1. Explicit & Systematic Phonics Instruction: Short & Long Vowels, Consonant Blends & Consonant Digraphs

2. Schedule Update
Feb. 27: Review Lit Journal Format - Reminder – take photos! Literacy Photo Journal due March 6
March 4: Phonics Part III – Vowel Teams, Open & Closed Syllables
March 6: Quiz on Phonics and Photo Journal Due (OR have due March 18 – 1st day back from Spring Break)
March 25: Spelling Inventory Due (conduct with child before this date and bring results to class) – will review in class on Feb. 27

3. Review Assignments Word Study Demonstration Activity
Sign up for a topic on the list
Draft due March 6 (topic and word lists)
Lesson due April 1
Model the Activity
Questions?

4. Objectives – You will be able to:
PURPOSE: To move children through early reading stage and move
from letter-name alphabetic stage to within word stage of spelling
Objectives – You will be able to:
Identify short and long vowel sounds and generate keywords to help recall these sounds
Identify best way to move from teaching short vowel sounds to long vowel sounds and discuss activities to practice
Define consonant blend and consonant digraph and give several examples of each

5. Letter-Name Alphabetic Spelling Stage (WTW, Ch. 5)
Early Letter- Name Alphabetic
Middle Letter- Name Alphabetic
Late Letter- Name Alphabetic
FT for float
BD and FT – early (beg/end/no vowels); SEP and LOP for middle (CVC); DRIV and STEK (Beg/Mid/End and regular consonants and vowels)
CONFUSIN: DRIV (long vowel/silent e) and STEK (consonant digraph at the end – two letters make one sound) – these are WITHIN WORD Errors
SEP for ship
BD for bed
DRIV for drive
LOP for lump
STEK for stick

6. Moving back from spelling to…
Phonics Instruction
Consonants
Hear the consonant sound
Pair sound with letter and letter name
Hear at beginning or end
See at beginning or end
Short vowels
Hear the vowel sound
Hear in the middle or beginning
See at beginning or end (place in word pockets)

8. ĕ ĭ ă oo ŭ ar ir ah ou/ow oi /oy Ŏ
Digraphs: two letters = one sound (ph/ey) Blends
Dipthong: two vowels, sound moves from one vowel towards another (ou/ow, oi/oy)
ou/ow ah
oi /oy

9. Sort Short vowel Long vowel Oddball I cat tide fox man rug fir pig be
lake hi
bed
cook
rope by
cube
tar

10. What patterns do you notice?
Sort
Short vowel
Long vowel
Oddball
cat I
What patterns do you notice?
fox by
cook
tide
pig be
bed
tar
Short vowels are in between two consonants; long vowels are either at the end of the word, or in between two consonants but a silent e at the end.
lake
rug
Now…
Generate another
rhyming word
for each
fir hi
man
rope
cube

11. CVC > CVCe
What’s the easiest way to concretely introduce how each vowel makes both a short and long sound?
Hid > hide; mat > mate;
Can you think of others? Make a list.
Activities to practice??

12. Silent E

13. Consonant Combinations
BLUE
SHOE
Oddball
steak
thin
shell
chair
whale
globe
ship
plate
dragon
star
crop
white
flag
cheese
cube

14. What do you notice about each group?
BLUE
SHOE
steak
thin
dragon
shell
ship
chair
Oddball
plate
whale
cube
globe
white
star
crop
cheese
flag

15. Cons. Blend Cons. Digraph
Consonant blend: groups of two or three consonants where you
hear each sound
Cons. Blend Cons. Digraph
Consonant digraph:
Two consonants that combine to make one sound
BLUE
SHOE
steak
thin
Oddball
dragon
shell
cube
ship
chair
plate
whale
globe
white
star
crop
cheese
flag

16. Transformer H

18. Two and three letter consonant combinations at the beginning and end of words

19. Homework: Read WTW (Ch. 6) Within Word Spelling Stage
USING
CONFUSING
Early Within Word
Middle Within Word
Late Within Word
Consonants, blends, digraphs; short vowels CVC; r-controlled vowels in CVC words ; sight words
Silent letters in Long vowel patterns; unique endings (-k, -ck, -ke); Ambiguous vowels (aught)
All of above; plus CVCe, CVVC, unique endings,
And common ambiguous vowel patterns
Less common ambiguous vowel patterns; -ed at the end of words
All of above; plus long-vowel patterns and r-controlled vowel patterns
Consonant doubling; e-drop; changing y to I

20. Word Study for Within Word Pattern Spelling
WTW p : Table 6.1 and Table 6.2
Common Long Vowel Patterns (CVCe, CVVC)
Less Common Long Vowel Patterns (Vowel Teams)
Gr. 1 Common a = a-e (cave), ai (rain), ay (play)
Gr. 2 Less Common a = ei (eight); ey (prey)
Gr. 1 Common e = ee (green); ea (team); e (me)
Gr. 2 Less Common e = ie (chief); e-e (theme)
Gr. 1 Common i = i-e (tribe); igh (sight); y (fly)
Gr. 2 Less Common i = i following by nd/ld (mind/child)
Gr. 1 Common o = o-e (home); oa (float); ow (grow)
Gr. 2 Less Common o = followed by 2 consonants (cold, most)
Gr. 1 Common u = u-e (flute); oo (moon), ew (blew)
Gr. 2 Less Common u = ue (blue); ui (suit)