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 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

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?

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 Objectives – You will be able to: 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

Letter-Name Alphabetic Spelling Stage (WTW, Ch. 5) Early Letter- Name Alphabetic Middle Letter- Name Alphabetic Late Letter- Name Alphabetic FT for float BD and FT – early (beg/end/no vowels); SEP and LOP for middle (CVC); DRIV and STEK (Beg/Mid/End and regular consonants and vowels) CONFUSIN: DRIV (long vowel/silent e) and STEK (consonant digraph at the end – two letters make one sound) – these are WITHIN WORD Errors SEP for ship BD for bed DRIV for drive LOP for lump STEK for stick

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 Hear in the middle or beginning See at beginning or end (place in word pockets)

ĕ ĭ ă oo ŭ ar ir ah ou/ow oi /oy Ŏ Digraphs: two letters = one sound (ph/ey) Blends Dipthong: two vowels, sound moves from one vowel towards another (ou/ow, oi/oy) ou/ow ah oi /oy

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

What patterns do you notice? Sort Short vowel Long vowel Oddball cat I What patterns do you notice? fox by cook tide pig be bed tar Short vowels are in between two consonants; long vowels are either at the end of the word, or in between two consonants but a silent e at the end. lake rug Now… Generate another rhyming word for each fir hi man rope cube

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??

Silent E

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

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

Cons. Blend Cons. Digraph Consonant blend: groups of two or three consonants where you hear each sound Cons. Blend Cons. Digraph 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 crop cheese flag

Transformer H

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

Homework: Read WTW (Ch. 6) Within Word Spelling Stage USING CONFUSING Early Within Word Middle Within Word Late Within Word 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

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)