Phonics and spelling instruction moving on to long vowels vowel patterns and word study
Sponsored Links
This presentation is the property of its rightful owner.
1 / 22

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


  • 105 Views
  • Uploaded on
  • Presentation posted in: General

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

Download Presentation

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

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


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

  • 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)

  • 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

  • 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

  • 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??

  • 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…

  • 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)


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

  • 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)


CONTEXTUALIZE the words you select for phonics instruction within quality literature


see vs. sea


Long vowels

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

  • 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: Other Vowel Patternswith Open and Closed SyllablesTalkers, Whiners, and Much More!


ran

get

hot

he

my

ti-

for

-ger

play

her

read

mouth

tried

claws

books

came

made

terrible

nice

little

table

What’s the rule??


????

????

????

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??)

li

fal

pow

sude

maip

tible

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)


  • Login