CIRG – 653:
MODULE 6
By: Kaitlin Shook-Tuttle
EMERGENT LITERACY
• “…children are entering into an early stage of becoming readers
and writers.”
• Big 5:
- Phonemic awareness
- Alphabetics (letter knowledge and phonics)
- Fluency
- Vocabulary
- Comprehension
(Reutzel, pg. 85-86)
CONCEPTS ABOUT PRINT
• Reading left to right
• Book handling
• Voice-print matching
• Punctuation
(Reutzel, pg. 86)
ALPHABETICS AND PHONEMIC
AWARENESS
• Phonemic Awareness
-
“… the ability to focus on and manipulate
phonemes in spoken words.”
• Phonological Awareness
–“…hearing and manipulating parts of spoken
language such as words, syllables, rhyming elements in
syllables, and alliteration.”
(Reutzel, pg. 88)
PLANNING FOR PRESCHOOL
STUDENTS
• Concepts about Print – environmental
print, shared reading
• Phonemic Awareness – words have
meaning, spoken syllables, phonemes
• Letter-Name Knowledge – recognizing
and writing letters
• MODEL!!!!
(Reutzel, pg. 97 - 103)
STAGES OF READING WORDS
• Prealphabetic Stage (Prephonemic): “selective
association”, use of nonphonemic features (no patterns are
formed)
• Partial Alphabetic Stage (Early Letter Name):
letter-sound relationships form, only for a letter or two
within a word
• Full Alphabetic Stage (Letter Name): apply letter-sound
relationships, begin to decode words
• Consolidated Alphabetic Stage (Within-Word
Pattern): begin making connections (finding patterns) and
begin to process longer units
(Gunning, pg. 178-179)
PHONICS
• Stage Theory : nearly all words we learn are learned through
phonics; instruction should be leveled to each student’s stage
• Principles:
- “Phonics must teach skills necessary for decoding words.”
- Begin instruction where student lacks, not where they all know
- Skills should correlate to reading tasks being given or about to be
given
• Dialect: Use the dialect that your students use
(Gunning, pg. 180 – 181)
PHONICS APPROACHES
• Analytical Approach: consonants not isolated; taught within whole word
• Synthetic Approach: words are decodable by sound (consonants and vowels)
• Whole or Whole to Part Approaches: use shared-reading (or listen to a selection) to
draw elements to be presented
• Embedded or Systematic Approaches:
- Embedded: key elements taught in a logical order
- Systemic: taught phonics as need occurs and in context of a selection
(Gunning, pg. 184 – 185)
PHONICS INSTRUCTION
STRATEGIES
• Pronounceable Word Part: use parts of the
word that is known to figure out the rest word
• Analogy Strategy: compare word that is
unknown to a word that is known
• Context: use words around unknown word to
figure it out
(Gunning, pg. 214-215)
PHONICS ELEMENTS
• Consonants: 25 sounds that can be spelled with
one letter, digraphs (2 letters), or blends/cluster
(mostly consist of l, r, or s)
• Vowels: 16 sounds (more or less depending on
dialect)
• Onset: the consonant or consonant blend preceding
the rime
• Rime (phonograms/word families): a vowel or
vowels and any consonants that follow
(Gunning, pg. 182-183)
WAYS TO USE IN CLASSROOM:
TEACHING CONSONANTS
• Children’s Books:
- placed in classroom library
- exposure to letters
• Word Sorting:
- “classify words, and pictures on the basis of sound
and spelling and construct an understanding of the spelling
system”
- hands on activity
(Gunning, pg. 186 – 188)
WAYS TO USE IN CLASSROOM:
TEACHING CONSONANTS
(CONTINUED)
• Initial/Final Consonants: patterns
• Troublesome Correspondences: “c” and “g”
- c sounds like /s/ and g sounds like /j/ when followed by e, i, or y
• Consonant Blends:
- begin with “s” blends and stress the separate sounds
- present words like sack-stack and sand-stand to help students hear
and see the differences
(Gunning, pg. 191-193)
WAYS TO USE IN CLASSROOM:
TEACHING VOWELS
• Word – Building: create patterns by changing the onset of words (-
at, -et, etc.)
• Blending:
- sound: single or successive
- visual: point to letter and then sound out
• Patterns:
- CVC
- open-syllable
- final e
- vowel digraph
(Gunning, pg. 195 – 2000)
HIGH FREQUENCY WORDS
“Their spellings don’t do a good job of representing their
sounds.”
• Visually
• Introduce as new phonics are introduced
• Decode when possible
• Word Banks (word walls – change daily or as
needed)
(Gunning, pg. 241 – 246)
SHARED AND INTERACTIVE
READING PRACTICES
• Echo Reading: teacher reads and students echo
• Choral Reading: unison, refrain, antiphonal
• Paired Reading: an advanced reader and on level/below reader team up to read a text
• Alternate Reading: teacher and student take turns reading
• Repeated Reading: repeated lessons; especially using high frequency words
• Recorded-Book Method: read along as someone else reads
• Fluency Read-Alongs: online read along programs (Starfall, Fluency Tutor, etc.)
(Gunning, pg. 249 – 252)
FORMAL AND INFORMAL
ASSESSMENTS
• Formal
– Beginning Phonics Skills Test (consonant sounds and blends,
short and long vowels, r-vowel and other vowel words,
multisyllabic words and affixes
- Core Phonics Survey (letter names, consonant and vowel sounds
in real and pseudo-words)
• Informal
- Shared Readings
- Word Sorts
(Gunning, pg. 186 – 188, 223 - 224)
REFERENCES
Gunning, T. G. (2020). Creating literacy instruction: For all students.
Pearson.
Reutzel, D. R., & Cooter, R. B. (2019). Teaching children to read: The
teacher makes the difference. Pearson.
