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Chapter 5 – WTW – Letter Name-Alphabetic Stage

smoore31175
Oct 8, 2015
5 min read

Chapter 5 – Words Their Way – Letter Name-Alphabetic Stage

Letter Name-Alphabetic Stage
A step up from the emergent stage
Become familiar with initial/final consonants, digraphs, blends, ad sort vowels
Sight words – words that are recognized
Reading
Readers transition to less predictable texts (use of decoding strategies)
Concept of print – the ability to track or finger-point
Two Stages
Rudimentary Concept – use consonants as clues, lose their place easily, few sight words
Full Concept – read accurately, quickly self-correct, many sight words
Partial Alphabetic Readers – knowledgeable about consonants but lack vowel knowledge
Word by word readers
Traits: reading aloud, finger point, dysfluency
High Frequency Words
Most common print words
Any word can be a sight word but not ever is a high-frequency word
Take it back to text
Writing
Write words sound by sound
Teachers can help this by dictating sounds for students to write so they can focus on the sounds and not remembering the words in their head
Encourage invented spelling, but hold students accountable for the words they know
Types of Writing
Words study-based sentences
Story based sentences
Personal sentences
Vocabulary Learning
Oral interactions increase, vocab increases
Examples – read alouds, talk and turn, retellings, think pair share
Synonyms – provide explanations, repeated exposure, opportunities for students to use more sophisticated words
Enriching Simple Text – asking more inference questions (go deeper into the text than just what the words simply say)
Define certain words past dictionary meanings
Cognates – words descending from the same ancestral root
Concept sorts – pictures can be sorted into categories, comparison/contrast
Orthographic Development
Letter Names
Students recognize the initial and final letter sounds ut know that some letters say their name
Phonetics – the science of sounds
Early stage
Middle Stage
Late Stage
Vowels
Determined by the shape of your mouth
Schwa – a vowel sounds that often occurs in an unstressed syllable
Continuant sounds – consonants that can be elongated without the vowel (f, l, m, n, r, s, v, z)
Stop Consonants – consonant that cannot be separated from the vowel
Vocal cords are tense when saying long vowels (voiced)
Vocal cords are lax when saying short vowels (unvoiced)
How Sounds are Made in the Mouth
Consonants
Affricates – a speech sound make when the top of the tongue rubs against the roof of the mouth beneath the teeth
Vowels (A, E, I, O, U)
Articulation – how sounds are shaped in the mouth when speaking
Sounds are made in different points within the vocal tract
Can vary depending on dialect
Word Study Instruction
Pace (fast) and Sequence (consonants and short vowels, and then long vowels)
Reading Instruction – word recognition (sight words and HF words), choral reading, echo reading, word banks (Sight Words), Personal Readers (passages that students have read individually)
Poetry is a great personal readers tool!
Support reading
Can come from two resources
The text
Predictable text has repetitive patters, rhyme, and simple language that make it comfortable
Teacher
Reading in unison (choral reading(
Echo Reading (Immediately after te teacher reads)
Teachers may provide a book intro that uses the language anticipated
Sight Word Learning
Word Back
Collections of words gathered from the texts that students have been reading and rereading
Regular review of word back words encourage students to look more thoroughly at words and to note individual letter-sound correspondences
Sing Word Learning
Personal Readers
Ideal place for students to collect words for their word backs
Collections of familiar rhymes/jingles, group or individual dictations, or selected passages from book s students have read can be composed into personal readers
MAKE PERSONAL READERS (can be done in field studies, too!)
Study of Consonant Sounds
Initial Consonants – isolate and attend to sounds
Reviews are usually necessary at the beginning of first grade
X and Q are not included
Digraph – two letters that represent a single sound
Consider confusions in spelling
[Students might substitute j for ch, cling chin = JN)
Consonant digraphs in letter name stage – ch, sh, th, wh
Blend – two/three letters that are blended together
Beginning consonant blends
S blends
L blends
R blends
Blends with the w sound
Final consonants blends
St, sp, ft, pt, lt, lf, lp
Usually studied towards the end of the stage
Others include rd, rt, rp
Preconsonantal nasals (nasal sounds that com right before the final consonant)
Mp, nt, nd, nk (nk in pink)
Can add ng, this is studied in word families with –ang, -ing, -ong, -ung
Study of Short Vowels
Phonograms (aka Word Families)
Groups of rhyming words
Makes it easier to introduce short vowels
Words ca be divided into onsets and rimes
Guidelines for Teaching Word Families
Use words students can read
Once digraphs and blends are introduced, they need to be included
Supply reading materials that feature word families
Plan follow-up activities (to monitor progress)
Set a fast pace
CVC Pattern – one vowel surrounded by consonants
Multiple variations include VC, CCVC, CVCC, and CCVCC
One they fully comprehend CVC, they can apply it to the variations
R- Influenced (Controlled) – changes the sound of the bowel before it
Can be taught as –ar or –or patterns or chunks
Assess and Monitor Progress
Concept of Word
Students move from a rudimentary to a firm VOE in text
Without a firm VOW, students’ sight word development will be delayed
Ultimate goal is to recognize sight words, see in previous context when shown in isolation and/or a randomized list
Use same procedures from Emergent Stage, plus: not only pointing accurately, but also learning new words to add to sign vocabulary
Big Picture: identify new words in isolations
PA, Phonics, and Spelling
PA, Phonics, and spelling are highly related
Spelling inventories can be administered throughout the year to tract progress
Constant, ongoing assessment
Compare pretests to posttest
Sight Word Development
When students achieve a firm COW in text, they need to continue to read/reread
Frequent isolation assessments provide feedback to determine reading levels, spelling features, and support
To back up or move forward
Monitor sight word progress through word backs
Solid sight word vocab = 200+ known words
Teachers can also note progress as students begin to read increasingly difficult material with less support
Running Records
Teachers must constantly assess and adjust instruction to meet the needs of individual students
We are the first responders!
Adjust to needs of students
Word Study with ELLs
This Stage
Most other languages do not have as many single consonants s or blends as English does
Common for students to omit the ending consonant sounds like hard and test
Many consonants are shared by both English and Spanish and should be the first ones learned
B, d, f, g, k, l, m, n, p, r, s, t, w, y
Word Study – Routines and Managements
RRWWTT
Read To
Read aloud lit that offers exposure to new vocab a d literacy language
Read With
Write With
Word Study
Direct instruction in letter-sound correspondence or phonics
Talk With
Talk about experiences shared
I do, We do, You do
Activities
Anchored Instruction 5.1
Before reading a story, make flashcards for unknown words, using pics or objects and definitions in their language. Read the words slowly, pointing to each letter, and have the students repeat it back to you, When you come to a vocab word in the story, hold up the flash card ad bring attention to it
Think, pair, Share
Phonemic Awareness
Using letter cards and a pocket holder, start by facing the letters backwards. Then, call on a student to come up and turn the card around. Using the tune of “Are you Sleeping, Brother John?”