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. Objectives. Build on early letter sound correspondence skills (consonants and short vowels) with more challenging letter/syllable patterns

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Phonics and spelling instruction moving on to long vowels vowel patterns and word study

Phonics and Spelling Instruction: Moving on to Long Vowels, Vowel Patterns, and Word Study


Objectives
Objectives

  • Build on early letter sound correspondence skills (consonants and short vowels) with more challenging letter/syllable patterns

  • Practice Instruction in Long Vowel Sound Correspondence (Two Graphemes = One phoneme) (magic e/ee/ea)

  • Identify commonphonics patterns and how to teach them to young children

  • Link sequence of phonics instruction to word study techniques


Quick review letter name alphabetic spelling stage wtw ch 5
Quick Review: Letter-Name Alphabetic Spelling Stage (WTW, Ch. 5)

  • Early Letter-Name Alphabetic

  • Middle Letter-Name Alphabetic

  • Late Letter-Name Alphabetic

FT for float

BD for bed

LOP for lump

SEP for ship

DRIV for drive

STEK for stick


Stages of spelling development
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


Review phonics instruction
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 Vowels

4. Blends and Digraphs (two letter phonemes)

5. Multisyllabic words (begin the sequence again)


Spelling phonics reading
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


Remembering last week
Remembering last week…

  • Explicit Phonics Instruction

    • Consonants

      • Hear the consonant sound

      • Pair sound withletter 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)


I ll model then you try

Long vowels

Silent e

(Appendix B)

I’ll model > Then you try

  • 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 vowellong (say its name)…

    • hid > hide

    • tub > tube

    • can > cane

    • mop > mope

      BRAINSTORM as many words as you can that follow this rule.

VIDEO


Correspondence between two letter vowel combinations and their phonemes
Correspondence between two letter vowel combinations and their phonemes

  • Find: m, t, s, d, ee, ea, e

  • Connect a two-letter grapheme found within a word with the phoneme the letters represent

  • Connect the printed letters with the phoneme.

  • Discriminate among words that may “compete” with ea and eewords

  • Contextualize the words; create a need for wanting to learn how to read (connect back with print has a function > to make meaning)



S ee vs s ea
s within quality literatureee vs. sea


I ll model then you try1

Long vowels within quality literature

Two-letter phonemes

(Appendix C)

I’ll model > Then you try

  • Connect ee to long /e/: Make the word seed > remove others > “this says ee” > toggle between word and ee

  • Connect ea to long /e/: Make the word meat > remove others > “this says ee” > toggle between word and ea

  • Connect ea to ee: put words under each other

  • Compare ea/ee to short e(met): line up words and look, pronounce, and discuss differences

  • Discriminate among words that are not ee/ea (short a and short e CVC words)

  • YOU TRY: ay/ai= day and rain vs. dan and ran

  • (Use your handout for examples)


Successive blending
Successive Blending within quality literature

  • Rather than s ….a…..t

  • s…a > sa > s…a > sa > sa…t > sat

  • Model individual sounds and blending procedure and use finger cues

  • Child imitates the model with verbal & finger cues

  • Teacher repeats, but no sounds – only finger cues

  • Child performs pointing, sounding, and blending steps

  • Try this out with some of today’s ee/ea words


Phonics Instruction III: within quality literatureOther Vowel Patternswith Open and Closed SyllablesTalkers, Whiners, and Much More!


ran within quality literature

get

hot

he

my

ti-

for

-ger

play

her

read

mouth

tried

claws

books

came

made

terrible

nice

little

table

What’s the rule??


???? within quality literature

????

????

ran

get

hot

he

my

ti-

nice

came

made

????

????

her

for

????

play

mouth

terrible

-ger

read

little

claws

tried

books

table


How do you pronounce these?? (and why??) within quality literature

li

fal

pow

sude

maip

tible

mer


Sequencing phonics instruction noting parts in your textbook
Sequencing Phonics Instruction within quality literature(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)


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