Instructing Word Analysis Skills

Prerequisites for Phonic LearningThe Auditory Battery

Auditory DiscriminationAuditory

SegmentationAuditory Blending

Auditory Memory Visual Auditory Integration

The Auditory Battery

Auditory Discriminationo/u, b/d, b/p, a/e, e/I, l/r, w/r, t/d, s/x, g/k, m/n, ch/sh,

Auditory Segmentation Compounds: shoe-box, mail-manMulti-syllabic Words: beau-ti-ful, Nin-ten-doAffixes: re-do, pre-heat, runn-ing, fast-erBlends: st-op, gr-eenIndividual Phonemes: m-u-s-t, p-l-a-n, st-r-a-p

Auditory BlendingSame Levels as Segmentation/Opposite Process

Auditory MemoryVisual Auditory Integration

The Phonic Line

1. Consonants Individual ConsonantsDoubled Consonants BlendsDigraphsSilent Consonants

2. Vowels Short Long

Silent “e”Vowel Digraphs

R Controlled Vowels Diphthongs Doubled Vowels

3. Compounds

4. Phonograms

Simple

Complex

5. Affixes

Prefixes

Suffixes

The Phonic Line

Consonants

Individual consonants

Initial (man)

Final (bit)

Medial (fits)

The Phonic Line

Consonants (cont’d)

Doubled consonants

Medial (mitten)

Final (egg)

Two and Three letter blends

Initial (stop, strip)

Medial (faster)

Final (spent)

The Phonic Line

Consonants (cont’d)Consonant Digraphs

Initial (shot)Medial (paths)Final (witch, fish)

Silent Consonants Initial (know)Medial (lambs)Final (sign)

The Phonic Line

Vowels Short Vowels

Initial (in)Medial (mat)

Long Vowels Silent e (mile)Vowel Digraphs/ Double vowels (rain)

Open vowels (go, me)R – controlled Vowels (far, turn)Diphthongs (toy, owl, pout)Doubled Vowels (baa, Hawaii, feed, boot, vacuum)

The Phonic Line

Compound Words shoe/box, rain/coat

Phonograms

Simple Phonograms (ap, eg, ot, ud)

Complex Phonograms (-eep, -ung, -ight, -ould, -ought, ough, -idge)

The Phonic Line

Affixes Prefixes (re, un, bi, dis, de)Suffixes (ing, er, or, ed, ish,ness,) Example:fold turn marineun/fold re/turn sub/marinefold/ing turn/ing marines un/fold/ing turn/ed sub/marine/s

re/turn/ing

Visual Auditory Integration

Phonic Patternscvc - manccvc - stop (blend), chip (digraph)cvcc - lamp (blend), mash (digraph)ccvcc - blast (blend), which (digraph)cvce - maneccvce - frame (blend), shave (digraph)cvvc - meanccvvc - clean (blend), cheat (digraph)

Visual Auditory Integration

Phonic Patterns (cont’d)

cvvc(dipthong) boys

ccvvc - shout

cvr - car

ccvr - stir

cvrc - bark

ccvrc - spark (blend), shirt (digraph)

cvrcc - birch

Visual Auditory Integration

Phonograms - C + Phonogram or CC + Phonogram

Simplem – at, s – ud, r – ig sp – in, gr – in, st – em

Complexs – ing, gr – and, st – one r – ight, c – ould, br – ought

Visual Auditory Integration

Affixes: Root + Prefix,

Root + Suffix,

Root + Prefix + Suffix

plant do

implant redo

planting doing

implanting redoing

Visual Auditory Integration

Applications Emergent

b (sound) a (sound) t (sound) – Put it together /bat/

f (sound) i (sound) g (sound)Put it together / fig /

Later in Grade 1b (sound) at (sound)

Put it together /bat/st (sound) a (sound) nd (sound)

Put it together /stand/Or

st (sound) and (sound) Put it together /stand/

Visual Auditory Integration

Applications (cont’d)Later

str (sound) e (sound) tch (sound)Put it together /stretch/

f (sound) i (sound) n (sound) Put it together (fin)fin + e Now what? fine

bl (sound) a (sound) m (sound) Put it together (blam)blam + e Now what? blame

Further Onst – ai – n = /stain/bl – oa – t = /bloat/

Visual Auditory Integration

Application (cont’d)

Think back to the vocabulary instruction for Great Barrier Reef

s – ur – face /surface/str – e – tch /stretch/pol – yps /polyps/un – f – old – s /unfolds/re – main – s /remains/de – str – oy – ed /destroyed/

Why are Auditory Skills Underdeveloped?

Ear Infections Ear Trauma Developmental Disalignment Serious Allergies

Skill Instruction

Introduce in Whole Language

Practice in isolation

Place back in whole language

Skill Instruction

Whole Charlie Chan by Brenda Voght

ListenCharlie Chan lives in a big house in the city. In his backyard there is a cherry tree. Charlie’s father has built a tree house in the cherry tree. To get to the tree house Charlie climbs up a strong chain. In the tree house he has a table, a chair, a chalkboard, and chalk. He uses the chalk to write notes to his friends. From his tree house he can see into his mother’s kitchen. Today his mother is baking chocolate chip cookies.

Skill Instruction

Part What was the name of the boy in the story? (Charlie Chan)What kind of tree does he have in the backyard? (cherry)Charlie has a tree house in the cherry tree. How does he get to the tree house? (chain)He has a table in the tree house. What else does he have in the tree house? (chair, chalkboard, chalk)What kind of cookies is his mother baking in the kitchen?(chocolate chip)

Skill Instruction

Clarifying QuestionsWhat do you notice about the beginning sounds of the words? (The Same)What do you notice about the way all the words look?(all start with ch)Teach rule: ch = /ch/Have children generate their own examples.Do skill pages – Practice.

Skill Instruction

Whole: Children ReadHave children read another passage including (ch) examples:Charlie put the new red chain around her puppy’s neck. His mother sat on a chair under the cherry tree. She put her hand on her chin. Charlie stopped by to have a chat with his Mom. He asked his mother to check on his puppy and went to get some water. He sat on the bench and called to his puppy. The puppy jumped on Charlie’s chest.“You are a champ,” said Charlie with a smile.