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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


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

    2. 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

    3. 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

    4. 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

    5. 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)

    6. 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

    7. 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)

    8. 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

    9. 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)

    10. CONTEXTUALIZE the words you select for phonics instruction within quality literature

    11. see vs. sea

    12. 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)

    13. 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

    14. Phonics Instruction III: Other Vowel Patternswith Open and Closed SyllablesTalkers, Whiners, and Much More!

    15. 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??

    16. ???? ???? ???? ran get hot he my ti- nice came made ???? ???? her for ???? play mouth terrible -ger read little claws tried books table

    17. How do you pronounce these?? (and why??) li fal pow sude maip tible mer

    18. 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)