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

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

2. Agenda for Today • Quick Review and Review Quiz • Phonics I: Beginning Reading Word Study Activities • Phonics II: Word Sorts for Phonics Patterns in Single Syllable Words • Literacy Journal Activities: • Understanding Passive Materials vs. Engaging Materials • Using 424 Language in Your Reflections (Stages of Reading and Stages of Spelling)

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. 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

6. 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)

7. Remembering last week… • Explicit Phonics Instruction • Consonants • Hear the consonant sound • Pair sound with letter 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. ĕ ĭ ă oo Ŏ ŭ ar ir ou/ow ah oi /oy

9. Long vowels Silent e (Appendix B) Best way to introduce long vowels • 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 vowel long (say its name)… • hid > hide • tub > tube • can > cane • mop > mope BRAINSTORM as many words as you can that follow this rule. VIDEO

10. Reviewing Quiz • Stages of Spelling Development • Within Word (word patterns in single syllable words) • Syllables & Affixes (words patterns with 2+ syllables) • Concepts About Print (Visual) • Print carries a message; directionality; one-to-one correspondence; concepts about sentences > concepts about words > concepts about letters • Stages of Phonological Awareness (Auditory) • Hear Rhymes • Hear Initial Letter > then hear rime • Hear segmented phonemes in beginning, middle, and end

11. Reviewing Quiz • Phonemic Awareness = understand and hear individual sounds in language (phonemes) • Phonics = understandrelationship between sounds and printed letters (e.g., alphabetic principle) - “Break the code” = decoding • Stages of Reading Development • From Birth to Adulthood • Different from Stages of Spelling Development (although there are parallels)

12. Words Their Way

14. WTW: Organizing for Word Study • How are word sorts different than other phonics programs? • Hands-on manipulatives to learn by doing • Work from known to unknown to help spell • Analytic (whole > part) rather than synthetic (part > whole) • Critical thinking about principles (compare/contrast) rather than memorizing rules • Efficient (more words) and cost effective (reusable cards vs. worksheets with fewer words • Easier to differentiate instruction and adapt (just combine different word groups and cards)

15. Three Main Types of Word Sorts Correct sequence 2 1 • Sound Sort > Visual Pattern Sort > Meaning Sort Picture sort (early stages) Use keyword headings (either picture or visual pattern) Concept sort (themed words or vocabulary Word sort (see sound vs. spelling) Spelling/meaning sort (homophones; homographs; affix/suffix sorts) Blind sort sort by sound without visual cues

16. Beginning Reading Word Activities and Word Sorts • Group Word Activities • Changing Hen to A Fox • Word Ladders (Tim Rasinski) • Making Words (Patricia Cunningham) • Blue/Shoe Group Word Sort • Group 1: Early stages of word sorts with a weekly Word Study schedule • Group 2: Later concepts of word sorts aligned to spelling stages

17. Reviewing Short Vowels in CVC word patternsChange A Hen to A Fox Find: h, e, n, p, t, i, s, x, f, o You try….with your letters

18. Directions • Write hen. • Change hen to pen. • Change your pen to pet. • Can you change your pet to pit? • Now change pit to sit. • Next change sit to six. • Then change six to fix. • Finally, change fix to fox.

19. Seven Other Lessons For Changing A Hen To A Fox cat bat hat rat pat pet pen hen cat hat rat rag bag big dig pig pig big wig win fin fit fat cat fox box bop top mop map mat cat pig rig rid rib rob Bob box fox bug dug dig pig pin pen ten hen bug hug dug dig big bag bat cat

20. Word Ladders

21. Making Words

22. Word Sorts • Weekly Schedule in Grade 1 • Level 1 • Level 2 • Word Study Activities for Grades 1-3 (in small groups) • Activity 1, 2, and 3 • Sort & discover the pattern • Identify purpose and spelling stage

23. Activity 1

24. Activity 2: Word Sort (Step 1) • First, sort by SOUND of G. Soft G badge Hard G bag cage twig slug edge lodge drug page flag huge judge leg stage

25. Activity 2: Word Sort (Step 1) • First, sort by SOUND of G. Soft G badge Hard G bag cage drug edge flag huge leg judge slug lodge twig page stage

26. Activity 2: Word Sort (Part 2) • Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare) - HINT (there are more than two groups) cage drug edge flag huge leg judge slug lodge twig page stage

27. Activity 2: Word Sort • Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare) g dge ge slug badge cage bag judge page drug lodge huge flag edge stage leg soft g at end has a silent e when short vowel = dge when long vowel = ge twig short vowel = hard g and no “e”

28. Word Sort Activity 3

29. Phonics Instruction: Explicit and Systematic • Tompkins Chapter 5: Key Ideas to Focus On • Phonics concepts: consonants, vowels, and successive blending • Common rimes (word families) – p. 159 • Useful phonics rules – p. 161 and activity handout • Systematic sequence of phonics instruction – p. 163 • Mini-lesson sequence (model>guided>independent) • Stages of Spelling Development (like WTW text) • High-frequency sight words (p. 175)

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

31. 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??

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

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

38. 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)