Slide 1 Start Recording. Slide 2 The Alphabetic Principle and the Alphabetic Code. Slide 3. Slide 4. Slide 5. ELTEP Cohort 1 Summer 2011
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1 1 Start Recording Topic 10 The Alphabetic Principle and the Alphabetic Code 1 2 The Alphabetic Principle and the Alphabetic Code Instructional Goal: Children will understand that the letters in printed words represent the sounds in spoken words and will understand how to use the alphabetic code to read and spell words. 3 4 The Alphabetic Principle: Letters in printed word represent the sounds in spoken words. An understanding of the alphabetic principle develops gradually. Early in development, children learn to use Beginning letter and beginning sound Ending letter and ending sound Later in development, children learn to use Digraphs, blends and other larger orthographic units Vowels Vowel teams Group Snapshot Early Development of the Alphabetic Code 2 3 What might be expected of children who are beginning to understand the workings of the alphabetic code? 4 5 Group Snapshot - Later Development of the Alphabetic Code What might be expected as children progress in their understandings of the alphabetic code? 5
2 6 What do I teach when? There is no generally agreed upon sequence in which to teach specific decoding elements. The instructional materials in use are a major determinant of the order of instruction. What to teach, and when to teach it, should also depend on what the children already know Alphabetic Principle - Initial Instruction Phonograms/Word Families can be used to provide practice with consonant sounds and to teach the use of initial letter cues. a t s m f ack ail ain ake ale ame an ank ap ash at ate aw ay eat ell est ice ick ide ight ill in ine ing ink it ip ir ock oke op ore or uck ug Phonograms Commonly Found in Primary Grade Words ump unk See Scanlon et al. p. 176 Finding an words in story 7 8 In viewing this video, think about what the children are learning. Finding an words in story Video 2:45 (Kindergarten, Small Group, December) 10 Making and reading ig words In viewing this video, think about What the children are learning What the teacher does to support the development of independence 9 Making and reading ig words Video 4:11 (Kindergarten, Small Group, January) 10
3 11 Writing Rhyming Words Morning Message Within context of morning meeting students are asked to write a rhyming word for run or mop on their whiteboard. Video 1:51 (Kindergarten, Whole Class, June) From Ready Readers, The Hat, by Alex Starr, 1997 by Pearson Education, Inc., publishing as Modern Curriculum Press, an imprint of Pearson Learning Group. Used by permission When children can easily use consonants at the beginnings of words, they are ready to attend to both the beginning and ending sounds. s ad n b f m Whole Class Making Words Video 2:39 (Kindergarten, Spring) t Application of the Alphabetic Principle in Strategic Emergent Reading Shared Reading Teach for application Demonstrate how decoding skills can be applied in context Encourage children to apply what they have learned in more isolated contexts Video 1:59 Ending Sound Strategy (Kindergarten, Small Group, Spring) 15 What would the snapshot for these children look like? (p.171) 14 From Ready Readers, The Hat, by Alex Starr, 1997 by Pearson Education, Inc., publishing as Modern Curriculum Press, an imprint of Pearson Learning Group. Used by permission. 15
4 16 Application of the Alphabetic Principle in Strategic Emergent Writing During Shared Writing: Draw attention to the beginning sounds in individual words and ask what letter the word will start with. Write the first letter in a word and ask children to guess the word you are about to write. As children develop, increase the challenge a bit by drawing attention to / talking about other parts of the word Consonant Digraphs Digraph: Two letters that, together, make one sound that is: different from the sound that either letter makes on its own, or the sound of just one of the two letters. Digraphs are taught as units Which of the following letter combinations are digraphs? ch cl st sh tr ph wr th str kn r a t n s k g f e ch d m p h c Word Reading Sound by sound Video :26 (Kindergarten, Whole Class, Winter) Children read words by blending sounds of letters and digraphs presented one at time on a folded index card. 20
5 21 Consonant Blends Consonant Blend: Two or three consonants that occur together in a word and whose sounds are blended together for the most part the sound of each letter can be heard. There may be some distortion due to co-articulation Children should know the sounds of the individual letters in the blend before trying to learn to blend the sounds Suggested Order of Instruction for Blends Type of Blend Examples Notes Stretchable Consonants Blends with a Stop Consonant R Blends Final Blends with nasals (m or n) See Scanlon et al. p Sequence for Teaching Consonant Blends Auditory blending with words containing consonant blends Model decoding of consonant blends using word families Word building Word reading Written spelling f a k e l See p. 154 for additional examples 25 Learning to Use Vowel Sounds Children are ready to learn to use vowels in reading and spelling when they: Know most of the letter names and many of the consonant sounds. Understand how to read and write words that involve changes in beginning or ending consonant sounds. Are fairly phonemically aware. Are beginning to include vowels in their sound spellings. Vowel spellings may be unconventional CAK for cake SET for sit 24 25
6 26 Learning to decode vowels is more difficult than learning to decode most consonants because: The sound of the vowel tends to be influenced (altered) by the surrounding consonants. Most of the rules for representing vowel sounds in print are quite unreliable. For example, the silent-e rule only works about % of the time. The written representations of many vowel sounds, other than the short vowels, is complex How many ways can you spell long-a? Gave Great Prey Weigh Vowels (a, e, i, o, u, and sometimes y) Every syllable in English must contain at least one vowel. The relationship between letters and their sounds is less reliable for vowels than for consonants. In the ISA the long and short sounds of the vowel are taught at the same time to promote flexibility with vowel decoding Sequence for teaching the sounds of an individual vowel: Locate the vowel sounds in spoken words. Compare and contrast words with the two sounds of the vowel. Teach / review the silent-e generalization. Introduce/teach the short vowel keyword. Word building Word reading Written spelling These three instructional activities are used for all phonics skills taught Teaching about the sounds of A: Compare and contrast words with the two sounds of the vowel Recall the Medial Sound Sort from the DS1 phonemic awareness discussion. Video 1:23 (Kindergarten, Small Group center activity, Spring) 30
7 31 Teaching about the sounds of A: Sort words by vowel similarity tap tape cat mad map fat lake made cape late Teaching about the sounds of A: Present the keyword and explain how to use it. A a Teaching about the sounds of A: Help children develop flexibility with the vowel sounds through Word Building. m a t k e f d s g h Suggested Order for Vowel Instruction (Use unless curriculum calls for a different ordering) 1. Long and short a sounds with long-a spelled with the (C) V C e pattern. 2. Long and short i sounds with the long-i spelled with the (C) V C e pattern. Making and reading words with short i / long i using a letter slide Review activity. Video 3:12 (First Grade, 1-1 Intervention, April) Suggested Order for Vowel Instruction (Use unless curriculum calls for a different ordering) 1. Long and short a sounds with long-a spelled with the (C) V C e pattern. 2. Long and short i sounds with the long-i spelled with the (C) V C e pattern. 3. Review of long and short a and i sounds. 4. Long and short o sounds with the long-o spelled with the (C) V C e pattern. 5. Review of long and short a, i and o sounds. 35
8 36 Vowel Instruction Order continued 6. Long and short e, with the long-e spelled with the double e (C) VV C pattern. (There are very few words with the (C) V C e pattern for long-e.) 7. Review vowel sounds and spellings taught thus far. 8. Long and short u, with the long-u spelled with the (C) V C e pattern. Be sure to introduce the long u with true long u words (mute and cube) rather than words with an oo sound as in toot (and tube, rude, dude, blue, etc.) Review vowel sounds and spellings taught thus far. See word lists p Word Lists Vowel teams When two vowels go walking. Does the first one do the talking? What does this mean? Does it work? Only 45% of the time! Vowel combinations are quite unpredictable: The long sound of either vowel may be heard (break, knead) The short sound of the first vowel may be heard (bread) Neither vowel sound may be heard (weigh, coin) Vowel Combinations that can be Decoded through Vowel Flexing Several vowel combinations can be accurately decoded by trying the long and the short sound for each of the vowels in the combination: Examples where the pronunciation is quite reliable ai as in rain, wait, braid (exception said) oa as in boat, soap, foam Examples where the vowel combination is pronounced differently in different words: ui as in build, fruit ea as in bread, read, meat, great Vowel Combinations that may need to be Explicitly Taught Several vowel combinations cannot be decoded by vowel flexing. These include: Digraphs and diphthongs (pronounced dif thong) that have one common pronunciation: au as in pause and flaunt aw as in paw and dawn Digraphs and diphthongs that have more than one common pronunciation: oo as in boot or look ow as in now or snow R-controlled vowels ar as in car ir as in stir See pp for vowel combinations that may need to be explicitly taught. CHILDREN NEED TO BE FLEXIBLE WITH 39 VOWELS If a first attempt at decoding a word does not result in a real word or if it results in a word that does not fit the context, it may help to try a different sound for each of the vowels. 40
9 41 Phonics Skills Practice Practice with word building and word identification of words containing both blends and short /long vowels. Video 5:58 (First Grade, 1-1 Intervention, March) While viewing this video evaluate the child s current status using the snapshot on p Alphabet Principle & the Alphabetic Code: Important Points to Remember The development of understanding about how the letters in printed words represent the sounds in spoken words is a gradual process: Beginning letters and sounds are easiest to attend to Final letters and sounds are next easiest The middles of words present more challenge Alphabet Principle & the Alphabetic Code: Important Points to Remember Building, reading, and writing individual words helps children to become fluent and flexible with the decoding process. Children should be encouraged to apply their developing decoding skills in context (reading and writing) as soon as they have some understanding of a given skill. Vowels present a particular challenge for some children because they are often embedded in words and their pronunciations tend to be unreliable. Therefore, Instruction needs to be explicit. Children need to learn to be flexible with vowel pronunciations. 43 Thoughts/Questions? 44
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