1 of 27

Teaching Phonics and Spelling Patterns

Concepts and Strategies

2 of 27

Purpose/Goals

Identify phonics concepts and terminology.
Identify effective phonics instruction

Apply Phonics strategies for decoding unfamiliar words

3 of 27

Effective Phonics Instruction

Explicit

Letter/sound relationship is directly stated to the student.

Systematic

Moves from easy to complex.

Includes a review and repeat cycle.

4 of 27

Morpheme

Morpheme is the smallest meaningful unit of a language. A word may have one or more morphemes. There are free morphemes (capable of standing alone) and bound morphemes (Can not stand alone). https://en.wikipedia.org/wiki/Morpheme

Free Morphemes (can stand by itself): dog, house

Bound Morphemes: affixes (prefixes and suffixes) Unhealthy, quickly

5 of 27

Bound Morphemes

Inflectional affixes: Inflectional affixes serve a variety of grammatical functions. E.g. dogs

s noun plural
-'s noun possessive
-s verb present tense third person singular
-ing verb present participle/gerund
-ed verb simple past tense
-en verb past perfect participle
-er adjective comparative
-est adjective superlative

6 of 27

Bound Morphemes

Derivational affixes: They change the meaning of the word by attaching to the root word.

Unhealthy

gardener

pretest

replay

7 of 27

Decoding big words (Morphemic Analysis)

These big words are poly syllablic (many syllables) words. For these words,

1. We need to be able to recognize the spelling patterns.

2, How the word changes as prefixes and suffixes are added.

International

Prefix inter means between. International means between nations.

8 of 27

What is common in these groups of words?

Preview Pre (before) View-to see
Review Re (repeat) View- to see
Viewed View- to see ed (in the past)
Viewer View- to see er (person)
Viewing View- to se ing (happening now)

9 of 27

Nifty Thrifty Fifty (p.79)

For every word you know, you can figure out how to decode, spell and build meanings for 6 or 7 other words. For all the words, refer to page 79.
Antifreeze- anti means against
Communities- com means living together
Deodorize- de means take away
Encouragement- en means to give
Independence- in means opposite
Misunderstood- mis means wrong or bad.
Nonviolent- non means not violent.
Overpower- over means more than or too much.

10 of 27

Morphemic Analysis

Think of a big word (polysyllabic word) with a prefix and suffix with a partner. Write it on your index card.

Follow the strategy (Nifty fifty thrifty) shown in the video to draw, decode, and remember the meaning of the word.

The suffix -able and how it is used

https://www.macmillandictionary.com/us/dictionary/american/able_2

11 of 27

Now that we are familiar with some concepts related to Phonics…Let’s think about

How do we decode unfamiliar words?

By paying attention to

Understanding letter/sound relationships
Recognizing and storing patterns in long term memory (Orthographic mapping requires advanced phonemic awareness, letter-sound knowledge, and phonological long term memory)
Using the context to determine meaning of words

12 of 27

Cueing Systems

Semantic: MEANING- context clues (Does it make sense?)
Syntactic: Structural cues- the arrangement of words in a sentence Does it SOUND right?
Graphophonic- Visual Cues, letter-sound association Does it LOOK right?

13 of 27

How do we make sense of an unfamiliar word?

We think of two things simultaneously.

Think about what would make sense? (Semantic Cues)
Think about letters and sounds. (Graphophonic cues)

14 of 27

Understanding struggling (developing) readers

Struggling readers prefer to either think about meaning or think about letters and sounds but not both.

They may guess something that is sensible but ignore the letter sounds.

They may guess something that is close to the letter sounds but makes no sense in the sentence.

15 of 27

What does the research say about Phonics and Spelling Instruction?

A number of studies have supported combining phonics and spelling instruction (Ehri & Wise, 1987; Ellis & Catado, 1990).and integrating them both in reading and writing. (Juel & Minden-Cupp, 2000)

16 of 27

Word families have Onset and Rime

A syllable can normally be divided into two parts: the onset, which consists of the initial consonant or consonant blend, and the rime which consists of the vowel and any final consonants. (p.81 of your text)
In cat: C onset, at rime
Black: bl onset, ack rime

17 of 27

Most Common Spelling Patterns (create word sorts with these patterns with your index cards)

Knowing 37 spelling patterns will allow children to read and spell over 500 words commonly used by children. These are high frequency spelling patterns.
Ack ail ain ake ale ame
An ank ap ash at ate
Aw ay eat ell est ice
Ide ick ight ill in ine
Ing ink ip it ock oke
Op ore ot uck ug ump unk

18 of 27

Create Word Sorts

Please take out your index cards and pick 10 words from each word family to create a word sort.

Alternately, you may write the words in your notebook, categorize them, and create word sorts with materials readily available to you (cardstock, construction paper, etc.)

19 of 27

Phonics:

Making Words Movement Exercise

Have students hold different words and rearrange themselves to make new words.

Cap cape

Review Preview viewed viewer

20 of 27

Using Words You Know Strategy

Children write down words they know and categorize words based on their rhyming pattern.
Words that rhyme have the same spelling pattern and belong to the same word family.

http://tutoring.uncc.edu/sites/tutoring.uncc.edu/files/media/Word%20Families.pdf

e.g. Bike, hike, pike, spike, strike

cat, hat, mat, sat

Train, pain, chain, gain, sprain

21 of 27

Now You Try “Words You Know Strategy”

Write down 15 words you know.
Determine criteria for sorting.
Next, sort them into different categories based on your criteria.

22 of 27

�Guess the Covered Word Framework

The guess the covered word framework teaches children how to use context along with letter sounds to figure out what makes sense.
Teaches children in all elementary grades to use context to confirm or self-correct word recognition or understanding.

23 of 27

Scaffolding all Readers�Strategies for Decoding Unfamiliar Words

Guess the Covered Word Framework

Show the children all the letters up to the first vowel.

Caroline likes to eat cherries.
Mammals have some larger brain than all other animals.
I don’t know wh pie I like best.

24 of 27

Guess the Covered Word Demonstration

25 of 27

�Making Words Strategy

Making words is a type of instruction called guided discovery.
As children manipulate letters, they learn that changing the beginning or ending letter or moving letters around results in a completely different word.
Let’s make a word. Manipulate/change the order or positioning of the letters. Alternately you may add a letter to make a new word (cap to cape).