phonics instruction ii moving on to long vowels
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Phonics Instruction II: Moving on to Long Vowels

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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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Presentation Transcript
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
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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