1. Eastern Elementary/Middle School K-2 Teachers WORD STUDY: SESSION TWO EMERGENT AND LETTER NAME STAGE

2. TIERS OF DEVELOPMENT Meaning Pattern Alphabet Syllables and Affixes Derivational Relations Within Word Pattern Emergent Letter Name

3. The Emergent Stage

4. CHARACTERISTICS OF EMERGENT STUDENTS Preliterate stage Typically preschool, Kindergarten, and first grade Lack or have limited concept of word Pretend read and pretend write May “read” familiar environment words (logographic reading)

5. EVOLUTION OF EMERGENT WRITING

6. “Mock linear” writing Writing cannot be reread Learns to write names and familiar words first Considered prewriting and prephonetic Largely pretend Random marks/scribbles, pictures, letters are written haphazardly EMERGENT WRITING/SPELLING

7. COMPONENTS OF EARLY LITERACY LEARNING Vocabulary growth and concept development Phonological awareness Alphabet Knowledge Letter-Sound Knowledge Concept of Word in print

8. VOCABULARY DEVELOPMENT Concept sorts Extension to writing (draw and label) or Cut and paste Read-alouds Continuous teacher and student talk about words

9. Clothes Body Parts CONCEPT SORT

10. PHONOLOGICAL AWARENESS ACTIVITIES Early emergent: focus attention on syllables and rhyming words Rhyming book read-alouds Rhyming sorts (matching) Rhyming sorts (odd man out) Rhyming songs Rhyming games (bingo, concentration) Invent rhymes (fill in the blank)

11. PHONOLOGICAL AWARENESS ACTIVITIES Mid emergent: focus attention on alliteration (same beginning sound) ABC books Puppet-talk (It’s in the bag) I-Spy Riddles Picture sorts by beginning sounds

12. PHONOLOGICAL AWARENESS ACTIVITIES Late emergent: focus attention on onset-rime Phonemic Segmentation Teacher says: map Students respond: /m/ /a/ /p/ Segmenting onset from rime Teacher says map Students respond /ap/ Segmenting for first/last sound Teacher says map Students respond /m/ or /p

13. ELKONIN BOXES OR PUSH & SAY Assists students in segmenting sounds in words. Students move chips/letters into a box as they say the word Adaptation: Show where a sound is located in a word (beg./middle/end) SH IP

14. Children’s names (letter tiles, Playdough, matching, writing) font sorts matching upper and lower case (ABC eggs) name and write letters ABC books bingo, concentration Alphabet scrapbook ABC song and tracking ABC cereal sort ALPHABET KNOWLEDGE The goal of instruction is rapid and automatic recognition of letters in a variety of forms and contexts.

15. LETTER-SOUND KNOWLEDGE Picture sorts for beginning sounds (begin with obvious contrasts and discuss both the sound and letter name) Object sort by sound Board Games Bingo, concentration

16. GUIDELINES FOR PICTURE SORTS 1. Start with meaningful text. 2. Make sorts easier or harder as needed. 3. Use a key word and a letter as headers. 4. Begin with directed sorts. 5. Use sets of pictures that are easy to name and sort. 6. Correct mistakes on the first sort but allow errors to wait on subsequent sorts. 7. Vary the group sorting. 8. Plan plenty of time for individual practice. 9. Plan follow-up activities. 10. Encourage invented spelling.

17. CONCEPT OF WORD IN TEXT Fingerpoint reading and tracking print Texts may be: picture captions, dictated stories, poems, songs, simple pattern books, nursery rhymes Sentence strips and words cards Word hunts

18. Have difficulty identifying individual phonemes within words Will point to words for each stressed beat Beginning letter sounds help anchor fingerpointing Point to words of familiar, rhythmic texts Write captions beneath pictures Write dictated or spoken words/stories from students (language experience approach)

19. TRANSITION TO LETTER-NAME STAGE The ability to fingerpoint accurately to words in print while reading from memory is the watershed event that separates the emergent reader from the letter-name alphabetic/beginning reader.

20. The Letter-Name Stage

21. LETTER NAME READERS AND WRITERS Slow, word by word, disfluent Fingerpoint or track text as they read Cannot read silently Adult can usually read what they write Use letter names to spell vowel sounds Begin to include a vowel in each stressed syllable Early LN-------- Mid LN--------- Late LN fs fesh fish

22. LETTER NAME Helps understand spellings like: GP for jeep YH for witch

23. POINT OF ARTICULATION This term refers to how sounds are shaped in the mouth during speech Affricates are often confused: j, g, ch, dr, tr Try jip, chip, trip, drip JRV for drive UnvoicedVoicedNasalsOtherPlace of Articulation pbmLips together whwLips rounded fvTeeth and lips th (thin)th (the)Tip of tongue and teeth tdnlTip of tongue and roof of mouth szTongue and roof of mouth shySides of tongue and teeth chjrSides of tongue and roof of mouth kgngBack of tongue and throat hNone- breathy sound

24. EARLY LETTER-NAME What They Know Most letters of the alphabet Directionality in both reading and writing Use of more consonants than vowels in their writing Beginning consonant sounds or the most prominent sounds in a word (ex. D for DOG or IS for ICE) Occasional use of both beginning and ending consonant sounds (ex. BT for BOAT) What They Use But Confuse Confuse consonants w/ similar points of articulation (/f/ vs /v/, /b/ vs /p/) Confuse consonant sounds with their letter name (/s/ for c) Able to recite rhymes and jingles, but may have difficulty tracking Use of vowels, if the sound matches the name of the letter (I for ICE) What They Don’t Know Medial vowel sounds Blends (only representing the first consonant sound...CP for CLAP) Digraphs (will use letters closest to point of articulation...H for Chair)

25. WORKING WITH EARLY LETTER-NAME Review all initial consonants with picture sorts and known words from the word bank. Contrast specific consonants that students confuse (b vs. d) Introduce digraphs and blends in picture sorts Introduce short vowels in same-vowel word families using pictures and words.

26. MID LETTER-NAME What They Know Most beginning and ending consonant sounds Clear letter-sound matches Frequently occurring short- vowel words (MOM, DAD) Concept of word through pointing to text while reading (at this point students should be able to self-correct mistakes) What They Use But Confuse Medial vowel sounds (BOT for BOAT) Confuse vowel sounds with letters that possess closest point of articulation (/i/ sound vs letter name E) Some consonant blends and digraphs Onset and rime (learning word families) What They Don’t Know CVC pattern Preconsonantal nasals Long Vowel Patterns

27. WORKING WITH MID- LETTER NAME Study short vowels in mixed-vowel word families Include digraphs and blends in the study of word families Use pictures and words in the study of blends and digraphs as needed

28. LATE LETTER-NAME What They Know Beginning and ending consonant sounds Simple blends and digraphs Word families (onset and rime) Many sight words What They Use But Confuse Medial short vowel sounds (CVC) Preconsonantal nasals (m in jump) What They Don’t Know Long Vowel Patterns

29. WORKING WITH LATE LETTER NAME Study short vowels in CVC words outside of word families Review digraphs and blends in CVC words, especially those producing an affricate sound Study preconsonantal nasals in short vowel words Introduce r-influenced vowels spelled with -ar and -or

30. SUPPORTING LETTER NAME STUDENTS Be knowledgeable and understanding of the stage Use careful scaffolding/support Allow picture sorts to gradually phase into word sorts Use rich contextual support through books with pictures and predictable text

31. TRANSITION TO WITHIN-WORD PATTERN STAGE When students have a good grasp of the CVC pattern Students begin to overuse one particular long vowel pattern (ex. CVCe...bote for boat) Student has mastered preconsonantal nasals (words with m or n before the final consonant...bump, bunch, jump, etc.)

32. SAMPLE WEEKLY SCHEDULES FOR WORD STUDY IN THE LETTER NAME STAGE Picture SortingWord Sorting Day 1Small group sort: Demonstrate, sort and check, reflect Day 2Seatwork or center: Repeat the sort, check Seatwork or center: Repeat the sort, check, write the sort in the word study notebook Day 3Seatwork: Repeat the sort, draw and label Seatwork, Partner work: Blind sort, writing sort, word study notebook extensions Day 4Small group or seatwork: Repeat the sort, word or picture hunts in magazines, ABC books, and familiar texts Seatwork: Repeat the sort Small group: Word hunt in familiar texts Day 5Assessment and games, paste and label pictures used for sorting during the week Assessment and games Homework: Students take pictures home to sort again and hunt for more pictures that begin with that sound Homework throughout the week: Repeat the sort, blind sort, writing sort, word hunts