1. Letter Name Alphabetic Stage Rdg 360

2. Characteristics Early  Do Correctly Represent most salient sounds, usually beginning consonants Directionality Most letters of the alphabet Clear letter-sound correspondence Partial spelling of consonant blends and diagraphs

3. Characteristics Early  What use but confuse Letters based on point of articulation: J, JRF for drive Often long vowels by letter names

4. Characteristics Early  What is absent Consistency in beginning and end of syllables Some spacing between words Vowels in syllables

5. Characteristics Middle  Use correctly Most beginning and ending consonants Clear letter-sound correspondence Frequently occurring short-vowel words

6. Characteristics  What use but confuse Substitutions of letter name in the point of articulation for short vowels Some consonant blends and diagraphs

7. Characteristics  What is absent Preconsonantal nasals: LOP for lump

8. Characteristics Late  Do Correctly Regular short vowel pattern Most consonant blends and diagraphs Preconsonantal nasals Some common long vowel words: time, name

9. Characteristics  Use but confuse Substitutions of common patterns for low frequency short vowels: COT for caught

10. Characteristics  What is absent Most long vowel markers and silent vowels Vowels in unstressed syllables

11. Word Study Begins with pictures and moves to words they are familiar with.  Word study helps in three ways Acquire sight vocabulary Constructs generalizations Creates more sophisticated spellings as they write.

12. Word Study Students have developed a concept of word  Books with rhymes, patterns  Shared Big Book  Can read what they wrote

13. Scaffolding Support during this stage comes from the teacher or the text.  Choral reading  Echo reading Develop sight vocabulary

14. Orthographic development Use their knowledge of actual names of letters to spell phonetically or alphabetically  Jeep spelled gp? Why?  Gee p  No need to add vowel because it is already part of letter name for g

15. Mouth Articulations J,g,ch,dr,tr,and letter name for h are called affricates Train may be spelled CHRAN

16. Vowels Look back at alphabet  /b/ /c/ /d/ contains a schwa- a vowel made in the middle of the mouth /uh/  Students at this stage generally get the beginning and ending consonant but not the medial sound- the vowel  Vowels are either tense or lax, long or short

17. Vowels How vowels are formed in the mouth determine what children use but confuse.  Word Sort Critch- how would you say this word?  Why?  CVC pattern provides a basis for learning about vowel patterns

18. Orthographic Features Consonant diagraphs Consonant blends Influence on the vowel from certain consonants Preconsonantal nasals

19. Consonant Diagraphs and Blends Word Sorts  Diagraph- 2 letters that make a new sound  Easier than blends to learn because two consonants make one sound  Consonant blend- 2 or 3 consonants that retain their identity when pronounced. Beginning and ending blends L blends, r blends and s blends Qu is a blend. The u acts as a w Mp,nt,nd,nk,ar preconsonantal nasals

20. Influences on the vowel Word Sort  R, L and W influenced vowels  R and l are called liquids

21. Word Study Beginning sounds Word families- phonograms  37 rimes can be made into 500 words  Onset and rime activity  Blind sort

22. Short vowels CVC CVCC

23. Move into long vowels Activity for next week.