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Instructing Word Analysis Skills Prerequisites for Phonic Learning The Auditory Battery Auditory Discrimination Auditory Segmentation Auditory Blending.

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Presentation on theme: "Instructing Word Analysis Skills Prerequisites for Phonic Learning The Auditory Battery Auditory Discrimination Auditory Segmentation Auditory Blending."— Presentation transcript:

1 Instructing Word Analysis Skills Prerequisites for Phonic Learning The Auditory Battery Auditory Discrimination Auditory Segmentation Auditory Blending Auditory Memory Visual Auditory Integration

2 The Auditory Battery Auditory Discrimination o/u, b/d, b/p, a/e, e/I, l/r, w/r, t/d, s/x, g/k, m/n, ch/sh, Auditory Segmentation Compounds: shoe-box, mail-man Multi-syllabic Words: beau-ti-ful, Nin-ten-do Affixes: re-do, pre-heat, runn-ing, fast-er Blends: st-op, gr-een Individual Phonemes: m-u-s-t, p-l-a-n, st-r-a-p Auditory Blending Same Levels as Segmentation/Opposite Process Auditory Memory Visual Auditory Integration

3 The Phonic Line 1. Consonants Individual Consonants Doubled Consonants Blends Digraphs Silent Consonants 2. Vowels Short Long Silent “e” Vowel Digraphs R Controlled Vowels Diphthongs Doubled Vowels 3. Compounds 4. Phonograms Simple Complex 5. Affixes Prefixes Suffixes

4 The Phonic Line Consonants Individual consonants Initial (man) Final (bit) Medial (fits)

5 The Phonic Line Consonants (cont’d) Doubled consonants Medial (mitten) Final (egg) Two and Three letter blends Initial (stop, strip) Medial (faster) Final (spent)

6 The Phonic Line Consonants (cont’d) Consonant Digraphs Initial (shot) Medial (paths) Final (witch, fish) Silent Consonants Initial (know) Medial (lambs) Final (sign)

7 The Phonic Line Vowels Short Vowels Initial (in) Medial (mat) Long Vowels Silent e (mile) Vowel Digraphs/ Double vowels (rain) Open vowels (go, me) R – controlled Vowels (far, turn) Diphthongs (toy, owl, pout) Doubled Vowels (baa, Hawaii, feed, boot, vacuum)

8 The Phonic Line Compound Words shoe/box, rain/coat Phonograms Simple Phonograms (ap, eg, ot, ud) Complex Phonograms (-eep, -ung, -ight, - ould, -ought, ough, -idge)

9 The Phonic Line Affixes Prefixes (re, un, bi, dis, de) Suffixes (ing, er, or, ed, ish, ness,) Example: fold turnmarine un/foldre/turnsub/marine fold/ingturn/ingmarines un/fold/ingturn/edsub/marine/s re/turn/ing

10 Visual Auditory Integration Phonic Patterns cvc-man ccvc-stop (blend), chip (digraph) cvcc-lamp (blend), mash (digraph) ccvcc-blast (blend), which (digraph) cvce-mane ccvce-frame (blend), shave (digraph) cvvc-mean ccvvc-clean (blend), cheat (digraph)

11 Visual Auditory Integration Phonic Patterns (cont’d) cvvc(dipthong)boys ccvvc-shout cvr-car ccvr-stir cvrc-bark ccvrc-spark (blend), shirt (digraph) cvrcc-birch

12 Visual Auditory Integration Phonograms - C + Phonogram or CC + Phonogram Simple m – at, s – ud,r – ig sp – in, gr – in,st – em Complex s – ing,gr – and, st – one r – ight,c – ould, br – ought

13 Visual Auditory Integration Affixes: Root + Prefix, Root + Suffix, Root + Prefix + Suffix plantdo implantredo plantingdoing implantingredoing

14 Visual Auditory Integration Applications Emergent b (sound) a (sound) t (sound) – Put it together /bat/ f (sound) i (sound) g (sound) Put it together / fig / Later in Grade 1 b (sound) at (sound) Put it together /bat/ st (sound) a (sound) nd (sound) Put it together /stand/ Or st (sound) and (sound) Put it together /stand/

15 Visual Auditory Integration Applications (cont’d) Later str (sound) e (sound) tch (sound) Put it together /stretch/ f (sound) i (sound) n (sound) Put it together (fin) fin + e Now what? fine bl (sound) a (sound) m (sound) Put it together (blam) blam + e Now what? blame Further On st – ai – n = /stain/ bl – oa – t = /bloat/

16 Visual Auditory Integration Application (cont’d) Think back to the vocabulary instruction for Great Barrier Reef s – ur – face/surface/ str – e – tch /stretch/ pol – yps/polyps/ un – f – old – s/unfolds/ re – main – s /remains/ de – str – oy – ed/destroyed/

17 Why are Auditory Skills Underdeveloped? Ear Infections Ear Trauma Developmental Disalignment Serious Allergies

18 Skill Instruction Introduce in Whole Language Practice in isolation Place back in whole language

19 Skill Instruction Whole Charlie Chan by Brenda Voght Listen Charlie Chan lives in a big house in the city. In his backyard there is a cherry tree. Charlie’s father has built a tree house in the cherry tree. To get to the tree house Charlie climbs up a strong chain. In the tree house he has a table, a chair, a chalkboard, and chalk. He uses the chalk to write notes to his friends. From his tree house he can see into his mother’s kitchen. Today his mother is baking chocolate chip cookies.

20 Skill Instruction Part What was the name of the boy in the story? (Charlie Chan) What kind of tree does he have in the backyard? (cherry) Charlie has a tree house in the cherry tree. How does he get to the tree house? (chain) He has a table in the tree house. What else does he have in the tree house? (chair, chalkboard, chalk) What kind of cookies is his mother baking in the kitchen? (chocolate chip)

21 Skill Instruction Clarifying Questions What do you notice about the beginning sounds of the words? (The Same) What do you notice about the way all the words look? (all start with ch) Teach rule: ch = /ch/ Have children generate their own examples. Do skill pages – Practice.

22 Skill Instruction Whole: Children Read Have children read another passage including (ch) examples: Charlie put the new red chain around her puppy’s neck. His mother sat on a chair under the cherry tree. She put her hand on her chin. Charlie stopped by to have a chat with his Mom. He asked his mother to check on his puppy and went to get some water. He sat on the bench and called to his puppy. The puppy jumped on Charlie’s chest. “You are a champ,” said Charlie with a smile.


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