1 / 7

Phonics Instruction II: Moving on to Long Vowels

Phonics Instruction II: Moving on to Long Vowels . Setting the Scene. Reviewing… # of phonemes in a word Key categories of activities for emergent readers? Looking ahead…WTW Ch. 5 Early Middle Late (Letter Name Alphabetic) BD for bed STEK for stick SEP for ship

gaia
Download Presentation

Phonics Instruction II: Moving on to Long Vowels

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Phonics Instruction II: Moving on to Long Vowels

  2. Setting the Scene • Reviewing… • # of phonemes in a word • Key categories of activities for emergent readers? • Looking ahead…WTW Ch. 5 • Early Middle Late (Letter Name Alphabetic) • BD for bed STEK for stick SEP for ship • DRIV for drive FT for float LOP for lump

  3. Sequencing Phonics Instruction • Tompkins (4th ed.) p. 128-131 • Tompkins (5th ed.) p. 159-163 • See WTW p. 145 • CVC > decodable texts and word families (common rimes) • Consonants > short vowels > word families • WTW p. 151: keep in mind the challenges of pronouncing sounds in a different language • Word study routines: picture sorts for initial sounds > word sorts with short vowels

  4. Long Vowel-Silent e • Demonstrate what happens when an “e” is put at the end of certain CVC words • Hid > hide; mat > mate; • Can you think of others? Make a list.

  5. Correspondence between two letter vowel combinations and their phonemes • 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 eewords

  6. CONTEXTUALIZE the words youselect for phonics instruction within quality literature

  7. 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

More Related