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
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. Best way to introduce 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.
Met > meat > seed
VIDEO

10. 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)

11. I’ll model > Then you try
Long vowels
Two-letter phonemes
(Appendix C)
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)
Met > meat > seed

12. 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

13. 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

14. 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)

15. Words Their Way

17. 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)

18. Three Main Types of Word Sorts1 2
Correct sequence
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

19. 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

20. 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

21. 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.

22. 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

23. Making Words (a, e, g, m, n, s, t) Guided Activity
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.

24. Word Ladders (Generating words to build vocabulary)

25. Making Words (generating words - vocab and sorting words - phonics)

26. Setting Up Schedules for Word Study Groups

27. Two schedules for Students

28. Offset Weekly Plan for Differentiating Word Sort Instruction

29. Expectations for Word Study Notebooks

30. 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

31. Activity 1

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

33. 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

34. 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

35. 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”

36. Word Sort Activity 3

37. 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)

38. Phonics Instruction III: Other Vowel Patterns with Open and Closed Syllables Talkers, Whiners, and Much More!

39. ran get hot he my ti- her for -ger play read tried mouth claws books
Closed
Open
Magic e
Bossy R
Two Vowels
Talkers Whiners
C + le
Memory/Sight Words
ran
get
hot he my
ti-
her
for
-ger
play
read
tried
mouth
claws
books
came
made
terrible
nice
little
table
What’s the rule??

40. ran get hot he my ti- nice came made her for play mouth terrible -ger
Closed
Open
Magic e
Bossy R
Two Vowels
Talkers Whiners
C + le
Memory/Sight Words
????
????
????
ran
get
hot he my
ti-
nice
came
made
????
????
her
for
play
????
mouth
terrible
-ger
read
claws
little
tried
books
table

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

46. Sequencing Phonics Instruction (Noting parts in your textbook)
Beck (Appendices have word lists)
Tompkins (5th ed.) p
Pacing and sequence of consonants (WTW p. 165; ELL considerations, p. 174)
Consonants > short vowels > word families - See WTW, Ch. 5, p
Pacing and sequence for within word patterns (Ch. 6, p. 216)

47. Homework and Reminders
Tompkins, Ch. 4 and assorted pages (Guided Reading Instruction)
Tompkins Chapter 2 (p ) The Reading Process: Pre-Reading, Reading, Responding, Exploring, and Applying
Work on Literacy Photo Journal
See wiki for examples and a template in Word