Scribd Logo
Upload

Welcome to Scribd!

  • 78 views

    Chapter 5

    Uploaded by

    api-463766553
    This document discusses word study instruction for beginning readers in the letter name-alphabetic stage. It covers two approaches to phonics instruction: analytic and synthetic. It also discusses teaching sight words, word banks, personal readers, concept sorts, the sequence and pacing of teaching consonant and vowel sounds, assessments, and supporting English language learners. The example given is assessing word study skills in the middle stage of reading development.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Chapter 5

    Uploaded by

    api-463766553
    78 views37 pages
    This document discusses word study instruction for beginning readers in the letter name-alphabetic stage. It covers two approaches to phonics instruction: analytic and synthetic. It also discusses teaching sight words, word banks, personal readers, concept sorts, the sequence and pacing of teaching consonant and vowel sounds, assessments, and supporting English language learners. The example given is assessing word study skills in the middle stage of reading development.

    Original Title

    chapter 5

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses word study instruction for beginning readers in the letter name-alphabetic stage. It covers two approaches to phonics instruction: analytic and synthetic. It also discusses teaching sight words, word banks, personal readers, concept sorts, the sequence and pacing of teaching consonant and vowel sounds, assessments, and supporting English language learners. The example given is assessing word study skills in the middle stage of reading development.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    78 views37 pages

    Chapter 5

    Uploaded by

    api-463766553
    This document discusses word study instruction for beginning readers in the letter name-alphabetic stage. It covers two approaches to phonics instruction: analytic and synthetic. It also discusses teaching sight words, word banks, personal readers, concept sorts, the sequence and pacing of teaching consonant and vowel sounds, assessments, and supporting English language learners. The example given is assessing word study skills in the middle stage of reading development.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 37

    Chapter 5

    Word Study for Beginners in the Letter Name-Alphabetic


    Stage
    Word Study Instruction

     How do we start?

     Analytic Phonics Approach


     Begins with whole words that are broken into letters
    and sounds that students can compare and examine.

     Synthetic Phonics Approach


     Students are taught vowel and consonants in isolation
    and then are expected to blend those sounds to decode
    words.
    Reading Instruction
    Reading Fluency
    Sight word learning

     Word Banks

     Personal Readers
     “It is very important for you to be
    mindful and systematic about teaching
    students new words in the early
    childhood years, as a way to close the
    tremendous oral vocabulary gap that
    exists between children who come from
    literate homes and those who do not.
    (Biemiller, 2005)”
    Concept Sorts
     Sophisticated Synonyms

     “Weather watcher”
     “meteorologist”
    Sequence and Pacing of Word Study
    Early Letter Name Alphabetic Stage
    Consonant Sounds

     Avoid contrasting letter pairs when you


    first teach these sounds:
     b/p
     d/t
     g/k
     z/s
     v/f
     j/ch
    Short Vowels

     It is best to start with short a families


    (at, an, ad, ap, ag)
    Middle Letter Name Stage

     Mixed Vowel Word Families

    big dog bag


    dig frog wag
    pig hog rag
    wig log flag
    Word Families
     Include words with digraphs and blends once they are
    introduced.

     Supply supplemental reading materials that feature


    word families.

     Plan follow-up activities


     Blind sorts, writing sorts, re-sorting

     Set a fast pace


     Students may still make errors in spelling short vowels, but
    many understand that words that sound alike share similar
    rimes.
    Late Letter Name
    Late Letter Name
     The nasal sounds associated with m,n, and
    ng are made by air passing through the
    nasal cavity in the mouth.
     When they come right before a final
    consonant they are preconsonantal nasals.
     PEK for pink
     “Letters that are associated with more than one
    sound (c,g, and all the vowels) or letters that share a
    sound with another letter (k,c,s,g,j) require more
    instructional time and attention.”
    Which stage is this example?
    Beginning, middle, end

     1- Word sorts with short vowels in CVC words.


     a/o, i/u

     2- Word sorts for R-influenced words.


     a/ar o/or

     3- Picture sorts for initial consonants.

     4- Word sorts for mixed vowel word families.


     at/ot/it
    Concept of Word in Text

     Rudimentary
     Students can point to and track the words of a
    memorized text using their knowledge of
    consonants as clues to word boundaries, but
    they may get confused with two-syllable
    words.

     Firm
     Students can finger point read accurately, and
    if they get off track they can quickly correct
    themselves without voice pointing or starting
    over.
    Assessments
    English Language Learners
    References

    Bear, D. R., Invernizzi, M.,


    Johnston, F., & Templeton, S.
    (2016). Words their way: Word
    study for phonics, vocabulary,
    and spelling instruction (6th
    ed.). Pearson.

    You might also like