Beginning Reading & The Alphabetic Principle

Important Definitions _____________________: Initially select words made up of letters and letter combinations representing the same sound in different words ____________________________: Select words that appear frequently in print regardless of their letter sound irregularity; variety of sources as cues ________________: Teaching students precisely what you want them to know

Important Definitions ____________: Study of speech sounds ______________: Use of sound-symbol relationships to decode words—It requires an understanding of the alphabetic principle and phonological awareness ___________________: There is a relationship between written representations (i.e., letters or letter combinations) and oral sounds that compose words

Letter-Sound Correspondences Sequencing Rules Teach the most ______________ sound of the letter first (e.g., teach the hard sounds of c and g before the soft sounds) Separate __________ and ____________ similar letters (e.g., ____________ similar = h/n; ___________ similar = k/g; both = d/b) Teach more ________________ letters before less useful letters (vowels are the most useful, t, s) Teach ___________ letters before ______ letters

Signaling for LSC Step 1: Point under the letter without touching (_______ cue) Step 2: Thinking pause (__ seconds) Step 3: Out (“_________”) Step 4: In and touch Step 5: Out (after holding 3 seconds for a continuous sound and an instant for a stop sound)

Error Correction Procedures Stop the student ________________ _________ the correct answer. “Listen. My turn. /mmmmmmmm/” _________ the student. “Do it with me. Get ready” _________ the group on the missed item. “Do it by yourself. Get ready.” _________ Go back to missed sound later in lesson

Practice Introductory and Discrimination Formats Practice both formats Group members practice making the 3 types of errors Confusion error (wrong ________ for the letter) Pronunciation error (poorly _________ sound) Signal error (too _________ or too ______)

Regular Words _____________ words: letters represent their common sound Are these regular words? was, do, at, put, chop Look at Figure 8.1 on page 72 Word sounding out occurs after only __ or __ sounds have been mastered Then, passage reading is introduced once ___ words have been mastered Not a long delay before students are introduced to connected material

Sounding Out Regular Words Word lists: vehicle teacher uses to introduce and provide initial practice for new word types These exercises are also used to introduce words that will appear in stories How do you give students enough practice? Group responses How do you ensure that students respond simultaneously? Signals

Construction of Word Lists Initial lists: ____________ words Words must _____________ include letters students have mastered in letter-sound correspondence tasks No error on sound for __ consecutive lessons Construct lists in an _________________ manner When a new letter first appears in a list, it should appear in approximately ______ to ____ of those words.

Practice: Construction of Word Lists Figure 8.2 (page 73) When is u practiced in a word list? When does u appear in a discrimination list? What do you notice about the word types included in the lists? Do the words in the lists consist of continuous sounds or stop sounds?

Signaling Procedure Point to the _________of the word. Say, “Get ready.” Then the teacher _______ under the first sound and holds for at least ______ seconds. Then the teacher quickly makes a loop, moving the finger under the second sound and holding for at least ______ seconds. The teacher quickly makes a loop, moving the finger under the third sound and holding for at least _____ seconds.

Sequence of Word Types _______ that begin with continuous sound (sat, at) ________ that begin with continuous sounds (lamp, sand) _______ that begin with stop sounds (hit, cup) (May use precorrections initially)   ________ that begin with stop sounds (pump, best)

_________in which both initial consonants are continuous sounds (frog, flip) (may use precorrections initially)   _________ in which one of the initial sounds is a stop sound (stop, brat) __________ words (blast) _________ & ___________ words (split, sprint) **Student performance is the key factor in determining the introduction of new items**

Passage Reading Initially, passages should be short (only ________ words) Gradually ________ length Avoid __________ cues initially (want students only attending to the letters in words) Signal: Must be ____________ Correction errors: ______ (T models correct sound and then tests by having students sound out word again—THEN, requires students to return to the beginning of sentence and reread) _____ (may need to physically move student’s finger)

Practice Activity Form groups of 3 people Person 1: Choose a word you would introduce early (be sure to follow guidelines). Teach other members how to sound it out using the format on page 74. Person 2: Add a second word. Use the format on page 76 to sound it out. Person 3: Make up a 2-3 word sentence. Use the format on page 82 to have the members sound out the passage. CORRECT ERRORS

Precorrecting A valuable technique for __________ errors students make Teachers prompt students on a letter that has caused them ___________on a previous lesson (points to it in a word, “What sound?” Then, have students sound out the entire word