phonics and spelling instruction: moving on to long vowels, vowel patterns, and word study
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Phonics and Spelling Instruction: Moving on to Long Vowels, Vowel Patterns, and Word Study . Objectives. Build on early letter sound correspondence skills (consonants and short vowels) with more challenging letter/syllable patterns - PowerPoint PPT PresentationTRANSCRIPT
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Phonics and Spelling Instruction: Moving on to Long Vowels, Vowel Patterns, and
Word Study
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Objectives
• Build on early letter sound correspondence skills (consonants and short vowels) with more challenging letter/syllable patterns
• Practice Instruction in Long Vowel Sound Correspondence (Two Graphemes = One phoneme) (magic e/ee/ea)
• Identify common phonics patterns and how to teach them to young children
• Link sequence of phonics instruction to word study techniques
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Quick Review: Letter-Name Alphabetic Spelling Stage (WTW, Ch. 5)
• Early Letter-Name Alphabetic
• Middle Letter-Name Alphabetic
• Late Letter-Name Alphabetic
BD for bed
STEK for stick
SEP for ship
DRIV for drive
FT for float
LOP for lump
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Stages of Spelling Development
• What developmental level of spelling appears BEFORE the letter-name alphabetic stage? – EMERGENT
• What developmental levels of spelling appear AFTER the letter-name alphabetic stage? – WITHIN WORD– SYLLABLES AND AFFIXES – DERIVATIONAL
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Review: Phonics Instruction
• Two key practices for Phonics Instruction• S _______________ and E ______________SYSTEMATIC EXPLICIT
What is the recommended system or sequence for introducing phonics skills?
1. 2. 3. 4. 5.
1. Consonants (letter sound correspondence) 2. Short Vowels (letter/sound) > CVC words 3. Long Vowels4. Blends and Digraphs (two letter phonemes)5. Multisyllabic words (begin the sequence again)
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Spelling > Phonics > Reading??
• During which phase of reading are children…– introduced to phonics skills and syllable patterns – Demonstrate spelling patterns at the within-word
level• BEGINNING READING
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Remembering last week…
• Explicit Phonics Instruction – Consonants • Hear the consonant sound • Pair sound with letter and letter name• Hear (& discriminate) at beginning or end• See at beginning or end
– Short vowels • Hear the vowel sound• Pair sound with letter and letter name• Hear (& discriminate) in the middle or beginning • See at beginning or end (place in word pockets)
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I’ll model > Then you try
• Begin with a CVC word (that you know will follow the pattern) cap > cape
• What happens when an “e” is put at the end of certain CVC words??
• It makes the vowel long (say its name)…– hid > hide – tub > tube – can > cane– mop > mope
BRAINSTORM as many words as you can that follow this rule.
Long vowels Silent e
(Appendix B)
VIDEO
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Correspondence between two letter vowel combinations and their phonemes
• Find: m, t, s, d, ee, ea, e• Connect a two-letter grapheme found within a
word with the phoneme the letters represent• Connect the printed letters with the phoneme.• Discriminate among words that may “compete”
with ea and ee words• Contextualize the words; create a need for
wanting to learn how to read (connect back with print has a function > to make meaning)
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CONTEXTUALIZE the words you select for phonics instruction within quality literature
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I’ll model > Then you try
• Connect ee to long /e/: Make the word seed > remove others > “this says ee” > toggle between word and ee
• Connect ea to long /e/: Make the word meat > remove others > “this says ee” > toggle between word and ea
• Connect ea to ee: put words under each other• Compare ea/ee to short e (met): line up words and
look, pronounce, and discuss differences • Discriminate among words that are not ee/ea (short a
and short e CVC words) • YOU TRY: ay/ai = day and rain vs. dan and ran• (Use your handout for examples)
Long vowels Two-letter phonemes
(Appendix C)
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Successive Blending
• Rather than s ….a…..t• s…a > sa > s…a > sa > sa…t > sat• Model individual sounds and blending procedure and
use finger cues• Child imitates the model with verbal & finger cues• Teacher repeats, but no sounds – only finger cues• Child performs pointing, sounding, and blending steps• Try this out with some of today’s ee/ea words
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Phonics Instruction III: Other Vowel Patterns
with Open and Closed Syllables
Talkers, Whiners, and Much More!
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Closed Open Magic e
Bossy R Two VowelsTalkers Whiners
C + le
Memory/Sight Words
ran get hot he my ti- her for -ger play
read tried
nice
mouth books
little terrible
came claws made
table What’s the rule??
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Closed Open Magic e
Bossy R Two VowelsTalkers Whiners
C + le
Memory/Sight Words
ran get hot he my ti-
her for
-ger play
read
tried
nice
mouth
books
little
terrible
came
claws
made
table
???? ???? ????
???? ???? ????
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How do you pronounce these?? (and why??)
li falpowsude
maiptible
mer
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Sequencing Phonics Instruction (Noting parts in your textbook)
• Beck (Appendices have word lists) • Tompkins (5th ed.) p. 159-163• Pacing and sequence of consonants (WTW p.
165; ELL considerations, p. 174)• Consonants > short vowels > word families -
See WTW, Ch. 5, p. 185-197• Pacing and sequence for within word patterns
(Ch. 6, p. 216)