This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Slide 1
Breaking the Alphabetic Code and Word Attack Strategies
Tompkins Ch. 5
Cueing Systems Phonological System- phoneme, grapheme Syntactic
System-structure, grammar Semantic System- morpheme (free/bound)
Pragmatic System-function, cultural and social uses
Slide 4
Phonemic Awareness Basic understanding that speech is made up
of a serices of individual sounds Provides foundation for phonics
and learning to read Is a prerequisite to learning to read Is
taught through: Language-rich environments Songs, rhymes, chants
Read-Alouds Sound games
Slide 5
3 Criteria for Phonemic Awareness Activities Developmentally
appropriate for 4, 5, and 6 year olds Instruction should be planned
and purposeful Phonemic awareness activities should be integrated
into other parts of the literacy program
Slide 6
Activities Match words with sounds Isolate a sound in a word
Blend individual sounds Substitute sounds in a word Segmenting a
word into its constituent sounds
Slide 7
Sound Matching Activities Use familiar objects or pictures
Guessing words-pairs of object and word walls Rhyming words
Slide 8
Sound Isolation Teacher says word, children identify beginning,
middle and end
Slide 9
Sound Blending Activities Students blend sounds together to
form words /d/, /o/. /g/
Slide 10
Sound Addition/Substitution Onsets and rimes Rhyming words
Non-sense words
Slide 11
Sound Segmentation Activities Isolate sounds in a spoken word
(sounds, not letters)
Slide 12
Phonics Generalizations General rules for matching sounds to
and letters (always exceptions) One you rememberbut now always true
WHEN TWO VOWELS GO WALKING THE FIRST ONE DOES THE TALKING
Slide 13
Consonants B, C, D, F, G, H, J, ETC. TWO SOUNDS OF C=car and
city TWO SOUNDS OF G= garage and giraffe X-Sound depends on
location in word= xylophone and maximum Y and W-consonants at the
beginning of word= (yes vs. day and wipe vs. snow Consonant
Blends-grass, blast, string Consonant Digraphs- th, ch, sh, ph
Slide 14
Vowels A, E, I, O, U AND SOMETIMES Y AND W SHORT-CAP LONG- CAPE
Vowel Combinations Digraphs- (single sound) snow, nail, heat, etc.
Diphthongs-(two sounds) oil, boy, house, now R-Controlled-(bossy
Rs) for, car, fur, first, were SCHWA-(unaccented syllable in
multi-syllabic words) pencil, about, zebra
Slide 15
Phonograms/Word Families ONSETS RIMES Beginnings Endings b r tr
ch sh F Cl Sl d ack ail ide ock ell ump ice
Slide 16
Most useful generalizations C-two sounds- car, cycle G-two
sounds- garage, giraffe CVC- bat, cup CVCe- cave, ride CV- be, go
R-Controlled- born, dear, car, for, shirt, fair Igh- high Kn and
Wr- know, wrong
Slide 17
Phonics Approaches Synthetic- introduce speech sounds
associated with individual letters (Top-Down) Analytic- starts with
sight words in context, then the sounds of letters in those words
(Bottom-Up)
Slide 18
Instruction/Activities Explicit instruction Phonics
charts/posters Minilessons Making words Word sorts Interactive
writing
Slide 19
Strategies When a child encounters an unfamiliar word: -skip
and read to the end of the sentence -use the beginning letter(s) or
sounds, -notice the middle letters/sounds -read subsequent
sentences -cloze procedure
Slide 20
Figure 5--9 Stages of Spelling Development (Adapted from Bear,
Invernizzi, Templeton, & Johnston, 2000.) Gail E. Tompkins
Literacy for the 21st Century, 3e Copyright 2003 by Pearson
Education, Inc. Upper Saddle River, New Jersey 07458 All rights
reserved.
Slide 21
Teaching Spelling Instruction should match students stages of
spelling development Allow students to use invented spelling
Students should be taught strategies for spelling words (not simply
memorization) Ask students to think it out instead of sound it out:
Break word into segments and spell each part. (Elkonin Boxes) Break
word into syllables and spell each syllable Identify root words and
prefixes and suffixes Write a letter or two as placeholder
Slide 22
The best instruction takes place during authentic reading and
writing activities and mini-lessons. Spelling words are drawn from
a meaningful contexts (not simply a list of unrelated words) Word
walls and sorts Dictionary Use Proofreading. Spelling Options-
Slide 23
Spelling Tests 5-10 specific word Pretest and Post-test
Hands-on Spelling activities Teach strategies for preparing for
spelling tests (p. 170) Controversy-allowing children to use
invented spelling decreases their future ability to spell
Slide 24
Implicit vs. Explicit Teaching skills implicitly through
authentic reading and writing activities does not work for
everyone. Student of diverse cultures/languages may not have the
same background experiences as mainstream students Students of
diverse backgrounds may benefit from explicit instruction in which
certain skills and strategies are taught in isolation
Slide 25
Structural Analysis Inflectional Endings Prefixes and Suffixes
Contractions Compound Words Syllabication and accents
Slide 26
Inflectional Endings Added to nouns to change number, case, or
gender boy-boys host-hostess Jane-Janes Added to verbs to change
tense or person walk-walks, walked, walking Added to adjectives to
change degree sad-sadder happy- happily (adjective to adverb)
Slide 27
Affixes: Prefixes and Suffixes Letters or sequences of letters
that are added to root words to change their meaning and/or parts
of speech Good readers learn to recognize common prefixes and
suffixes Knowledge of prefixes helps readers decode words as well
as decipher meanings of words Suffixes- ex. ment, -ous, -tion,
-sion Prefixes- ex. un-, pre-, de-, in-, dis-
Slide 28
Contractions Apostrophe indicates one or more letters have been
left out when two words are combined into one word Ex. I am- Im Did
not- didnt She will- shell Children need to know the original words
form which contractions are formed
Slide 29
Compound Words Consist of two words (sometimes three) joined
together to form a new word dishpan houseguest underwear
homework
Slide 30
Syllabication Breaking words in to syllables can often help
with pronunciation A syllable is a group of letters that forms a
pronunciation unit Every syllable contains a vowel sound Diphthongs
are treated as single units A syllable may have more than one vowel
letter Open syllables- end in vowel sounds Closed syllables- end in
consonant sounds
Slide 31
Context Clues The words, phrases, and sentences surrounding the
words to be decodedhelps readers determine unfamiliar words Picture
Clues Semantic Clues- clues derived from the meaning of words,
phrases, and sentences Syntactic clues-provided by the grammar of
our language Homographs- words that look alike that have different
meanings row, wind, content, lead -
Slide 32
Sight words Extremely common irregularly spelled words: (at,
it, am, go, come, two, to, there, an, the, walk, etc). Use word in
a meaningful way Present & pronounce word Point out how the
word looks Practice in context Word walls, labels, picture
dictionaries, weekly sight words, games, flashcards, etc.