Explicit & Systematic Phonics Instruction: Short & Long Vowels,
Consonant Blends & Consonant Digraphs
Schedule Update
• Feb. 27: Review Lit Journal Format - Reminder – take photos! Literacy Photo Journal due March 6
• March 4: Phonics Part III – Vowel Teams, Open & Closed Syllables
• March 6: Quiz on Phonics and Photo Journal Due (OR have due March 18 – 1st day back from Spring Break)
• March 25: Spelling Inventory Due (conduct with child before this date and bring results to class) – will review in class on Feb. 27
Review Assignments
• Word Study Demonstration Activity– Sign up for a topic on the list– Draft due March 6 (topic and word lists) – Lesson due April 1
• Model the Activity• Questions?
Objectives – You will be able to: • Identify short and long vowel sounds and
generate keywords to help recall these sounds
• Identify best way to move from teaching short vowel sounds to long vowel sounds and discuss activities to practice
• Define consonant blend and consonant digraph and give several examples of each
PURPOSE: To move children through early reading stage and move from letter-name alphabetic stage to within word stage of spelling
Letter-Name Alphabetic Spelling Stage (WTW, Ch. 5)
• Early Letter-Name Alphabetic
• Middle Letter-Name Alphabetic
• Late Letter-Name Alphabetic
BD for bed STEK for stick
SEP for ship
DRIV for drive
FT for float
LOP for lump
Moving back from spelling to…
• Phonics Instruction – Consonants • Hear the consonant sound • Pair sound with letter and letter name• Hear at beginning or end• See at beginning or end
– Short vowels • Hear the vowel sound• Pair sound with letter and letter name• Hear in the middle or beginning • See at beginning or end (place in word pockets)
Sort
Short vowel
cat
by
lake hi bed
I
rug
Long vowel
man
be
tide
rope
pig
fox
Oddball
cook tar
fir
cube
Sort
Short vowel
cat
by
lake
hi
bed
I
rug
Long vowel
man
be
tide
rope
pig
fox
Oddball
cook
tar
cube
firNow…Generate another
rhyming word for each
What patterns do you notice?
CVC > CVCe
• What’s the easiest way to concretely introduce how each vowel makes both a short and long sound?
• Hid > hide; mat > mate; • Can you think of others? Make a list. • Activities to practice??
Consonant Combinations
BLUE
shell
plate dragon star
flag
SHOE
cheese
ship
steak
white
globe
thin
crop cube
chair whale
Oddball
What do you notice about each group?
BLUE
shell
plate
dragon
star
flag
SHOE
cheese
ship
steak
whiteglobe
thin
crop
cube
chair
whaleOddball
Cons. Blend Cons. Digraph
BLUE
shell
plate
dragon
star
flag
SHOE
cheese
ship
steak
whiteglobe
thin
crop
cubechair
whale
Oddball
Consonant blend: groups of two or three consonants where you hear each sound Consonant digraph:
Two consonants that combine to make one sound
Homework: Read WTW (Ch. 6) Within Word Spelling Stage
• Early Within Word
• Middle Within Word
• Late Within Word
All of above; plus CVCe, CVVC, unique endings, And common ambiguous vowel patterns
Silent letters in Long vowel patterns; unique endings (-k, -ck, -ke); Ambiguous vowels (aught)
Consonants, blends, digraphs; short vowels CVC; r-controlled vowels in CVC words ; sight words
Less common ambiguous vowel patterns; -ed at the end of words
All of above; plus long-vowel patterns and r-controlled vowel patterns
Consonant doubling; e-drop; changing y to I
USING CONFUSING
Word Study for Within Word Pattern Spelling
• WTW p. 206-7: Table 6.1 and Table 6.2• Common Long Vowel Patterns (CVCe, CVVC) • Less Common Long Vowel Patterns (Vowel Teams)
– Gr. 1 Common a = a-e (cave), ai (rain), ay (play) • Gr. 2 Less Common a = ei (eight); ey (prey)
– Gr. 1 Common e = ee (green); ea (team); e (me) • Gr. 2 Less Common e = ie (chief); e-e (theme)
– Gr. 1 Common i = i-e (tribe); igh (sight); y (fly) • Gr. 2 Less Common i = i following by nd/ld (mind/child)
– Gr. 1 Common o = o-e (home); oa (float); ow (grow) • Gr. 2 Less Common o = followed by 2 consonants (cold, most)
– Gr. 1 Common u = u-e (flute); oo (moon), ew (blew)• Gr. 2 Less Common u = ue (blue); ui (suit)
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