1. Phonics Instruction II: Moving on to Long Vowels

2. Setting the Scene Reviewing… – # of phonemes in a word – Key categories of activities for emergent readers? Looking ahead…WTW Ch. 5 Early Middle Late (Letter Name Alphabetic) BD for bed STEK for stick SEP for ship DRIV for drive FT for float LOP for lump

3. Sequencing Phonics Instruction Tompkins (4 th ed.) p. 128-131 Tompkins (5 th ed.) p. 159-163 See WTW p. 145 CVC > decodable texts and word families (common rimes) Consonants > short vowels > word families WTW p. 151: keep in mind the challenges of pronouncing sounds in a different language Word study routines: picture sorts for initial sounds > word sorts with short vowels

4. Long Vowel-Silent e Demonstrate what happens when an “e” is put at the end of certain CVC words Hid > hide; mat > mate; Can you think of others? Make a list.

5. Correspondence between two letter vowel combinations and their phonemes Connect a two-letter grapheme found within a word with the phoneme the letters represent Connect the printed letters with the phoneme. Discriminate among words that may “compete” with ea and ee words

6. CONTEXTUALIZE the words you select for phonics instruction within quality literature

7. Successive Blending Rather than s ….a…..t s…a > sa > s…a > sa > sa…t > sat Model individual sounds and blending procedure and use finger cues Child imitates the model with verbal & finger cues Teacher repeats, but no sounds – only finger cues Child performs pointing, sounding, and blending steps