthography We spell by language of origin.We spell by phoneme-grapheme correspondence.We spell position of phoneme or grapheme in a word.We spell by letter order and sequence patterns, or orthographic conventions.We spell by meaning (morphology) and part of speech. We are going to cover two of these today.73Layers of English

Eastern Europe

Angelo Saxon influence in EnglishDates back 20,000 years Starts with words from tribes in Eastern EuropeFound in Germanic languages of German, Swedish, Dutch and English One syllable and everyday objects, activities and events Must have a vowel in each syllable New words created using compound words

Angelo Saxon influence in EnglishUses vowel teams; digraphs; silent lettersirregular spellings mom, football, at, see, sky, moon, horse, finer, shoe, shirt, pants, sister, hate, touch, think, head, would, do

Norman French

10661300Norman (French) influence in EnglishWords related to culture, fashion and foodAbstract social ideas and relationshipsOu for // as in soup; soft c and g when followed by e, i or y; special endings ine, -ette, -elle, -iquebeef, couture, rendezvous, amuse, rouge, coupon, novice, croquet, debut, mirage, justice

Latin influence around the world

The Latin alphabet, also called the Roman alphabet, is the most widely used alphabetic writing system in the world today. It evolved from the western variety of the Greek alphabet called the Cumaean alphabet, and was initially developed by the ancient Romans to write the Latin language.

The Latin alphabet spread, along with the Latin language, from the Italian Peninsula to the lands surrounding the Mediterranean Sea with the expansion of the Roman Empire. The eastern half of the Empire, including Greece, Asia Minor, the Levant, and Egypt, continued to use Greek as a lingua franca, but Latin was widely spoken in the western half, and as the western Romance languages evolved out of Latin, they continued to use and adapt the Latin alphabet.With the spread of Western Christianity during the Middle Ages, the alphabet was gradually adopted by the peoples of northern Europe who spoke Celtic languages (displacing the Ogham alphabet) or Germanic languages (displacing their earlier Runic alphabets), Baltic languages, as well as by the speakers of several Finno-Ugric languages, most notably Hungarian, Finnish and Estonian. The alphabet also came into use for writing the West Slavic languages and several South Slavic languages, as the people who spoke them adopted Roman Catholicism. The speakers of East Slavic languages generally adopted the Cyrillic alphabet along with Orthodox Christianity. The Serbian language uses both alphabets, with Latin being the predominant alphabet in the province of Vojvodina.

Over the past 500 years, the alphabet has spread around the world, to the Americas, Oceania, and parts of Asia, Africa, and the Pacific with European colonization, along with the Spanish, Portuguese, English, French, Swedish and Dutch languages. The Latin alphabet is also used for many Austronesian languages, including Tagalog and the other languages of the Philippines, and the official Malaysian and Indonesian languages, replacing earlier Arabic and indigenous Brahmic alphabets. Some glyph forms from the Latin alphabet served as the basis for the forms of the symbols in the Cherokee syllabary developed by Sequoyah; however, the sounds of the final syllabary were completely different. L. L. Zamenhof used the Latin alphabet as the basis for the alphabet of Esperanto.

80Latin based languages

FrenchItalian SpanishRomanianLatin influence in EnglishMulti-syllable words organized around a rootOften found in literature, social studies and scienceTypically found in upper elementary gradesMost roots contain short vowelsThe schwa if most found in Latin words Affixes

Latin influence in EnglishLatin roots can form hundreds of thousands of wordsRepresent more abstract concepts excellent, direction, interrupt, firmament, terrestrial, solar, stellar, aquarium, locomotion, hostility, reject, deceptionHistory of the Alphabet

The history of the alphabet begins in Ancient Egypt, more than a millennium into the history of writing. The first pure alphabet emerged around 2000 BCE to represent the language of Semitic workers in Egypt (see Middle Bronze Age alphabets), and was derived from the alphabetic principles of the Egyptian hieroglyphs. Most alphabets in the world today either descend directly from this development, for example the Greek and Latin alphabets, or were inspired by its design.

The Phoenician alphabet is a continuation which was derived from the Egyptian alphabet consisted of one symbol for each consonant of the language and one vowel. Each symbol was named for an object and represented an sound.

The first letter was representative of an ox. You can see the horns. It was called Aleph.

Since the Phoenicians were a costal people, they specialized in shipping and trade. This allowed them to share and spread their alphabet through out the North Africa, the Middle East and Europe. Evidence of the Phoenician alphabet is even found in Ireland. This had a huge impact on the Greeks. 84History of the Alphabet

The Greek alphabet is a set of twenty-four letters that has been used to write the Greek language since the late 9th or early 8th century BCE. It is the first and oldest alphabet in the narrow sense that it notes each vowel and consonant with a separate symbol.

Note the first letter is the same as the Phoenician first letter but turned around. The name is the same as well.

85Why the Latin alphabet doesnt work for English

English has 44 sounds but there are only 26 letters!There are 44 sounds in the English language but only 26 letters to represent the 44 sounds. Another problem is that English is a polygot language so there are many words from Angelo/Saxon, French, and Latin that are pronounced the same way but have different meaning (homophones). In addition English allows foreign words into our vocabulary. It is not a pure language such as French or Japanese. We have words like burrito and spaghetti which dont follow English word patterns. 86"...as every Letter ought to be, confin'd to one; the same is to be observ'd in all the Letters, Vowels and Consonants, that wherever they are met with, or in whatever Company, their Sound is always the same. It is also intended that there be no superfluous Letters used in Spelling, i.e. no Letter that is not sounded, and this Alphabet by Six new Letters provides that there be no distinct Sounds in the Language without Letters to express them". - Benjamin Franklin

This used to drive Benjamin Franklin nuts as noted in this quote. He actually create an alphabet to address the lack of symbols for all the sounds in the English language. 87Franklins Alphabet

This might have been what our writing would look like today if he was successful in unveiling the new American alphabet. 88Franklins Alphabet

He felt by adding 6 new letters then there would almost be a one to one correspondence with letter and sound, much like Spanish.

Of course he was also the one who wanted the turkey to be our national symbol instead of the bald eagle. 89Why the Latin alphabet doesnt work for English

During the middle ages the church had great influence on the development of a written system for English. The Latin Alphabet was retained but spelling conventions were a disaster. Typically the literate were Monks who were responsible for hand writing the bible, called Illuminated Bibles. There were no conventions and each monk would use their own spellings for words.

When the printing press was introduced to English then many of the spelling conventions were set in place. The first dictionary was compiled in 1755 by Samuel Johnson which solidified the spelling conventions that we mostly used today. 90Greece

St. Augustine10th Century16th CenturyTudorsGreek influence in EnglishMostly found in science vocabularySome of the less common letter-sound graphemes such as rh (rhododendron), pt (pterodactyl), pn (pneumonia), ps (psychology)constructed from combining forms (similar to compound words

Greek influence in EnglishLearning a relatively few Greek roots allow you access to thousands of words (i.e. micro, scope, bio, graph)hypnosis, agnostic, neuropsychology, decathlon, catatonic, agoraphobia, chlorophyll, psysiognomy

Identify the language of origin _____ hemisphere_____ inducement_____ groundhog_____ gnocchi_____ arms_____ kaput_____ dealt_____ stadium_____ etymology_____ suffix_____ knight_____ wantedGLASOL- Latin/French; G- Greek; AS- Anglo Saxon; O-other ASOASLGLASAS Speech to Print Workbook, L Moats

CH- sort these ch spellings; what is their language or origin chaufferchalkcharactermachinechairchaletcheekchestnutchagrin

cholesterolchateauchlorophylllunchchaoschuckchaseschoolchapstick

cachechemicalchlorine

Speech to Print Workbook, L Moats use the words provided in the envelopes to sort into by the language of origin95Evolution of Spelling Old English->Middle English adopted spelling habits-started letter combinations au/aw, ai/ay Silent e Old English was pronounced; dropped pronunciation in Middle English; add e for appearance or spelling consistency; 1600 s Became the guide for pronunciation for long vowel sounds and to make c or g say the soft sound 1350 to 1500Century Great Vowel Shift middle to modern EnglishPreviously the vowels sounds similar to Latin vowel production; The long vowel sounds were raised in the mouth; some turnedinto diphthongs Modern English has been fixed since the 17th Century Great Vowel Shift (WHY?)

The pronunciation of vowels changed but the spellings did not; this account for some of the most peculiar spellings in English Most of our spellings are still dated from 14-15th century97English is heavily influencedEnglish is a system heavily influenced by its word origins in spite of many historical efforts to simplify and standardize. English continues to adult words from other languages, assimilation their spelling as well as their meanings.-Moats Where do these words come from?bungalow, dinghypistol, polka, robotammonia, ebony, ivorybard, golf, slogan, whiskyamen, gauze, kosherhusky, kayak, igloojudo, soy, tycooncocoa, llama

Bengali Czech Egyptian Scottish Hebrew Inuit Japanese Quechua We spell by phoneme/graphemecorrespondence Phoneme/GraphemeGraphemeGraph= write; -eme = unit of structure Written form of a sound Phoneme Phono= sound; -eme = unit of structure distinctive sounds Warm-Up: Identify the Graphemesacha

mpp. 239/28/2012102This slide is carefully animated to show the progression of mapping sounds (phonemes) to letters (graphemes).Start by showing participants how to map the sounds of the word champ with colored blocks onto the grid, saying each individual sound as you move the blocks. Each box represents one phoneme or speech sound. Once the sounds are mapped, move the blocks up and write in the letter or letter combination that represents each phoneme. Steps:Move the blocks onto the grid to segment individual speech sounds.Move each block above the grid, writing in the letter patterns that represent each speech sound.Ask participants to watch as you complete this example. This is the I Do part of the lesson.Kathi Grace has developed this technique into a program of instruction (Grace, 2007).Grace, K. (2007). Phonics and spelling through phoneme-grapheme mapping. Longmont, CO: Sopris West Educational Services.Warm-Up: Identify the GraphemesWe DoabriskTake out five coins, chips, or blocks.p. 239/28/2012103This slide is carefully custom animated to show the progression of mapping sounds (phonemes) to letters (graphemes). Practice this before you present!Have participants take out 5 pennies or coins, or provide them with bingo chips or blocks for this activity.Ask participants to map the sounds of the word brisk with manipulatives on their grids as you demonstrate with this slide, saying each individual sound as you move the blocks. Each box represents one phoneme or speech sound. Once the sounds are mapped, show participants how to move the blocks up and write in the letter or letter combination that represents each phoneme. Have them do this at their seats with you. They can use the grid provided in the Warm-Up section of their LETRS Module 3 manuals, page 23. Steps:Move blocks onto the grid to segment individual speech sounds.Move each block above the grid, writing in the letter patterns that represent each speech sound.Ask participants to use pennies or bingo chips to complete this example along with you. This is the We Do part of the lesson.

Phoneme/Grapheme Mapping

Now write the following graphemes that represent the phonemes heard in the word that the instructor says. (answers on following slide) ShrimpBlondChunkFreshSting

104Warm-Up: How Did You Do?shrimpblondchunkfreshsting9/28/2012105Have participants check their answers against the answers on this and the following slide, clarifying any confusions they may have.When participants make mistakes, direct them to look on their Consonant or Vowel Phonemes Charts. These charts represent the inventory, or phonetics, of the English language and can help participants check whether they are accurate in their responses to this phoneme-grapheme activity.GraphemesA grapheme is a letter or letter pattern that corresponds to or represents a phoneme (speech sound).

Graphemes can be one, two, three, or four letters in English!

Examples:1 letter: a as in strap2 letters: ng as in ring3 letters: tch as in ditch4 letters:ough as in throughpp. 24-259/28/2012106Review this definition, and examples, for graphemes. Note that a grapheme is not necessarily one letter! Ask participants if they can identify other examples of one-, two-, three-, and four-letter graphemes. The grapheme types common to English are reviewed in this section.

We Use Graphemes: Letters and Letter CombinationsPhoneme-Grapheme Correspondence:

/ch////z/ /d/ // /d/ /l/ /z/

cheese d oo d le s

9/28/2012107This slide illustrates how phonemes are the foundation for graphemes. Types of Consonant GraphemesSingle letters (including blends): trap, spendDoublets: puff, hill, lass, fizzDigraphs: chain, shrink, either, phone

Trigraphs: wedge, botch

Consonants in blends: scrape, thrush

Silent-letter combinations: comb, autumn, folk

Odd letter x: box, exact

Combination qu: quickly9/28/2012108Your goal here is to clarify the terminology used to identify the different types of consonant graphemes. These terms and categories are useful in instruction and help your participants differentiate among different consonant spellings. One common misconception to clear up with participants is the fact that blends are not one sound. Students must process each individual sound in a blend to distinguish one word from another, such as flesh and fresh, tap and trap, send and spend. The word shrink has a blend that contains a digraph spelling in the beginning (sh) and a blend on the end (nk). These are complex terms for some participants; review them carefully and in order.Types of Vowel GraphemesSingle Letters (long and short):robot, capon, mopedVowel Teams: east, south, night, blueVowel-r Combinations: her, bird, fur, carVowel-Consonant-e: cape, kite, cube, rode9/28/2012109With participants, review the various types of vowel graphemes included in this slide. Explain that the term vowel digraph is not used because vowel graphemes can consist of three and four letters, not just two.The Vowel Phonemes Chart Revisitedp. 31

9/28/2012110Remind participants that this Vowel Phonemes Chart helps to identify the 18 vowel sounds of the English language. Here we include words to illustrate some of the various ways we spell these vowel sounds. These spellings are representative of most, but not all, of the graphemes used to represent vowel phonemes and are listed from most commonly used letter patterns to least commonly used letter patterns.Assignments, Reading, and Next Class Assignment Exit Slip Due at the end of class (ask your instructor on their preferred method of turning in)Part One Assessments completed on two students Due on Oct 2, 2012 Readings

Chapters 4 and 5 The structure of English Orthography part two; MorphologyNext Class