Download - 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
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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)
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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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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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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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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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Ŏ
ăĕ ĭ
ŭoo
oi /oyou/ow
ir ar
ah
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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
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• 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
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• 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
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Words Their Way
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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)
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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
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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
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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
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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.
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Seven Other Lessons For Changing A Hen To A Fox
pigrigridribrobBobboxfox
bugdugdigpigpinpentenhen
pigbigwigwinfinfitfatcat
catbathatratpatpetpenhen
foxboxboptopmopmapmatcat
bughugdugdigbigbagbatcat
cathatratragbagbigdigpig
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Word Ladders
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Making Words
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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
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Activity 1
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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
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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
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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
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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)
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Word Sort Activity 3
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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)
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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)