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

Word Study

Objectives

• Build on early letter sound correspondence skills (consonants and short vowels) with more challenging letter/syllable patterns

• Practice Instruction in Long Vowel Sound Correspondence (Two Graphemes = One phoneme) (magic e/ee/ea)

• Identify common phonics patterns and how to teach them to young children

• Link sequence of phonics instruction to word study techniques

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

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)

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

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)

I’ll model > Then you try

• 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

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)

CONTEXTUALIZE the words you select for phonics instruction within quality literature

see vs. sea

I’ll model > Then you try

• 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)

Long vowels Two-letter phonemes

(Appendix C)

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

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)