PhonicsII Long Vowels FA2011

Report
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
• Practice Instruction in Long Vowel Sound
Correspondence (Two Graphemes = One
phoneme) (magic e/ee/ea)
• Identify common phonics patterns and how to
teach them to young children
• Link sequence of phonics instruction to word
study techniques
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
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)
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
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)
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 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.
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 ee words
• Contextualize the words; create a need for
wanting to learn how to read (connect back
with print has a function > to make meaning)
CONTEXTUALIZE the words you select for
phonics instruction within quality literature
see vs. sea
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)
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
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)

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