phonics and spelling instruction: moving on to long vowels, vowel patterns, and word study

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

BD for bed

STEK for stick

SEP for ship

DRIV for drive

FT for float

LOP for lump

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 Vowels4. 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• Pair sound with letter and letter name• Hear (& discriminate) in the middle or beginning • See at beginning or end (place in word pockets)

Ŏ

ăĕ ĭ

ŭoo

oi /oyou/ow

ir ar

ah

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.

Long vowels Silent e

(Appendix B)

VIDEO

• 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)

Reviewing Quiz

Words Their Way

WTW: Organizing for Word Study• How are word sorts different than other phonics

programs?1. Hands-on manipulatives to learn by doing2. Work from known to unknown to help spell3. Analytic (whole > part) rather than synthetic (part >

whole) 4. Critical thinking about principles (compare/contrast)

rather than memorizing rules5. Efficient (more words) and cost effective (reusable

cards vs. worksheets with fewer words6. Easier to differentiate instruction and adapt (just

combine different word groups and cards)

Three Main Types of Word Sorts

• Sound Sort > Visual Pattern Sort > Meaning Sort

Picture sort (early stages)

Word sort(see sound vs. spelling)

Blind sort sort by sound

without visual cues

1 2

Use keyword headings

(either picture or visual pattern)

Concept sort (themed words or

vocabulary

Spelling/meaning sort

(homophones; homographs;

affix/suffix sorts)

Correct sequence

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 patternsChange 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

pigrigridribrobBobboxfox

bugdugdigpigpinpentenhen

pigbigwigwinfinfitfatcat

catbathatratpatpetpenhen

foxboxboptopmopmapmatcat

bughugdugdigbigbagbatcat

cathatratragbagbigdigpig

Word Ladders

Making Words

Word Sorts

• Weekly Schedule in Grade 1 – Level 1 – Level 2

• Word Study Activities for Grades 1-3 (in small groups) – Activity 1, 2, and 3 – Sort & discover the pattern – Identify purpose and spelling stage

Activity 1

Activity 2: Word Sort (Step 1)• First, sort by SOUND of G.

edge

cage

bag

twig

slug drug

leg

lodge

flag huge judge stage

page

badge Hard GSoft G

Activity 2: Word Sort (Step 1)• First, sort by SOUND of G.

edge

cage

bag

twig

slug

drug

leg

lodge

flag

huge

judge

stage

page

badge Hard GSoft G

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)

edge

cage

twig

slug

drug

leg

lodge

flag

huge

judge

stage

page

Activity 2: Word Sort

edge

cagebag

twig

slug

drug

leg

lodge flag huge

judge

stage

page

badge

dge ge g

soft g at end has a silent e when short vowel = dge when long vowel = ge

short vowel = hard g and no “e”

• Now, sort by [visual] pattern. Work with a partner to discover the different patterns & reflect (compare & declare)

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!

Closed Open Magic e

Bossy R Two VowelsTalkers Whiners

C + le

Memory/Sight Words

ran get hot he my ti- her for -ger play

read tried

nice

mouth books

little terrible

came claws made

table What’s the rule??

Closed Open Magic e

Bossy R Two VowelsTalkers Whiners

C + le

Memory/Sight Words

ran get hot he my ti-

her for

-ger play

read

tried

nice

mouth

books

little

terrible

came

claws

made

table

???? ???? ????

???? ???? ????

How do you pronounce these?? (and why??)

li falpowsude

maiptible

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)