Phonics instruction ii moving on to long vowels
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Phonics Instruction II: Moving on to Long Vowels PowerPoint PPT Presentation


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Phonics Instruction II: Moving on to Long Vowels . Setting the Scene. Reviewing… # of phonemes in a word Key categories of activities for emergent readers? Looking ahead…WTW Ch. 5 Early Middle Late (Letter Name Alphabetic) BD for bed STEK for stick SEP for ship

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Phonics Instruction II: Moving on to Long Vowels

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Phonics instruction ii moving on to long vowels

Phonics Instruction II: Moving on to Long Vowels


Setting the scene

Setting the Scene

  • Reviewing…

    • # of phonemes in a word

    • Key categories of activities for emergent readers?

  • Looking ahead…WTW Ch. 5

  • Early Middle Late (Letter Name Alphabetic)

  • BD for bed STEK for stick SEP for ship

  • DRIV for drive FT for float LOP for lump


Sequencing phonics instruction

Sequencing Phonics Instruction

  • Tompkins (4th ed.) p. 128-131

  • Tompkins (5th ed.) p. 159-163

  • See WTW p. 145

  • CVC > decodable texts and word families (common rimes)

  • Consonants > short vowels > word families

  • WTW p. 151: keep in mind the challenges of pronouncing sounds in a different language

  • Word study routines: picture sorts for initial sounds > word sorts with short vowels


Long vowel silent e

Long Vowel-Silent e

  • Demonstrate what happens when an “e” is put at the end of certain CVC words

  • Hid > hide; mat > mate;

  • Can you think of others? Make a list.


Correspondence between two letter vowel combinations and their phonemes

Correspondence between two letter vowel combinations and their phonemes

  • 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 you select for phonics instruction within quality literature

CONTEXTUALIZE the words youselect for phonics instruction within quality literature


Successive blending

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


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