Explicit & Systematic Phonics Instruction: Short & Long Vowels,

Consonant Blends & Consonant Digraphs

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

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?

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

PURPOSE: To move children through early reading stage and move from letter-name alphabetic stage to within word stage of spelling

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

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

Ŏ

ăĕ ĭ

ŭoo

oi /oyou/ow

ir ar

ah

Sort

Short vowel

cat

by

lake hi bed

I

rug

Long vowel

man

be

tide

rope

pig

fox

Oddball

cook tar

fir

cube

Sort

Short vowel

cat

by

lake

hi

bed

I

rug

Long vowel

man

be

tide

rope

pig

fox

Oddball

cook

tar

cube

firNow…Generate another

rhyming word for each

What patterns do you notice?

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??

Silent E

Consonant Combinations

BLUE

shell

plate dragon star

flag

SHOE

cheese

ship

steak

white

globe

thin

crop cube

chair whale

Oddball

What do you notice about each group?

BLUE

shell

plate

dragon

star

flag

SHOE

cheese

ship

steak

whiteglobe

thin

crop

cube

chair

whaleOddball

Cons. Blend Cons. Digraph

BLUE

shell

plate

dragon

star

flag

SHOE

cheese

ship

steak

whiteglobe

thin

crop

cubechair

whale

Oddball

Consonant blend: groups of two or three consonants where you hear each sound Consonant digraph:

Two consonants that combine to make one sound

Transformer H

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

Homework: Read WTW (Ch. 6) Within Word Spelling Stage

• Early Within Word

• Middle Within Word

• Late Within Word

All of above; plus CVCe, CVVC, unique endings, And common ambiguous vowel patterns

Silent letters in Long vowel patterns; unique endings (-k, -ck, -ke); Ambiguous vowels (aught)

Consonants, blends, digraphs; short vowels CVC; r-controlled vowels in CVC words ; sight words

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

USING CONFUSING

Word Study for Within Word Pattern Spelling

• WTW p. 206-7: 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)