sound - spelling cards dr. mary e. dahlgren [email protected] (c) tools4reading.com 1
TRANSCRIPT
Purpose
Sound/Spelling cards are to be used as a tool for the teacher and student in the understanding of reading and spelling.
To see the regularity of the English language, if you know the patterns of the language.
Understanding word origins and how these origins connect to spelling patterns.
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Why Use the Cards?
These cards provide a concrete connection between phonemes in our language and graphemes.
Students’ reading development relies on the understanding that graphemes (letters or combinations of letters) represent phonemes (sounds).
Once students understand the sound/spelling system they are able to decode (read) and encode (spell). Decoding and encoding rely on the understanding of phonics.
Mastery of the sound/spelling system will lead to fluency. Automaticity in the recognition of patterns is necessary
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Why Use Sound/Spelling Cards?
Connecting phonemes and graphemes
Each card represents a phoneme the different spellings on a card are graphemes
There are usually several ways to spell a single sound (phoneme) in our language
Grapheme – a letter or a group of letters representing a phoneme
There is no guesswork for students if teachers are constantly making connections to the cards
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44 Phonemes in the English Language
The Sound/Spelling Cards represent the 44 speech sounds and over 90 spellings for those sounds.
On the back side of the “teacher cards” you will find information to help explain the spelling patterns.
The information is included to help teachers explain to students the spellings and to organize instruction based on the information in the spelling pattern being taught.
Use a post it note to cover up patterns that have not been introduced. (Usually 1st grade – 2nd – 5th will have all patterns showing.)
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Reliability of the English Language
50% of words in the English language can be spelled accurately based on sound-symbol correspondences
36% can be spelled with one error on the basis of sound-symbol correspondences
10% can be spelled accurately when considering meaning, word origin, and morphology
4% are true oddities - yacht
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What Is Included in the Sound/Spelling Cards?
A – Z including short vowels
Digraphs: ng, ch, sh, th, wh
Long vowels: a, e, i, o, u
Vowel teams: aw, oo, oi, oy
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Parts of Each Card
1. Front side
2. Keyword – (picture name) appleMost pictures begin with the target sound.
Exceptions: fox /k//s/, bbok /oo/, moon /oo/ toilet /oi/,
saw /aw/, bird /ir/
3. Sound – /a/
4. Spelling – grapheme (s) – a
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Front Back
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Color coding
Consonants are black Short vowels are red A red box indicates a short
vowel comes before the pattern Long vowels spelled with a singe
letter or v_e are green Vowel teams are blue
(diphthongs are grouped with vowel teams)
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Introducing CardsThis will be determined by the spelling introduction or the reading pattern being taught in your daily lessons.
This is a picture of …. Students respond with the keyword
The first sound of the keyword (most pictures begin with the sound) is … Students respond with correct sound
Point to the pattern you are focusing on for the lesson
For example, say, ” the grapheme – “ck” says /k/”
Have students write the spelling in the air, on a white board, or trace with finger on desktop while saying –ck /k/ repeat this procedure 3 times
Point out the red box before the –ck. Say, “the red box reminds us to spell with –ck after a short vowel. All short vowels are printed in red on the cards.
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Why the different patterns?
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Explanation of Word Origins
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Where do you hear the sound in the word?
Frequently, spelling lists include a number of spellings for one sound. There is not always a specific reason for the spellings, but the more aware students are of the ‘sound’ and the position of the sound in a word the easier it is to determine reliable spellings.
oi oy ointment, coil, boy, enjoy - /oi/ is spelled oi in the initial and
medial part of a word and oy at the end of a word.
ai ay rain ,ailment, pail, strain, tray, display /a/ is spelled -ai in initial
and medial part of a word and -ay at the end of a word.
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How Do I Post the Cards?
They may be posted in alphabetical order A-Z with short vowels and long vowels above the short vowels.
In this case the school decided to use the sound/spelling cards as a guide for word walls.
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How Do I Post the Cards?
Group the vowel teams together.
Group the digraphs together. 18 (c) Tools4Reading.com
How Do I Post the Cards?
They may also be posted using the LETRS consonant chart and vowel chart .
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A portion of the LETRS consonant chart - Missing voiced /th/ and /zh/ sounds. These sounds should be written on post -it notes
and added to the chart.
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How Do I Use the Cards Daily?
Refer to the cards when introducing a new concept in reading or spelling. Spelling Phonics
Vocabulary – many of the cards have extra information on the back that will also help in vocabulary instruction
Writing instruction/kid writing
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What do I do if I encounter an uncommon spelling that is not on the card?
Explain to students: “As a class we will add an uncommon spelling pattern to our sound/spelling cards as we encounter them in our lesson. In this case, we can add the _____ spelling for the /__/ sound to the ________ card.
Use a post it note to add patterns that may not be on the cards.For example - long /a/ - eigh /f/ -gh
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Phoneme/Grapheme Mapping
When teaching phoneme/grapheme mapping refer to the cards to identify spelling patterns.
Remember each card represents a single speech sound (phoneme) and one or more of the most common spelling patterns (graphemes) that are found in the English language.
The follow slide shows a graph with the sounds represented by colors first and then spelling patterns beneath the colors.
(The colors DO NOT represent any specific phonemes - they were randomly used to show the number of sounds in each word.)
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Phoneme-Grapheme MappingRefer to Cards When Using this Activity
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Questions?
Thank you
Mary E. Dahlgren
405-202-4045
Please call or email for
requests for professional
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