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Sound – Print Connection. Sound-print Connection. Reading Comprehension Deriving meaning from the printed word. Dependent on: - understanding language - decoding, the ability to derive a word’s phonological representation from sequences
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Sound-print Connection • Reading Comprehension • Deriving meaning from the printed word. • Dependent on: • - understanding language • - decoding, the ability to derive • a word’s phonological • representation from sequences • of letters or letter groups • representing individual • phonemes • Graphophonic cueing system: individual speech sounds are • mapped E.g. b ough t • b a t • Phonemic Awareness • A cognitive skill consisting of three pieces • the phoneme is an abstract linguistic unit and not a unit of writing • the explicit, conscious awareness of that unit • the ability to explicitly manipulate such units • Specific Skills: • Isolating phonemes • Blending phonemes • Segmenting phonemes • Deleting phonemes • Substituting phonemes • Spoken Language • Phonological Awareness • Recognizing that sentences • Are made up of words • Recognizing word-length • Units in compound words • (e.g. cow/boy) • Rhyming • Alliteration (initial sound) • Onsets and rimes • Syllables: Blending • Segmenting (counting) • Isolating • Deleting • Recognizing that words and syllables are • made up of individual sounds Alphabetic Principle Listening - Speaking - Reading - Writing
Alphabetic Principle • Speech can be turned into print • Print can be turned into speech • Letters represent sounds in the language
Concepts – provide explicit instruction in how sound-symbol system works • Letters represent sounds. /t/ /r/ /ee/ • A sound can be represented by one letter and sometimes by two or more letters. • /b/ /a/ /t/ /c/ /oa/ /t/ • There is variation in how we represent sounds in words. came tail say break theyeight • There is overlap in how we represent sounds in words. ow = grow clown
Skills needed to use a sound symbol system • Segmenting – the ability to separate sounds in words so when you hear the word ‘stop’ you can say the isolated sounds /s/ /t/ /o/ /p/ • Blending – the ability to blend sounds into words, so when you hear the sounds /s/ /t/ /o/ /p/ you hear the word ‘stop’ • Manipulate phonemes – the ability to manipulate sounds in and out of words, so that when you read ‘blow’ with the sound ‘ou’ as in cow, and you realize it’s not a word, you can drop the ‘ou’ sound and add the sound ‘oe’ and read ‘bloe’
Students must learn… • explicitly how the sound-symbol system works • Implicitly • the skills needed to use the sound-symbol system • the symbols of the code
Connecting Sound & Print • Sound symbol system doesn’t exist in isolation from the process of segmenting, blending and manipulating phonemes • These processes do not exist without the sound-symbol system • Each part is one half of the whole • Teach together in the context for which they exist to read and spell real words • Important these skills be embedded in the purposes for which they are used to read and spell connected text.
By teaching our students knowledge of our sound symbol system, they • Understand the concepts and skills • Perform the skills needed to use the sound-symbol system • Internalize information about the sound-symbol system • Know thepoint of reference is thesound, not the letter.
Introducing Sound Symbols • Various ways to introduce sequence of sound symbols: • Early Literacy Document p. 75 • K-5 ELA curric. p. 256-257 • Specific programs • Assessment for learning – identify which sound-symbols students need to learn and provide specific instruction based on identified need in the context of the material they are reading
Activity: Categorizing Dolch Words • Individually look at all of the lists. Underline the sounds which are represented by more than one letter. • Look for commonalities between the lists e.g. variations of /a-e/ sound across the lists. • Note if there is overlap for any vowel symbol in a word e.g. got, most. • Use handout of sound-symbols provided Refer to Grapheme (K) or (1-3) Sections of the Resource Binder for lists. - 10 minutes
Group work • Divide into 5 groups. (Maureen’s Mix) • Individual groups work with one of the Dolch lists: PP, P, 1, 2, 3 • Group becomes the expert on that list of words. • Categorize your list of words into vowel sounds e.g. list all /ae/ sound may, tail, shape, paper • Use template provided • Some words may appear on more than one list e.g. paper • Look for variation • Look for specific examples of overlap (30 minutes)
Post Group Work • Post your categorized words into the vowel category sheets provided on the wall • Ensure that your lists are labeled e.g. PP, P, 1, 2, 3 • Stand back, look over all the lists • What pops out? • What patterns, categories, trends emerge? • Surprises? • What are some things that are not explored? • Record your information • (10 minutes)
Experts Report Report back to large group - What commonalities within and across lists did you find? - What examples of variation and overlap did you find? - What strategies can we teach students to use to handle overlap? - How does an organization system help students retain words? - -