Motivation for literacy Concepts of print Word/World knowledge Language development Listening/thinking skills Sight words Phonemic awareness and letter-sound

connections Letter formation Spelling Schema development Real reading

Fluency Text structures Comprehension strategiesAnd REAL WRTING experiences

! Word recognition is the foundation of Reading

! Comprehension is the goal of Reading

Directions: Students say the phonemes (sounds) in the

target words for the number of disks presented. If they are unable to say the sounds, the administrator of the test can show them a picture of the target word as a visual cue (If a visual cue is used, indicate in test margin with a “v”). Record their responses.

Ask: “What are the phonemes in (target

word)? Show the number of sounds in the target words by moving the appropriate number of disks. For example: “What are the sounds

in the word run?” Answer: r — u — n Your turn-go, grab, drum

1. Pre alphabetic phase-logographic phase

Depends on visual cues and environmental print

Studies by Gough & Griffith and Dewitz & Stammer

2. Partial alphabetic phase Some phonemic awareness and letter

sound knowledge/invented spellings 3. Alphabetic phase

Phonemic awareness and letter sound knowledge

4. Consolidated Phase Orthographic knowledge Understands spelling patterns, morphological

knowledge Can learn to use analogies — aware of

subunits in words-onsets and rimes Onsets — initial consonants in words Rimes — the vowel and what comes after it in

a word Ex. In the word cat, ‘c’ is the onset and ‘at’ is the

rime. Use conventional spellings of words Has developed a large sight vocabulary

Ehri Word Bear et al. Recognition Stage Spelling Stage Example

Pre-alphabetic Early Letter Name bed = b (visual cues)

Partial Alphabetic Letter Name bed = bad (phonetic cues) drive = grive Full alphabetic Within Word Pattern ship = (distinct

spellings) sip, ship

Ehri Word Bear et al. Recognition Stage Spelling Stage Example

Consolidated Syllable Juncture popping =popping

(chunks of letters)

plesure = plesour,

pleasure

1. Syllables that end in a consonant: CVC (sat, splat, napkin); the vowel is usually short.

2. Syllable that ends with a vowel: CV (me, spider), V (a, halo, baby); the vowel is often long.

3. Final e: CVCe (take, home, cupcake); the vowel is often long while the final e is silent.

4. Vowel digraph (ai, ee, ea, oa, etc.) as in team, green, lean, peanut; the 1st vowel is often long and the 2nd one is silent, but this does not apply to many vowel teams.

Consonant digraph (sh, ph) as in shut, paragraph

5. R controlled vowel (ar, ur, ir, or, er) as in far, fur, for; the vowel is neither long or short. Plus-ir, ar, ur often sound like er in one syllable words as in the word car, fur.

6. Consonant plus le, as in little, purple, treble = pur/ple

7. Diphthongs (oi, oy) as in boil, toy; the vowels make a unique sound

8. Schwa=vowel makes “uh” sound=awake

9. Soft and hard c and g-activity on website

http://rbeaudoin333.homestead.com/hardsoftc_g_1.html

Segment Words by…

Planet Cats

Morphemes planet Cats

Syllables Plan et cats

Onsets & rimes (spelling patterns)

Pl an et k ats

Phonemes P l a n et K a t s

How to add ing to words

Double the consonant then add ing

Just add ing

VC words =get getting

VCC words=ask asking

Between 2 medial consonants: ig/nore, hap/py

After medial consonant between 2 vowels: ov/en

Words ending in le=consonant + le: re/li/a/ble, bab/ble

Prefixes and suffixes: un/done, trans/for/ma/tion, hap/pi/ness

Applications with diagraphs: both/er

Discuss then check http://www.dictionary.com

Prefix Prefix

un inter

re fore

in, im, ir, il (not) de

dis trans

en, em super

non semi

in, im (in or into) anti

Over (too much) mid

mis Under (too little)

sub

pre

Examples of chunking unfamiliar words using the analogy strategy:. Begin with an unfamiliar word. If the word is a multi-syllabic word first teach students to chunk words into syllables and circle the prefixes and suffixes. Then have students underline spelling patterns to help with pronunciation. Have the students underline the spelling patterns. Spelling patterns are underlined in the words below, cat and responsible. The spelling pattern is the vowel and letters after it in a syllable (i.e., cat…at is the spelling pattern). Remind students that are frequently long or short. Long vowels say their name such as i in the word ride whereas short i makes the sound of i as in the word hit. What is the spelling pattern in the word ride?___. What is the spelling pattern in the word hit? ____(answers on last page of this PowerPoint (pp). Remind them that Sometimes vowels are neither short or long such as the vowel a in the word car since a is r controlled :

Vowels=A,E, I, O, U and sometimes y and w! C at Re/spon/si/ble

1. Teach key words: Teach 1-5 key words each week and study onset-rime (rime is also called spelling patterns) of the key words. For example, if a student missed the word responsible teach them to chunk the word by syllables and underline the spelling patterns (as in the previous slide of this PowerPoint). Select the spelling pattern on from the word responsible and create a key word with the on spelling pattern such as Don. This will help the student identify words with the on spelling pattern. Also, help the student with affixes missed.

2. Create word families from the key words(Don- Jon, on, con)

3. Use the key words in language experience stories that are enjoyable and add prefixes or suffixes if appropriate depending on their reading level.

4. Use the key words in a variety of activities during the week (word analysis-NEXT SLIDE, related games and connect to reading and writing for comprehension)

5. Place the key word on a Vowel Word Wall as a reference for decoding unfamiliar words with the same spelling patterns (refer to the word wall slide in this PP)

C A R V I N E* S EE k au r 3 v i n 3 s e 2

C A N T E N T R OU N D

k a n 3 t e n t 4 r ou n d 4 Ask: Tell me about the vowel…what is your

rule? What is the phonics rule? Does it break the rule? Refer to Gaskins article under courseden phonics for more examples of word analysis

1. The word is ______________ . 2. Stretch the word.

I hear __________________ sounds. 3. I see ________ letters because _______ . 4. The spelling pattern is _____________ . 5. This is what I know about the vowel:

_______________ . 6. Another word on the word wall with

the same vowel sound is _____________ .

Person 1: 1. My word is _________________ . 2. My word wall word is _______________ . 3. The words are alike because

____________ . 4. Do you agree?

Person 2: Give one of these answers: Yes/No, because _____________. Switch roles.

Introduce 1-5 key words to be used during the week (Ex. Cat, grab, her, red, take) and learn the spelling patterns: at, ab, er, ed, ake.

Use the 1-5 key words in word families with the same spelling patterns: cat, hat, sat grab, cab, drab her, better red, sled, bed take, cake, rake

Use the 1-5 key words and some of the words in their word families in a Language Experience Story that is fun to write.

Analyze the key words t a k e

t a k (Tell me about the vowel-is it long, short, or makes a unique sound. Why?)

Review the 1-5 key words to be learned during the week (cat, grab, her, red, take).

Use the key words in sentences and challenge sentences (model), for example:◦ Please take the cake out of the oven.◦ We went skating after the party. ◦ Please __________ the cat outside.

Play What’s in My Head?My word is on the board.My word begins like “table”.My word rhymes with “lake”.

Please __________ the cat outside.

Aa Ee Ii Oo Uu Yy *cat bed ride boat up yes

*at/tach/ed son*re/ spon/ si/ble

*spelling patterns are also called rimes (the vowel and letters after it in a syllable). The spelling patterns are underlined.

Struggling readers need to focus on phonics and vocabulary and connect to reading and writing

Great resource: Gaskins et al article about word recognition in Journal, The Reading Teacher