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Instructing Word Analysis Skills. Prerequisites for Phonic LearningThe Auditory BatteryAuditory DiscriminationAuditory SegmentationAuditory BlendingAuditory Memory Visual Auditory Integration. The Auditory Battery. Auditory Discrimination - PowerPoint PPT Presentation
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Instructing Word Analysis Skills
Prerequisites for Phonic LearningThe Auditory Battery
Auditory DiscriminationAuditory
SegmentationAuditory Blending
Auditory Memory Visual Auditory Integration
The Auditory Battery
Auditory Discriminationo/u, b/d, b/p, a/e, e/I, l/r, w/r, t/d, s/x, g/k, m/n, ch/sh,
Auditory Segmentation Compounds: shoe-box, mail-manMulti-syllabic Words: beau-ti-ful, Nin-ten-doAffixes: re-do, pre-heat, runn-ing, fast-erBlends: st-op, gr-eenIndividual Phonemes: m-u-s-t, p-l-a-n, st-r-a-p
Auditory BlendingSame Levels as Segmentation/Opposite Process
Auditory MemoryVisual Auditory Integration
The Phonic Line
1. Consonants Individual ConsonantsDoubled Consonants BlendsDigraphsSilent Consonants
2. Vowels Short Long
Silent “e”Vowel Digraphs
R Controlled Vowels Diphthongs Doubled Vowels
3. Compounds
4. Phonograms
Simple
Complex
5. Affixes
Prefixes
Suffixes
The Phonic Line
Consonants
Individual consonants
Initial (man)
Final (bit)
Medial (fits)
The Phonic Line
Consonants (cont’d)
Doubled consonants
Medial (mitten)
Final (egg)
Two and Three letter blends
Initial (stop, strip)
Medial (faster)
Final (spent)
The Phonic Line
Consonants (cont’d)Consonant Digraphs
Initial (shot)Medial (paths)Final (witch, fish)
Silent Consonants Initial (know)Medial (lambs)Final (sign)
The Phonic Line
Vowels Short Vowels
Initial (in)Medial (mat)
Long Vowels Silent e (mile)Vowel Digraphs/ Double vowels (rain)
Open vowels (go, me)R – controlled Vowels (far, turn)Diphthongs (toy, owl, pout)Doubled Vowels (baa, Hawaii, feed, boot, vacuum)
The Phonic Line
Compound Words shoe/box, rain/coat
Phonograms
Simple Phonograms (ap, eg, ot, ud)
Complex Phonograms (-eep, -ung, -ight, -ould, -ought, ough, -idge)
The Phonic Line
Affixes Prefixes (re, un, bi, dis, de)Suffixes (ing, er, or, ed, ish,ness,) Example:fold turn marineun/fold re/turn sub/marinefold/ing turn/ing marines un/fold/ing turn/ed sub/marine/s
re/turn/ing
Visual Auditory Integration
Phonic Patternscvc - manccvc - stop (blend), chip (digraph)cvcc - lamp (blend), mash (digraph)ccvcc - blast (blend), which (digraph)cvce - maneccvce - frame (blend), shave (digraph)cvvc - meanccvvc - clean (blend), cheat (digraph)
Visual Auditory Integration
Phonic Patterns (cont’d)
cvvc(dipthong) boys
ccvvc - shout
cvr - car
ccvr - stir
cvrc - bark
ccvrc - spark (blend), shirt (digraph)
cvrcc - birch
Visual Auditory Integration
Phonograms - C + Phonogram or CC + Phonogram
Simplem – at, s – ud, r – ig sp – in, gr – in, st – em
Complexs – ing, gr – and, st – one r – ight, c – ould, br – ought
Visual Auditory Integration
Affixes: Root + Prefix,
Root + Suffix,
Root + Prefix + Suffix
plant do
implant redo
planting doing
implanting redoing
Visual Auditory Integration
Applications Emergent
b (sound) a (sound) t (sound) – Put it together /bat/
f (sound) i (sound) g (sound)Put it together / fig /
Later in Grade 1b (sound) at (sound)
Put it together /bat/st (sound) a (sound) nd (sound)
Put it together /stand/Or
st (sound) and (sound) Put it together /stand/
Visual Auditory Integration
Applications (cont’d)Later
str (sound) e (sound) tch (sound)Put it together /stretch/
f (sound) i (sound) n (sound) Put it together (fin)fin + e Now what? fine
bl (sound) a (sound) m (sound) Put it together (blam)blam + e Now what? blame
Further Onst – ai – n = /stain/bl – oa – t = /bloat/
Visual Auditory Integration
Application (cont’d)
Think back to the vocabulary instruction for Great Barrier Reef
s – ur – face /surface/str – e – tch /stretch/pol – yps /polyps/un – f – old – s /unfolds/re – main – s /remains/de – str – oy – ed /destroyed/
Why are Auditory Skills Underdeveloped?
Ear Infections Ear Trauma Developmental Disalignment Serious Allergies
Skill Instruction
Introduce in Whole Language
Practice in isolation
Place back in whole language
Skill Instruction
Whole Charlie Chan by Brenda Voght
ListenCharlie Chan lives in a big house in the city. In his backyard there is a cherry tree. Charlie’s father has built a tree house in the cherry tree. To get to the tree house Charlie climbs up a strong chain. In the tree house he has a table, a chair, a chalkboard, and chalk. He uses the chalk to write notes to his friends. From his tree house he can see into his mother’s kitchen. Today his mother is baking chocolate chip cookies.
Skill Instruction
Part What was the name of the boy in the story? (Charlie Chan)What kind of tree does he have in the backyard? (cherry)Charlie has a tree house in the cherry tree. How does he get to the tree house? (chain)He has a table in the tree house. What else does he have in the tree house? (chair, chalkboard, chalk)What kind of cookies is his mother baking in the kitchen?(chocolate chip)
Skill Instruction
Clarifying QuestionsWhat do you notice about the beginning sounds of the words? (The Same)What do you notice about the way all the words look?(all start with ch)Teach rule: ch = /ch/Have children generate their own examples.Do skill pages – Practice.
Skill Instruction
Whole: Children ReadHave children read another passage including (ch) examples:Charlie put the new red chain around her puppy’s neck. His mother sat on a chair under the cherry tree. She put her hand on her chin. Charlie stopped by to have a chat with his Mom. He asked his mother to check on his puppy and went to get some water. He sat on the bench and called to his puppy. The puppy jumped on Charlie’s chest.“You are a champ,” said Charlie with a smile.
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