phonics and spelling instruction: moving on to long vowels, vowel patterns, and word study
Post on 22-Feb-2016
75 Views
Preview:
DESCRIPTION
TRANSCRIPT
Phonics and Spelling Instruction: Moving on to Long Vowels, Vowel Patterns, and
Word Study
Agenda for Today
• Quick Review and Review Quiz• Phonics I: Beginning Reading Word Study Activities• Phonics II: Word Sorts for Phonics Patterns in Single
Syllable Words• Literacy Journal Activities: – Understanding Passive Materials vs. Engaging Materials – Using 424 Language in Your Reflections (Stages of
Reading and Stages of Spelling)
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
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
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
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)
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)
Ŏ
ăĕ ĭ
ŭoo
oi /oyou/ow
ir ar
ah
Best way to introduce long vowels
• 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
• Stages of Spelling Development– Within Word (word patterns in single syllable words) – Syllables & Affixes (words patterns with 2+ syllables)
• Concepts About Print (Visual) – Print carries a message; directionality; one-to-one
correspondence; concepts about sentences > concepts about words > concepts about letters
• Stages of Phonological Awareness (Auditory) – Hear Rhymes – Hear Initial Letter > then hear rime – Hear segmented phonemes in beginning, middle, and end
Reviewing Quiz
• Phonemic Awareness = understand and hear individual sounds in language (phonemes)
• Phonics = understand relationship between sounds and printed letters (e.g., alphabetic principle) - “Break the code” = decoding
• Stages of Reading Development – From Birth to Adulthood– Different from Stages of Spelling Development
(although there are parallels)
Reviewing Quiz
Words Their Way
WTW: Organizing for Word Study• How are word sorts different than other phonics
programs?1. Hands-on manipulatives to learn by doing2. Work from known to unknown to help spell3. Analytic (whole > part) rather than synthetic (part >
whole) 4. Critical thinking about principles (compare/contrast)
rather than memorizing rules5. Efficient (more words) and cost effective (reusable
cards vs. worksheets with fewer words6. Easier to differentiate instruction and adapt (just
combine different word groups and cards)
Three Main Types of Word Sorts
• Sound Sort > Visual Pattern Sort > Meaning Sort
Picture sort (early stages)
Word sort(see sound vs. spelling)
Blind sort sort by sound
without visual cues
1 2
Use keyword headings
(either picture or visual pattern)
Concept sort (themed words or
vocabulary
Spelling/meaning sort
(homophones; homographs;
affix/suffix sorts)
Correct sequence
Beginning Reading Word Activities and Word Sorts
• Group Word Activities – Changing Hen to A Fox – Word Ladders (Tim Rasinski) – Making Words (Patricia Cunningham) – Blue/Shoe Group Word Sort
• Group 1: Early stages of word sorts with a weekly Word Study schedule
• Group 2: Later concepts of word sorts aligned to spelling stages
Reviewing Short Vowels in CVC word patternsChange A Hen to A Fox
Find: h, e, n, p, t, i, s, x, f, o
You try….with your letters
Directions
• Write hen. • Change hen to pen. • Change your pen to pet. • Can you change your pet to pit?• Now change pit to sit. • Next change sit to six. • Then change six to fix. • Finally, change fix to fox.
Seven Other Lessons For Changing A Hen To A Fox
pigrigridribrobBobboxfox
bugdugdigpigpinpentenhen
pigbigwigwinfinfitfatcat
catbathatratpatpetpenhen
foxboxboptopmopmapmatcat
bughugdugdigbigbagbatcat
cathatratragbagbigdigpig
Word Ladders
Making Words
Word Sorts
• Weekly Schedule in Grade 1 – Level 1 – Level 2
• Word Study Activities for Grades 1-3 (in small groups) – Activity 1, 2, and 3 – Sort & discover the pattern – Identify purpose and spelling stage
Activity 1
Activity 2: Word Sort (Step 1)• First, sort by SOUND of G.
edge
cage
bag
twig
slug drug
leg
lodge
flag huge judge stage
page
badge Hard GSoft G
Activity 2: Word Sort (Step 1)• First, sort by SOUND of G.
edge
cage
bag
twig
slug
drug
leg
lodge
flag
huge
judge
stage
page
badge Hard GSoft G
Activity 2: Word Sort (Part 2)
• Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare) - HINT (there are more than two groups)
edge
cage
twig
slug
drug
leg
lodge
flag
huge
judge
stage
page
Activity 2: Word Sort
edge
cagebag
twig
slug
drug
leg
lodge flag huge
judge
stage
page
badge
dge ge g
soft g at end has a silent e when short vowel = dge when long vowel = ge
short vowel = hard g and no “e”
• Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare)
Word Sort Activity 3
Phonics Instruction: Explicit and Systematic
• Tompkins Chapter 5: Key Ideas to Focus On– Phonics concepts: consonants, vowels, and
successive blending – Common rimes (word families) – p. 159– Useful phonics rules – p. 161 and activity handout– Systematic sequence of phonics instruction – p. 163– Mini-lesson sequence (model>guided>independent) – Stages of Spelling Development (like WTW text) – High-frequency sight words (p. 175)
Phonics Instruction III: Other Vowel Patterns
with Open and Closed Syllables
Talkers, Whiners, and Much More!
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??
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
???? ???? ????
???? ???? ????
How do you pronounce these?? (and why??)
li falpowsude
maiptible
mer
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)
top related