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Phonics Instruction II: Moving on to Long Vowels

Phonics Instruction II: Moving on to Long Vowels . 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

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Phonics Instruction II: Moving on to Long Vowels

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  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 (4th ed.) p. 128-131 • Tompkins (5th 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 eewords

  6. CONTEXTUALIZE the words youselect 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

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