Word Study: Session two emergent and letter name stage

1. Word Study: Session twoemergent and letter name stage Eastern Elementary/Middle School K-2 Teachers

2. Tiers of development Meaning Syllables and Affixes Derivational Relations Within Word Pattern Pattern Emergent Letter Name Alphabet

3. The Emergent Stage

4. Characteristics of Emergent Students • Preliterate stage • Typically preschool, Kindergarten, and first grade • Lack or have limited concept of word • Pretend read and pretend write • May “read” familiar environment words (logographic reading)

5. Evolution of Emergent Writing

6. Emergent writing/spelling • “Mock linear” writing • Writing cannot be reread • Learns to write names and familiar words first • Considered prewriting and prephonetic • Largely pretend • Random marks/scribbles, pictures, letters are written haphazardly

7. Components of Early Literacy Learning • Vocabulary growth and concept development • Phonological awareness • Alphabet Knowledge • Letter-Sound Knowledge • Concept of Word in print

8. Vocabulary development • Concept sorts • Extension to writing (draw and label) or Cut and paste • Read-alouds • Continuous teacher and student talk about words

9. Concept sort Clothes Body Parts

10. Phonological awareness activities • Early emergent: focus attention on syllables and rhyming words • Rhyming book read-alouds • Rhyming sorts (matching) • Rhyming sorts (odd man out) • Rhyming songs • Rhyming games (bingo, concentration) • Invent rhymes (fill in the blank)

11. Phonological awareness activities • Mid emergent: focus attention on alliteration (same beginning sound) • ABC books • Puppet-talk (It’s in the bag) • I-Spy Riddles • Picture sorts by beginning sounds

12. Phonological awareness activities • Late emergent: focus attention on onset-rime • Phonemic Segmentation • Teacher says: map • Students respond: /m/ /a/ /p/ • Segmenting onset from rime • Teacher says map • Students respond /ap/ • Segmenting for first/last sound • Teacher says map • Students respond /m/ or /p

13. Elkonin boxes or push & say • Assists students in segmenting sounds in words. • Students move chips/letters into a box as they say the word • Adaptation: Show where a sound is located in a word (beg./middle/end) SH I P

14. Alphabet knowledge • Children’s names (letter tiles, Playdough, matching, writing) • font sorts • matching upper and lower case (ABC eggs) • name and write letters • ABC books • bingo, concentration • Alphabet scrapbook • ABC song and tracking • ABC cereal sort The goal of instruction is rapid and automatic recognition of letters in a variety of forms and contexts.

15. Letter-sound knowledge • Picture sorts for beginning sounds (begin with obvious contrasts and discuss both the sound and letter name) • Object sort by sound • Board Games • Bingo, concentration

16. Guidelines for picture sorts • Start with meaningful text. • Make sorts easier or harder as needed. • Use a key word and a letter as headers. • Begin with directed sorts. • Use sets of pictures that are easy to name and sort. • Correct mistakes on the first sort but allow errors to wait on subsequent sorts. • Vary the group sorting. • Plan plenty of time for individual practice. • Plan follow-up activities. • Encourage invented spelling.

17. Concept of word in text • Fingerpoint reading and tracking print • Texts may be: picture captions, dictated stories, poems, songs, simple pattern books, nursery rhymes • Sentence strips and words cards • Word hunts

18. Have difficulty identifying individual phonemes within words • Will point to words for each stressed beat • Beginning letter sounds help anchor fingerpointing • Point to words of familiar, rhythmic texts • Write captions beneath pictures • Write dictated or spoken words/stories from students (language experience approach)

19. Transition to Letter-name stage • The ability to fingerpoint accurately to words in print while reading from memory is the watershed event that separates the emergent reader from the letter-name alphabetic/beginning reader.

20. The Letter-Name Stage

21. Letter Name Readers and Writers • Slow, word by word, disfluent • Fingerpoint or track text as they read • Cannot read silently • Adult can usually read what they write • Use letter names to spell vowel sounds • Begin to include a vowel in each stressed syllable • Early LN-------- Mid LN--------- Late LN fs fesh fish

22. Letter Name Helps understand spellings like: GP for jeep YH for witch

23. Point of articulation • This term refers to how sounds are shaped in the mouth during speech • Affricates are often confused: j, g, ch, dr, tr • Try jip, chip, trip, drip • JRV for drive

24. Early letter-Name • What They Know • Most letters of the alphabet • Directionality in both reading and writing • Use of more consonants than vowels in their writing • Beginning consonant sounds or the most prominent sounds in a word (ex. D for DOG or IS for ICE) • Occasional use of both beginning and ending consonant sounds • (ex. BT for BOAT) • What They Use But Confuse • Confuse consonants w/ similar points of articulation (/f/ vs /v/, /b/ vs /p/) • Confuse consonant sounds with their letter name (/s/ for c) • Able to recite rhymes and jingles, but may have difficulty tracking • Use of vowels, if the sound matches the name of the letter (I for ICE) • What They Don’t Know • Medial vowel sounds • Blends (only representing the first consonant sound...CP for CLAP) • Digraphs (will use letters closest to point of articulation...H for Chair)

25. Working with early letter-name • Review all initial consonants with picture sorts and known words from the word bank. • Contrast specific consonants that students confuse (b vs. d) • Introduce digraphs and blends in picture sorts • Introduce short vowels in same-vowel word families using pictures and words.

26. Mid letter-Name • What They Know • Most beginning and ending consonant sounds • Clear letter-sound matches • Frequently occurring short-vowel words (MOM, DAD) • Concept of word through pointing to text while reading (at this point students should be able to self-correct mistakes) • What They Use But Confuse • Medial vowel sounds (BOT for BOAT) • Confuse vowel sounds with letters that possess closest point of articulation (/i/ sound vs letter name E) • Some consonant blends and digraphs • Onset and rime (learning word families) • What They Don’t Know • CVC pattern • Preconsonantal nasals • Long Vowel Patterns

27. Working with mid- letter name • Study short vowels in mixed-vowel word families • Include digraphs and blends in the study of word families • Use pictures and words in the study of blends and digraphs as needed

28. Late letter-Name • What They Know • Beginning and ending consonant sounds • Simple blends and digraphs • Word families (onset and rime) • Many sight words • What They Use But Confuse • Medial short vowel sounds (CVC) • Preconsonantal nasals (m in jump) • What They Don’t Know • Long Vowel Patterns

29. Working with Late letter name • Study short vowels in CVC words outside of word families • Review digraphs and blends in CVC words, especially those producing an affricate sound • Study preconsonantal nasals in short vowel words • Introduce r-influenced vowels spelled with -ar and -or

30. Supporting letter name students • Be knowledgeable and understanding of the stage • Use careful scaffolding/support • Allow picture sorts to gradually phase into word sorts • Use rich contextual support through books with pictures and predictable text

31. Transition to within-word pattern stage • When students have a good grasp of the CVC pattern • Students begin to overuse one particular long vowel pattern (ex. CVCe ...bote for boat) • Student has mastered preconsonantal nasals (words with m or n before the final consonant...bump, bunch, jump, etc.)

32. Sample weekly schedules for word study in the letter name stage