Phonics and Spelling Instruction: Moving on to Long Vowels, Vowel Patterns, and Word Study

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)

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

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

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

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)

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)

ĕ ĭ ă oo Ŏ ŭ ar ir ou/ow ah oi /oy

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

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)

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

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

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

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)

Words Their Way

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)

Three Main Types of Word Sorts 1 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

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

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

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.

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

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.

Word Ladders (Generating words to build vocabulary)

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

Setting Up Schedules for Word Study Groups

Two schedules for Students

Offset Weekly Plan for Differentiating Word Sort Instruction

Expectations for Word Study Notebooks

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

Activity 1

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

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

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

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”

Word Sort Activity 3

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)

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

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??

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

li fal pow sude maip tible mer 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)

Homework and Reminders Tompkins, Ch. 4 and assorted pages (Guided Reading Instruction) Tompkins Chapter 2 (p. 38-52) The Reading Process: Pre-Reading, Reading, Responding, Exploring, and Applying Work on Literacy Photo Journal See wiki for examples and a template in Word