Eastern Elementary/Middle School

K-2 Teachers

WORD STUDY: SESSION TWOEMERGENT AND LETTER NAME STAGE

TIERS OF DEVELOPMENT

Meaning

Pattern

Alphabet

Syllables and AffixesDerivational Relations

Within Word Pattern

EmergentLetter Name

The Emergent

Stage

CHARACTERISTICS OF EMERGENT STUDENTS

• Preliterate stage

• Typically preschool, Kindergarten, and first grade

• Lack or have limited concept of word

• Pretend read and pretend write

• May “read” familiar environment words (logographic reading)

EVOLUTION OF EMERGENT WRITING

• “Mock linear” writing

• Writing cannot be reread

• Learns to write names and familiar words first

• Considered prewriting and prephonetic

• Largely pretend

• Random marks/scribbles, pictures, letters are written haphazardly

EMERGENT WRITING/SPELLING

COMPONENTS OF EARLY LITERACY LEARNING

• Vocabulary growth and concept development

• Phonological awareness

• Alphabet Knowledge

• Letter-Sound Knowledge

• Concept of Word in print

VOCABULARY DEVELOPMENT

• Concept sorts

• Extension to writing (draw and label) or Cut and paste

• Read-alouds

• Continuous teacher and student talk about words

Clothes Body Parts

CONCEPT SORT

PHONOLOGICAL AWARENESS ACTIVITIES

• Early emergent: focus attention on syllables and rhyming words• Rhyming book read-alouds

• Rhyming sorts (matching)

• Rhyming sorts (odd man out)

• Rhyming songs

• Rhyming games (bingo, concentration)

• Invent rhymes (fill in the blank)

PHONOLOGICAL AWARENESS ACTIVITIES

• Mid emergent: focus attention on alliteration (same beginning sound)• ABC books

• Puppet-talk (It’s in the bag)

• I-Spy Riddles

• Picture sorts by beginning sounds

PHONOLOGICAL AWARENESS ACTIVITIES

• Late emergent: focus attention on onset-rime• Phonemic Segmentation

• Teacher says: map• Students respond: /m/ /a/ /p/

• Segmenting onset from rime• Teacher says map• Students respond /ap/

• Segmenting for first/last sound• Teacher says map• Students respond /m/ or /p

ELKONIN BOXES OR PUSH & SAY

• Assists students in segmenting sounds in words.

• Students move chips/letters into a box as they say the word

• Adaptation: Show where a sound is located in a word (beg./middle/end)

SH I P

• Children’s names (letter tiles, Playdough, matching, writing)

• font sorts

• matching upper and lower case (ABC eggs)

• name and write letters

• ABC books

• bingo, concentration

• Alphabet scrapbook

• ABC song and tracking

• ABC cereal sort

ALPHABET KNOWLEDGE

The goal of instruction is rapid and automatic recognition of letters in a variety

of forms and contexts.

LETTER-SOUND KNOWLEDGE

• Picture sorts for beginning sounds (begin with obvious contrasts and discuss both the sound and letter name)

• Object sort by sound

• Board Games

• Bingo, concentration

GUIDELINES FOR PICTURE SORTS

1. Start with meaningful text.

2. Make sorts easier or harder as needed.

3. Use a key word and a letter as headers.

4. Begin with directed sorts.

5. Use sets of pictures that are easy to name and sort.

6. Correct mistakes on the first sort but allow errors to wait on subsequent sorts.

7. Vary the group sorting.

8. Plan plenty of time for individual practice.

9. Plan follow-up activities.

10. Encourage invented spelling.

CONCEPT OF WORD IN TEXT

• Fingerpoint reading and tracking print

• Texts may be: picture captions, dictated stories, poems, songs, simple pattern books, nursery rhymes

• Sentence strips and words cards

• Word hunts

• Have difficulty identifying individual phonemes within words

• Will point to words for each stressed beat

• Beginning letter sounds help anchor fingerpointing

• Point to words of familiar, rhythmic texts

• Write captions beneath pictures

• Write dictated or spoken words/stories from students (language experience approach)

TRANSITION TO LETTER-NAME STAGE

• The ability to fingerpoint accurately to words in print while reading from memory is the watershed event that separates the emergent reader from the letter-name alphabetic/beginning reader.

The Letter-Name Stage

LETTER NAME READERS AND WRITERS

• Slow, word by word, disfluent

• Fingerpoint or track text as they read

• Cannot read silently

• Adult can usually read what they write

• Use letter names to spell vowel sounds

• Begin to include a vowel in each stressed syllable

• Early LN-------- Mid LN--------- Late LN

fs fesh fish

LETTER NAME

Helps understand spellings like:GP for jeepYH for witch

POINT OF ARTICULATION• This term refers to how sounds are shaped in the mouth during speech

• Affricates are often confused: j, g, ch, dr, tr

• Try jip, chip, trip, drip

• JRV for drive

Unvoiced Voiced Nasals Other Place of Articulationp b m Lips together

wh w Lips rounded

f v Teeth and lips

th (thin) th (the) Tip of tongue and teeth

t d n l Tip of tongue and roof of mouth

s z Tongue and roof of mouth

sh y Sides of tongue and teeth

ch j r Sides of tongue and roof of mouth

k g ng Back of tongue and throat

h None- breathy sound

EARLY LETTER-NAMEWhat They Know

• Most letters of the alphabet

• Directionality in both reading and writing

• Use of more consonants than vowels in their writing

• Beginning consonant sounds or the most prominent sounds in a word (ex. D for DOG or IS for ICE)

• Occasional use of both beginning and ending consonant sounds

(ex. BT for BOAT)

What They Use But Confuse

• Confuse consonants w/ similar points of articulation (/f/ vs /v/, /b/ vs /p/)

• Confuse consonant sounds with their letter name (/s/ for c)

• Able to recite rhymes and jingles, but may have difficulty tracking

• Use of vowels, if the sound matches the name of the letter (I for ICE)

What They Don’t Know

• Medial vowel sounds

• Blends (only representing the first consonant sound...CP for CLAP)

• Digraphs (will use letters closest to point of articulation...H for Chair)

WORKING WITH EARLY LETTER-NAME

• Review all initial consonants with picture sorts and known words from the word bank.

• Contrast specific consonants that students confuse (b vs. d)

• Introduce digraphs and blends in picture sorts

• Introduce short vowels in same-vowel word families using pictures and words.

MID LETTER-NAMEWhat They Know

• Most beginning and ending consonant sounds

• Clear letter-sound matches

• Frequently occurring short-vowel words (MOM, DAD)

• Concept of word through pointing to text while reading (at this point students should be able to self-correct mistakes)

What They Use But Confuse

• Medial vowel sounds (BOT for BOAT)

• Confuse vowel sounds with letters that possess closest point of articulation (/i/ sound vs letter name E)

• Some consonant blends and digraphs

• Onset and rime (learning word families)

What They Don’t Know

• CVC pattern

• Preconsonantal nasals

• Long Vowel Patterns

WORKING WITH MID- LETTER NAME

• Study short vowels in mixed-vowel word families

• Include digraphs and blends in the study of word families

• Use pictures and words in the study of blends and digraphs as needed

LATE LETTER-NAMEWhat They Know

• Beginning and ending consonant sounds

• Simple blends and digraphs

• Word families (onset and rime)

• Many sight words

What They Use But Confuse

• Medial short vowel sounds (CVC)

• Preconsonantal nasals (m in jump)

What They Don’t Know

• Long Vowel Patterns

WORKING WITH LATE LETTER NAME

• Study short vowels in CVC words outside of word families

• Review digraphs and blends in CVC words, especially those producing an affricate sound

• Study preconsonantal nasals in short vowel words

• Introduce r-influenced vowels spelled with -ar and -or

SUPPORTING LETTER NAME STUDENTS

• Be knowledgeable and understanding of the stage

• Use careful scaffolding/support

• Allow picture sorts to gradually phase into word sorts

• Use rich contextual support through books with pictures and predictable text

TRANSITION TO WITHIN-WORD PATTERN STAGE

• When students have a good grasp of the CVC pattern

• Students begin to overuse one particular long vowel pattern (ex. CVCe ...bote for boat)

• Student has mastered preconsonantal nasals (words with m or n before the final consonant...bump, bunch, jump, etc.)

SAMPLE WEEKLY SCHEDULES FOR WORD STUDY IN THE LETTER NAME STAGE

Picture Sorting Word SortingDay 1 Small group sort: Demonstrate, sort

and check, reflectSmall group sort: Demonstrate, sort and check, reflect

Day 2 Seatwork or center: Repeat the sort, check

Seatwork or center: Repeat the sort, check, write the sort in the word study notebook

Day 3 Seatwork: Repeat the sort, draw and label

Seatwork, Partner work: Blind sort, writing sort, word study notebook extensions

Day 4 Small group or seatwork: Repeat the sort, word or picture hunts in magazines, ABC books, and familiar texts

Seatwork: Repeat the sortSmall group: Word hunt in familiar texts

Day 5 Assessment and games, paste and label pictures used for sorting during the week

Assessment and games

Homework: Students take pictures home to sort again and hunt for more pictures that begin with that sound

Homework throughout the week: Repeat the sort, blind sort, writing sort, word hunts