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Schedule Update

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

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Schedule Update

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  1. Explicit & Systematic Phonics Instruction: Short & Long Vowels, Consonant Blends & Consonant Digraphs

  2. 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

  3. 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?

  4. Objectives – You will be able to: PURPOSE: To move children through early reading stage and move from letter-name alphabetic stage to within word stage of spelling • 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

  5. Letter-Name Alphabetic Spelling Stage (WTW, Ch. 5) • Early Letter-Name Alphabetic • Middle Letter-Name Alphabetic • Late Letter-Name Alphabetic FT for float SEP for ship BD for bed DRIV for drive LOP for lump STEK for stick

  6. 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)

  7. ĕ ĭ ă oo Ŏ ŭ ar ir ou/ow ah oi /oy

  8. Sort Short vowel Long vowel Oddball cat I man rug tide fox fir lake be hi pig bed by cube tar rope cook

  9. Sort Short vowel Long vowel Oddball cat I What patterns do you notice? fox by cook tide pig be bed tar lake rug Now… Generate another rhyming word for each fir hi man rope cube

  10. 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??

  11. Silent E

  12. Consonant Combinations BLUE SHOE Oddball shell steak thin chair whale star plate ship dragon globe cube white flag cheese crop

  13. What do you notice about each group? BLUE SHOE steak thin dragon shell ship chair Oddball plate whale globe cube white star cheese crop flag

  14. Cons. Blend Cons. Digraph Consonant blend: groups of two or three consonants where you hear each sound Consonant digraph: Two consonants that combine to make one sound BLUE SHOE steak thin Oddball dragon shell cube ship chair plate whale globe white star cheese crop flag

  15. Transformer H

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

  17. Homework: Read WTW (Ch. 6) Within Word Spelling Stage • Early Within Word • Middle Within Word • Late Within Word USING CONFUSING Consonants, blends, digraphs; short vowels CVC; r-controlled vowels in CVC words ; sight words Silent letters in Long vowel patterns; unique endings (-k, -ck, -ke); Ambiguous vowels (aught) All of above; plus CVCe, CVVC, unique endings, And common ambiguous vowel patterns 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

  18. 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)

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