9780131100992

Acknowledging that phonics is a necessary tool for helping children become independent readers, this practical, up-to-date book ensures readers learn strategies supported by current research--helps ready future teachers for today's standards-based educational system and the expectations of administrators, parents, and others. This book incorporates current best practices in phonemic awareness, word families, letter-sound patterns, and multi-letter groups into 96 practical, research-based activities. Coverage addresses the needs of children who have difficulty identifying words in context, as well as those whose first language is not English. By focusing on transferable teaching strategies rather than rote letter/sound learning, this book reshapes how future teachers will introduce this critical component of reading to tomorrow's classrooms. For prospective teachers of grades K-5.

CHAPTER 1

Word Identification in a Balanced Reading Program

1

(20)

Key Ideas

2

(1)

Key Vocabulary

2

(1)

What Is Phonics, Who Teaches It and Why?

3

(2)

Phonics in a Balanced Reading Program

5

(5)

When Do We Teach Phonics?

6

(1)

How Do We Teach Phonics?

6

(1)

How Much Time Should We Spend Teaching Phonics?

7

(2)

Under What Circumstances Should We Teach Phonics?

9

(1)

Three Cues for Reading New Words

10

(2)

Developing Metacognitive Awareness

12

(2)

Four Ways to Read Words

14

(1)

The Five Stages of Movement Toward Word Fluency

15

(4)

Prealphabetic Stage

15

(2)

Partial Alphabetic Stage

17

(1)

Alphabetic Stage

17

(1)

Consolidated Stage

17

(1)

Automatic Stage

18

(1)

References

19

(2)

CHAPTER 2

Phonemic Awareness: Becoming Aware of the Sounds of Language

21

(40)

Key Ideas

22

(1)

Key Vocabulary

22

(1)

What Is Phonemic Awareness?

23

(2)

What Is Phonological Awareness?

25

(1)

The Connection Between Phonemic Awareness and Phonics

25

(1)

Phonemic Awareness Develops in a Sequence

25

(1)

Rhyme Awareness

26

(1)

Three Ways Children Demonstrate Rhyme Awareness

27

(1)

Fourteen Easy and Effective Rhyme Awareness Activities

28

(9)

Sound Awareness

37

(1)

Eight Ways Children Demonstrate Sound Awareness

38

(2)

Eleven Best Practices for Teaching Phonemic Awareness

40

(1)

Seventeen Easy and Effective Activities for Teaching Phonemic Awareness

41

(15)

Phonemic Awareness Tests

56

(1)

Teaching Phonemic Awareness in Your Balanced Classroom Reading Program

57

(1)

References

58

(3)

CHAPTER 3

Early Word Identification Strategies: Using Logos, Pictures, Word Configuration, and One or Two Letter-Sound Associations to Read New Words

61

(16)

Key Ideas

62

(1)

Key Vocabulary

62

(2)

Environmental Cues: The Strategy of Associating Meaning With the Print in Our Everyday Surroundings

64

(1)

Picture Cues: The Strategy of Inferring Meaning From Illustrations

64

(1)

Configuration: The Strategy of Using Word Length, Word shape, or Eye-catching Letters to Read New Words

65

(3)

Word shape

66

(1)

Word Length

67

(1)

Letter shape

67

(1)

The Prealphabetic Stage of Movement Toward Word Fluency and the Precommunicative Stage of Spelling

68

(1)

Seven Best Practices for Teaching Children in the Prealphabetic Stage of Movement Toward Word Fluency

68

(3)

Phonetic Cues: The Strategy of Using Letter-Names or One or Two Letter-Sounds to Read New Words

71

(1)

The Partial Alphabetic stage of Movement Toward Word Fluency and the Semiphonetic Stage of Spelling

71

(3)

Six Best Practices for Teaching Children 1n the Partial Alphabetic Stage of Movement Toward Word Fluency

74

(2)

References

76

(1)

CHAPTER 4

The Analogy Strategy: Using Parts of Familiar Words to Read New Words

77

(34)

Key Ideas

78

(1)

Key Vocabulary

78

(1)

Looking Inside Syllables

79

(1)

How Readers Use the Analogy strategy to Read New Words

80

(1)

Three Strategies for Keeping Word Identification Meaning Focused

81

(3)

Cross-Checking

82

(1)

Self-Monitoring

83

(1)

Self-Correcting

83

(1)

Rimes, Phonograms, and Word Families

84

(1)

Why Do Children Use Onsets and Rimes to Read New Words?

84

(3)

Six Best Practices for Teaching Children to Use the Analogy strategy With Onsets and Rimes

87

(2)

Twenty Easy and Effective Activities for Teaching the Analogy Strategy

89

(18)

Looking Beyond the Analogy strategy

107

(1)

References

108

(3)

CHAPTER 5

The Letter Sound Strategy: Using Letters and Sounds to Read New Words

111

(42)

Key Ideas

112

(1)

Key Vocabulary

112

(1)

Letter-Sound Patterns

113

(1)

Reading New Words with the Letter-Sound strategy

114

(5)

Correcting Misidentifications

118

(1)

Minor Mistakes

119

(1)

A Sequence for Teaching Letter-Sound Patterns

119

(4)

Two Less Challenging Patterns

120

(1)

Seven More Challenging Patterns

120

(2)

Four Most Challenging Patterns

122

(1)

Demonstrating How Some Patterns Represent More Than One Sound

123

(1)

Do Phonics Rules Belong in Your Balanced Classroom Reading Program?

123

(2)

The Alphabetic Stage of Movement Toward Word Fluency and the Phonetic stage of spelling

125

(3)

Ten Best Practices for Teaching Letter-Sound Patterns

128

(2)

How Decodable Books Fit into Your Balanced Classroom Reading Program

130

(1)

Twenty-Three Easy and Effective Activities for Teaching Letter-Sound Patterns

130

(20)

Moving Toward Word Identification With Multiletter Chunks

150

(1)

References

150

(3)

CHAPTER 6

The Multiletter Chunk Strategy: Using the Multiletter Groups in Word Structure to Read New Long Words

153

(42)

Key Ideas

154

(1)

Key Vocabulary

154

(2)

Why Readers Chunk Letters

156

(1)

Using the Multiletter Chunks in Word Structure to Read Long Words

157

(2)

Correcting Misidentifications

159

(1)

Roots of the Multiletter Chunk Strategy

159

(1)

The Consolidated Stage of Movement Toward Word Fluency and the Transitional Stage of Spelling

160

(3)

Prefixes, Suffixes, and Base Words

163

(4)

Prefixes

163

(1)

Suffixes

163

(2)

Base Words

165

(2)

Five Best Practices for Teaching Prefixes and Suffixes

167

(1)

Greek and Latin Roots

168

(1)

Compound Words

169

(1)

Contractions

169

(1)

Syllables

170

(3)

Five Syllable Patterns

170

(2)

Accent Patterns

172

(1)

Three Best Practices for Teaching Syllables

173

(1)

Twenty-Two Easy and Effective Activities for Teaching the Multiletter Chunks in Word Structure

173

(19)

Insight into Word Meaning and Pronunciation

192

(1)

References

192

(3)

CHAPTER 7

Children Who Need Extra Help

195

(28)

Key Ideas

196

(1)

Children Who Over-rely on Picture Cues

197

(4)

Shandra

197

(4)

Children Who Do Not Effectively Use the Analogy and the Letter-Sound Strategies

201

(11)

Raymond

202

(3)

Melissa

205

(4)

Mike

209

(3)

Children Who Speak Languages Other Than English at Home

212

(4)

Nine Best Practices for Teaching Reading and Sharing Literacy with Second Language Learners

216

(4)

References

220

APPENDIX A

Rimes for Word Reading and Spelling

223

(5)

APPENDIX B

Letter-Sound Patterns

228

(15)

APPENDIX G

Generalizations for Adding suffixes

243

(4)

APPENDIX D

Greek and Latin Roots

247

(2)

Key Vocabulary

249

(4)

Index

253

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

When I began writing the first edition more than 10 years ago, we were in the midst of a debate about the role, function, and contribution of phonics in learning to read. Phonics is still a hot button. While most educators agree that children need to learn how our alphabetic writing system works, the bone of contention is how much time and energy teachers should put into phonics. The perspective I take in this book is that we cannot afford not to teach phonics, but we cannot afford to overdo it either. Phonics is a means to an end, not an end in and of itself. Children learn phonics so they can read and learn new words and, in so doing, build a large fluent reading vocabulary. The goal of all approaches to teaching reading is for children to become independent readers. Phonics is a necessary tool in achieving this universal goal. Core Beliefs About What Makes a Good Phonics Teacher From my perspective, a good phonics teacher knows how the letter patterns of phonics match the sounds in words. A good teacher understands and knows how to teach the prefixes, suffixes, syllables, and other multiletter groups in the structure of long words. Also important for good teaching is understanding how children develop competence in reading new words, and the strategies children use at different stages in their development as readers. A good teacher understands that a balanced classroom reading program provides phonics instruction in proportion to children's needs. Who Will Benefit From Reading This Book:This book is for kindergarten through fifth-grade teachers getting ready to enter the classroom for the first time, and for practicing teachers who already have classroom experience. This book offers a comprehensive, easy-to-understand explanation of what children do when they first begin to pay attention to print, how children learn and use the letter-sounds of phonics, and the contribution that knowledge of the prefixes, suffixes, and syllables in word structure makes to building a large reading vocabulary. It offers a theory-based, developmental perspective on teaching word identification, and describes teaching activities that are consistent with this theoretical perspective. What Principles Guide Phonics Teachers:The first guiding principle is that learning to read new words unfolds in a predictable developmental sequence that begins long before children ever pay attention to the specific words in books, and ends when children rapidly, accurately, and effortlessly recognize all the words in everyday reading. The second guiding principle is that we teach children how our writing system works so that they can develop a large fluent reading vocabulary and, ultimately, become independent readers. Children may begin kindergarten with only the foggiest knowledge of our writing system, but they leave fifth grade with a wide and rich body of words that they recognize quickly, accurately and effortlessly. A third and final principle is that ultimately successful teaching is measured by children's ability to learn new words on their own, to read independently, to easily recognize many different words, and to focus their attention on comprehension. New in This Edition Each bulleted item describes a new few feature for this third edition. We have learned a good deal more about how to effectively teach word identification in kindergarten through fifth grade since the last edition, and so this edition includes a section in chapters solely devoted to best practices. New teaching activities have been added to help teachers implement best practices in their classrooms, and the explanations of the teaching activities have been refined to make them easy to apply in any classroom setting. Also new in this edition are descriptions of the different ways in which children show their teachers that they are aware of the rhymes and sounds in language.

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Word Identification Strategies : Phonics from a New Perspective

Word Identification Strategies : Phonics from a New Perspective

0131100998

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