3. O Motivation for literacy O Concepts of print O Word/World knowledge O Language development O Listening/thinking skills O Sight words O Phonemic awareness and letter-sound connections O Letter formation O Spelling O Schema development O Real reading O Fluency O Text structures O Comprehension strategies And REAL WRTING experiences

4. ! Word recognition is the foundation of Reading ! Comprehension is the goal of Reading

5. O Directions: Students say the phonemes (sounds) in the target words for the number of disks presented. If they are unable to say the sounds, the administrator of the test can show them a picture of the target word as a visual cue (If a visual cue is used, indicate in test margin with a “v”). Record their responses.

6. O Ask: “What are the phonemes in (target word)? Show the number of sounds in the target words by moving the appropriate number of disks.  For example: “What are the sounds in the word run?” 4 Answer: r — u — n 4 Your turn-go, grab, drum

7. 1. Pre alphabetic phase-logographic phase  Depends on visual cues and environmental print  Studies by Gough & Griffith and Dewitz & Stammer  2. Partial alphabetic phase  Some phonemic awareness and letter sound knowledge/invented spellings  3. Alphabetic phase  Phonemic awareness and letter sound knowledge

8. 4. Consolidated Phase  Orthographic knowledge  Understands spelling patterns, morphological knowledge  Can learn to use analogies — aware of subunits in words-onsets and rimes  Onsets — initial consonants in words  Rimes — the vowel and what comes after it in a word 4 Ex. In the word cat, ‘c’ is the onset and ‘at’ is the rime.  Use conventional spellings of words  Has developed a large sight vocabulary

9. Ehri WordBear et al. Recognition Stage Spelling Stage Example Pre-alphabetic Early Letter Name bed = b (visual cues) Partial Alphabetic Letter Name bed = bad (phonetic cues) drive = grive Full alphabetic Within Word Pattern ship = (distinct spellings) sip, ship

10. Ehri WordBear et al. Recognition StageSpelling Stage Example Consolidated Syllable Juncture popping =popping (chunks of letters) plesure = plesour, pleasure

11. 1. Syllables that end in a consonant: CVC (sat, splat, napkin); the vowel is usually short. 2. Syllable that ends with a vowel: CV (me, spider), V (a, halo, baby); the vowel is often long. 3. Final e: CVCe (take, home, cupcake); the vowel is often long while the final e is silent. 4. Vowel digraph (ai, ee, ea, oa, etc.) as in team, green, lean, peanut; the 1 st vowel is often long and the 2 nd one is silent, but this does not apply to many vowel teams. Consonant digraph (sh, ph) as in shut, paragraph 5. R controlled vowel (ar, ur, ir, or, er) as in far, fur, for; the vowel is neither long or short. Plus-ir, ar, ur often sound like er in one syllable words as in the word car, fur. 6. Consonant plus le, as in little, purple, treble = pur/ple 7. Diphthongs (oi, oy) as in boil, toy; the vowels make a unique sound 8. Schwa=vowel makes “uh” sound=awake 9. Soft and hard c and g-activity on website http://rbeaudoin333.homestead.com/hardsoftc_g_1.html

12. Segment Words by…PlanetCats MorphemesplanetCats SyllablesPlan etcats Onsets & rimes (spelling patterns) Pl an etk ats PhonemesP l a n etK a t s How to add ing to words Double the consonant then add ing Just add ing VC words =getgetting VCC words=askasking

13.  Between 2 medial consonants: ig/nore, hap/py  After medial consonant between 2 vowels: ov/en  Words ending in le=consonant + le: re/li/a/ble, bab/ble  Prefixes and suffixes: un/done, trans/for/ma/tion, hap/pi/ness  Applications with diagraphs: both/er Discuss then check http://www.dictionary.comhttp://www.dictionary.com

14. Prefix uninter refore in, im, ir, il (not) de distrans en, emsuper nonsemi in, im (in or into) anti Over (too much) mid misUnder (too little) sub pre

15. Examples of chunking unfamiliar words using the analogy strategy:. Begin with an unfamiliar word. If the word is a multi-syllabic word first teach students to chunk words into syllables and circle the prefixes and suffixes. Then have students underline spelling patterns to help with pronunciation. Have the students underline the spelling patterns. Spelling patterns are underlined in the words below, cat and responsible. The spelling pattern is the vowel and letters after it in a syllable (i.e., cat…at is the spelling pattern). Remind students that are frequently long or short. Long vowels say their name such as i in the word ride whereas short i makes the sound of i as in the word hit. What is the spelling pattern in the word ride?___. What is the spelling pattern in the word hit? ____(answers on last page of this PowerPoint (pp). Remind them that Sometimes vowels are neither short or long such as the vowel a in the word car since a is r controlled : Vowels=A,E, I, O, U and sometimes y and w! C at Re/spon/si/ble

16. 1. Teach key words: Teach 1-5 key words each week and study onset-rime (rime is also called spelling patterns) of the key words. For example, if a student missed the word responsible teach them to chunk the word by syllables and underline the spelling patterns (as in the previous slide of this PowerPoint). Select the spelling pattern on from the word responsible and create a key word with the on spelling pattern such as Don. This will help the student identify words with the on spelling pattern. Also, help the student with affixes missed. 2. Create word families from the key words(Don- Jon, on, con) 3. Use the key words in language experience stories that are enjoyable and add prefixes or suffixes if appropriate depending on their reading level. 4. Use the key words in a variety of activities during the week (word analysis-NEXT SLIDE, related games and connect to reading and writing for comprehension) 5. Place the key word on a Vowel Word Wall as a reference for decoding unfamiliar words with the same spelling patterns (refer to the word wall slide in this PP)

17. C A R V I N E* S EE k au r 3 v i n 3 s e 2 C A N T E N T R OU N D k a n 3 t e n t 4 r ou n d 4 Ask: Tell me about the vowel…what is your rule? What is the phonics rule? Does it break the rule? Refer to Gaskins article under courseden phonics for more examples of word analysis

18. 1. The word is ______________. 2. Stretch the word. I hear __________________ sounds. 3. I see ________ letters because _______. 4. The spelling pattern is _____________. 5. This is what I know about the vowel: _______________. 6. Another word on the word wall with the same vowel sound is _____________.

19. Person 1: 1. My word is _________________. 2. My word wall word is _______________. 3. The words are alike because ____________. 4. Do you agree? Person 2: Give one of these answers: Yes/No, because _____________. Switch roles.

20. F Introduce 1-5 key words to be used during the week (Ex. Cat, grab, her, red, take) and learn the spelling patterns: at, ab, er, ed, ake. F Use the 1-5 key words in word families with the same spelling patterns: cat, hat, sat grab, cab, drab her, better red, sled, bed take, cake, rake F Use the 1-5 key words and some of the words in their word families in a Language Experience Story that is fun to write.

21.  Analyze the key words  t a k e  t a k (Tell me about the vowel-is it long, short, or makes a unique sound. Why?)  Review the 1-5 key words to be learned during the week (cat, grab, her, red, take).  Use the key words in sentences and challenge sentences (model), for example: ◦ Please take the cake out of the oven. ◦ We went skating after the party. ◦ Please __________ the cat outside.

22.  Play What’s in My Head?  My word is on the board.  My word begins like “table”.  My word rhymes with “lake”.  Please __________ the cat outside.

23.  AaEeIiOoUu Yy *cat bed ride boat up yes *at/tach/edson *re/ spon/ si/ble *spelling patterns are also called rimes (the vowel and letters after it in a syllable). The spelling patterns are underlined. Struggling readers need to focus on phonics and vocabulary and connect to reading and writing Great resource: Gaskins et al article about word recognition in Journal, The Reading Teacher