Transcript Grapheme-Phoneme Relationships - bi

Definition of a
Balanced Literacy Approach
“Balanced does not mean that all skills and
standards receive equal emphasis at a given
point in time. Rather, it implies that the
overall emphasis accorded to a skill or
standard is determined by its priority or
importance relative to students’ language
and literacy levels and needs.”
Reading/Language Arts Framework for
California Public Schools (California
Department of Education, 1999, p. 4)
GRAMMAR
phonology
syntax
morphology
semantics
lexicon
PRAGMATICS
Communicative Competence
A Balanced Biliteracy Program
(based on M. Halliday, 1975)
The effective biliteracy classroom is
designed and structured to guide and
support students as they:
• Learn language
• Learn about language
• Learn through language
Learning Language
• A progression of linguistic and communicative
competencies through identifiable stages of
development
• Interrelationship between linguistic and cognitive
development
• Occurs through structured opportunities for language
acquisition as well as explicit teaching/learning
experiences
• Depends on comprehensible input at one level of
complexity beyond the learner’s level of linguistic
competence
Learning About Language
• Develops metalinguistic awareness in the three
cueing systems
• Builds a knowledge base in phonology, morphology,
grammar & syntax, and semantics in both languages
• Makes explicit contrasts and comparisons between
language systems
• Focuses on acquisition of problem-solving strategies
in literacy tasks
• Involves on-going assessment of learners’ growth
and development
Learning Through Language
• Making schematic and conceptual connections
through theme units
• Eliciting and expanding responses to literature
through core book units and genre studies
• Planned for ample opportunities for aesthetic and
efferent responses to literature
• Based on an inquiry approach to multicultural
literature and content themes
• Content area reading expands vocabulary and builds
critical thinking skills
Traditional Approaches to
Phonics Instruction
• Are synthetic approaches using part to whole
with segmentation and blending of letters into
words
• Begin with teaching individual letters and
letter-sound correspondences
• May involve kinesthetic activities, i.e., OrtonGillingham, Zoo Phonics
• Require direct instruction based on a
behavioral analysis of decoding. I.e., Distar
Contemporary Phonics
Approaches
• Spelling-based principles such as Word Study
or Making Words that involve sorting or
making words based on students’
developmental level
• Analogy-based approaches where students
decode words based on known words or
word parts
• Embedded phonics where students where
instruction occurs in the context of authentic
reading and writing experiences
The Spanish Alphabet
• 29 letters spell 24 phonemes
• Highly regular and rule governed, with a few
“letras difíciles” that have multiple phonemegraphic correspondences
• There are no “double letters”: ch, ll, & rr
represent a single phoneme. The ñ comes
from the Latin nn.
• H is silent and u is silent after g unless it
carries a “diérisis” (bilingüe, pingüino) and
after q (queso)
Phoneme to Grapheme Relationships
One-to-one relations
Phoneme
/1/
a
/2/
b
One-to-many relations
a
b
/1/
Many-to-one relations
/1/
/2/
a
Grapheme
Spanish Phonics
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Phonemic awareness
Letter-sound correspondences
Spelling patterns
Syllabification
Diphthongs and syllable juncture
Categorization of words according to stressed
syllable
• Rules for the use of written accent marks
English Phonics
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Consonants and vowels
Consonant blends and digraphs
Long and short vowels
R-controlled vowels
Vowel digraphs
Diphthongs
Homophones & homographs
Word Study in
Dual Language Classrooms
• Picture sorts
• Concept sorts
• Letter-sound
correspondence sorts
• Same-vowel word
families
• Mixed-vowel word
families
• Word Hunt
• Word Bank
• Word Wall
• High-frequency word
study
• Word strips
• Word Study Notebooks
• Dictation
• Word games
Word Study In Spanish
• Letras difíciles
• Parts of speech &
changes of function
• Singular/plural
inflections &
noun/adjective
agreement
• Classification by
syllable stress & written
accent
• Cognates
• Verb tenses, conjugation
and agreement
• Diminutive and
augmentation derivitives
(ito, ón, ote, ísimo)
• Enclisis & apócope
(cualquier, cualquiera,
gran, grande)
Spanish Phonemes Spelled Using
Multiple Graphemes
• Vowel phoneme i is written as i and as y (i
griega) in diphthongs ending a word (soy, muy)
• Labiodental /b/ is written as either b or v (haba,
ave)
• /k/ is written as c before a, o, u, or as k or as qu
(casa, kiosco, queso)
• /s/ is written as c before e, i or as s or as z
(cerro, silla, zorro)
• /h/ is written as g before e, i or as j (gigante,
jinete) and as x (México, Don Quixote)
• /y/ is written as ie, ll or y (hielo, lleno, yodo)
Spanish Graphemes That Spell
Multiple Phonemes
• The letter b spells the bilabial b as in burro
and the labiodental b as in arriba
• The letter c spells /k/ as in casa and /s/ as in
cita.
• The letter g spells /g/ as in gallo and /h/ as in
general
• The letter y spells the vowel sound i at the
end of words as in soy and the consonant
sound y as in yegua
Spanish in Spain and Latin America
X, Y, Z and Thee
• The x has respresents a number of
phonemes: /h/, /x/ and in Mexico /sh/ for
words from Náhuatl and Otomí.
• In Latin America, the ll and y in initial position
are pronounced the same (llama, yerno)
• In Spain, the z before a, o u represents a soft
/th/ sound. This sound is also spelled ce & ci.
Words ending in z change to c when forming
the plural (pez-peces; lápiz-lápices)
Spanish Spelling Patterns
Phoneme
Before
a
Before
e
Before
i
Before
o
Before
u
/k/
ca
que
qui
co
cu
Hard g
ga
gue
gui
go
gu
/h/
ja
ge, je
gi, ji
jo
ju
/kw/
cua
cue
cui
cuo
/gw/
gua
güe
güi
guo
Spanish Structural Analysis
• Word derivations: roots, prefixes and suffixes
• Inflection and agreement (subject-verb,
adjectives, possessives)
• Enclisis (combining two classes of words)
• Contractions (conjunción)
• Shortened forms of words (apócope)
• Compound words
• Cognates
Spanish Syllable Patterns
• A single consonant occurring between vowels
is joined to the vowel or vowels that follow.
• Two separate consonants between vowels
are divided.
• A strong vowel (a,e,o) combined in a syllable
with a weak vowel (i, u) forming a diphthong
or triphthong are not separated.
• Consonant blends (consonant with l or r) are
not separated
• When s is in a prefix, it forms a syllable with
the prefix
English Syllable Patterns
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Closed: Short vowel ending with consonant
Open: Long vowel, no consonant ending
Vowel Digraph: vowel spelled with 2+ letters
C-le at the ends of words
R-controlled vowel
Vowel-consonant-e long vowel pattern
Idiosyncratic
Word Derivations
migration
immigrate
immigration
migrate
immigrant
migr-move
migratory
emigrate
emigrant
emigration
migrancy