1. The Study of Words Cohen and Cowan Chapter 5

2. Key Terms Automaticity Fluency Decode Sight words High-frequency words Phonic patterns Structural patterns Syllabic patterns Phonic analysis Digraphs CVC words CVCe words Structural analysis Onset-rime approach Word family Word walls Word sorts

3. Key Questions Why is word identification so important? Why are sight words important? What are the approaches to teaching phonics? What literacy skills does each grade need? How can technology help to teach word identification?

4. What is automaticity? Ability to recognize words quickly Developed over time Depends on amount of reading a child does Multiple exposures to words in meaningful contexts

5. Fluency …. ‘the ability to read text quickly, accurately and with expression

6. Phonic Analysis Vowels Consonants Blends Digraphs Patterns –CVC and CVCe (See pages 162-3)

7. Vowel Digraph If two vowels are beside each other in a word or syllable, the first vowel is usually long while the second vowel remains silent. Examples of vowel digraphs: ai-- maid, ee-- sweet, ea-- bean, oa---- boat, ay-----tray.

8. Vowel Dipthong two vowels sounds -- both sounds are usually heard and they make a gliding sound. Examples: oi--- boil, oy----- toy, au---- haul, aw----- saw, ew----- new, ow---- cow, oo---- moon, oo----- look, ou--- mouth,

9. Consonant Blend consonant sound may be heard in the blend. bl---black, cl--- clap, fl----flip, gl---- glass, pl--- play, sl---- slip, br--- brick, cr---crab, dr---drop, fr--- from, gr--- grab, pr--- press, tr---- trap, sc---scale, sk---skip, sm--smell, sn--snail, sp--- spill, st--- stop, sw---swell.

10. R-Controlled R-Controlled Vowels---- when a vowel is followed by the letter "r", the vowel does not make the long nor short sound but is considered "rcontrolled". Examples of "r-controlled" vowels: ar--- car, er--- fern, ir--- bird, or--- corn, ur--- nurse.

11. Structural Analysis Singular-plural Possessives Comparatives Prefixes Suffixes CVC CVCe Dog-dogs, ‘s, s’ Fast, faster, fatest Ab-, im-, semi-, pre- -ness, -ly, -tion Bat-batting Tape-taping

12. Syllabication # syllables = # vowels VC/CV Compound words Walk, entrapment Hap-pen, pen-cil Side-walk

13. Onset and Rimes B (onset) at (rime) = bat 37 patterns help students spell and decode more than 500 of most common words in first grade children’s literature. (Page 170)

14. Which is easier to read? WHEN A STUDENT IS HAVING TROUBLE READING, IT IS IMPORTANT THAT THE TEACHER CONDUCT AN ASSESSMENT TO DETERMINE THE STUDENT’S STRENGTHS AND WEAKNESSES. OR When a student is having trouble reading, it is important that the teacher conduct an assessment to determine the student’s strengths and weaknesses.

15. Students with Diverse Needs 80% of all special needs students have dyslexia (disruption of the neural systems in the left hemisphere)

16. Dyslexia Need phonics and decoding strategies Need sound-letter correspondence and alphabetic principle

17. Multisensory strategies Combine two or more sensory areas simultaneously –Ex: learn alphabet by feeling, naming and matching 3-d forms or tracing on a rough surface