Transcript PhonicsII Long Vowels FA2012

Phonics and Spelling Instruction:
Moving on to Long Vowels, Vowel
Patterns, and Word Study
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)
Quick Review: Letter-Name Alphabetic
Spelling Stage (WTW, Ch. 5)
• Early LetterName Alphabetic
FT for float
BD for bed
• Middle LetterName Alphabetic
LOP for lump
SEP for ship
• Late LetterName Alphabetic
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
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
Review: Phonics Instruction
• Two key practices for Phonics Instruction
• SSYSTEMATIC
_______________ and EEXPLICIT
______________
What is the recommended system or sequence for
introducing phonics skills?
1.
1. Consonants (letter sound correspondence)
2.
2. Short Vowels (letter/sound) > CVC words
3.
3. Long Vowels
4.
4. Blends and Digraphs (two letter phonemes)
5.
5. Multisyllabic words (begin the sequence again)
Remembering last week…
• Explicit Phonics Instruction
– Consonants
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Hear the consonant sound
Pair sound with letter and letter name
Hear (& discriminate) at beginning or end
See at beginning or end
– Short vowels
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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)
ĕ
ă
ĭ
oo
Ŏ
ŭ
ar
ir
ou/ow
oi /oy
ah
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
VIDEO
BRAINSTORM as many words as you can that follow this
rule.
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
Reviewing Quiz
• Phonemic Awareness = understand and hear
individual sounds in language (phonemes)
• Phonics = understand relationship 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)
Words Their Way
WTW: Organizing for Word Study
• How are word sorts different than other phonics
programs?
1. Hands-on manipulatives to learn by doing
2. Work from known to unknown to help spell
3. Analytic (whole > part) rather than synthetic (part >
whole)
4. Critical thinking about principles (compare/contrast)
rather than memorizing rules
5. Efficient (more words) and cost effective (reusable
cards vs. worksheets with fewer words
6. Easier to differentiate instruction and adapt (just
combine different word groups and cards)
Three Main Types of Word Sorts
1
Correct sequence
2
• Sound Sort > Visual Pattern Sort > Meaning Sort
Picture sort
(early stages)
Word sort
(see sound
vs. spelling)
Blind sort
sort by sound
without
visual cues
Use keyword
headings
(either picture
or visual
pattern)
Concept sort
(themed words or
vocabulary
Spelling/meaning
sort
(homophones;
homographs;
affix/suffix sorts)
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
Reviewing Short Vowels in CVC word patterns
Change A Hen to A Fox
Find:
h, e, n, p, t, i, s, x, f, o
You try….with your letters
Directions
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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.
Seven Other Lessons For
Changing A Hen To A Fox
pig
rig
rid
rib
rob
Bob
box
fox
bug
dug
dig
pig
pin
pen
ten
hen
pig
big
wig
win
fin
fit
fat
cat
cat
bat
hat
rat
pat
pet
pen
hen
fox
box
bop
top
mop
map
mat
cat
bug
hug
dug
dig
big
bag
bat
cat
cat
hat
rat
rag
bag
big
dig
pig
Making Words (a, e, g, m, n, s, t)
Guided Activity
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Use 3 letters to spell net.
Change the first letter in net to spell met.
Change the first letter again to spell set.
Add a letter you can’t hear to set to spell seat.
Change the first letter in seat to spell neat.
Change the first letter again to spell meat.
Use the same letters in meat but move them around so they
spell team.
Use 4 letters to spell east.
Clear your holders and start over to spell another 4 letter
word: stem.
Use a letter you can’t hear to turn stem into steam.
I have just one word left you can make with all your letters.
Word Ladders
(Generating words to build vocabulary)
Making Words
(generating words - vocab and sorting words - phonics)
Setting Up Schedules for
Word Study Groups
Two schedules for Students
Offset Weekly Plan for Differentiating
Word Sort Instruction
Expectations for
Word Study Notebooks
Word Sorts
• Word Study Activities for Grades 1-3 (in small
groups)
– Activity 1, 2, and 3
– Sort & discover the pattern
– Identify purpose and spelling stage using the
question guides on the handout
Activity 1
Activity 2: Word Sort (Step 1)
• First, sort by SOUND of G.
Soft G
badge
Hard G
cage
lodge
page
stage
bag
twig
drug
flag
leg
slug
judge
edge
huge
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
lodge
page
stage
slug
twig
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
lodge
page
stage
slug
twig
Activity 2: Word Sort
• Now, sort by [visual] pattern. Work with a partner to
discover the different patterns & reflect (compare &
declare)
g
dge
ge
badge
cage
judge
lodge
edge
page
huge
slug
bag
drug
flag
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”
Word Sort Activity 3
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)
Phonics Instruction III:
Other Vowel Patterns
with Open and Closed Syllables
Talkers, Whiners, and Much More!
Closed
Open
Magic e
Bossy R
Two Vowels
Talkers
Whiners
C + le
Memory/Sight Words
ran
read
get
hot
tried
terrible
he
mouth
nice
little
my
claws
table
ti-
her
books
for
came
-ger
play
made
What’s the rule??
Closed
ran get
???? hot
Open
he
my
????
Magic e
ti-
nice
????came
made
Bossy R
her
for
-ger
????
Two Vowels
Talkers
Whiners
play
read
tried
Memory/Sight Words
mouth
????
C + le
terrible
????
claws
little
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)
Homework and Reminders
• Tompkins, Ch. 4 and assorted pages (Guided
Reading Instruction)
• Tompkins Chapter 2 (p. 38-52) The Reading
Process: Pre-Reading, Reading, Responding,
Exploring, and Applying
• Work on Literacy Photo Journal
– See wiki for examples and a template in Word