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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
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
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)