consonant_phonics_pattern
Differences
This shows you the differences between two versions of the page.
Next revision | Previous revision | ||
consonant_phonics_pattern [2021/10/12 15:01] – created jgmac1106 | consonant_phonics_pattern [2022/03/30 16:41] (current) – [Consonant Patterns] 76.23.135.43 | ||
---|---|---|---|
Line 3: | Line 3: | ||
Consonants usually represent one sound during earlier lessons on alphabetic principles students would learn to recognize letters. In phonics we have to put sounds and graphemes together. | Consonants usually represent one sound during earlier lessons on alphabetic principles students would learn to recognize letters. In phonics we have to put sounds and graphemes together. | ||
- | Consonants can also make blends, two letters the blend into each other such as /c/ and /l/ in " | + | Consonants can also make **blends**, two letters the blend into each other such as /c/ and /l/ in " |
+ | |||
+ | ===== Research ===== | ||
+ | Researchers, | ||
+ | |||
+ | You teach two to four sound spellings a week (Andersson et al., 1985) to increase the ability to recognize the single phoneme to grapheme mapping | ||
===== CLOVER ===== | ===== CLOVER ===== | ||
- | We use the mnemonic device CLOVER to remember the six common phonics | + | We use the mnemonic device CLOVER to remember the six common phonics |
- | * C-closed. meaning the word ends in a consonsant | + | * C-closed. meaning the word ends in a consonant |
- | * L. -Consant-le such as" | + | * L. -Consonant-le such as" |
* O Open words such as " | * O Open words such as " | ||
* V Vowel combinations such as digraphs and dipthongs found in [[vowel phonics patterns]] | * V Vowel combinations such as digraphs and dipthongs found in [[vowel phonics patterns]] | ||
* E The magic E rule, which is really a split digraph where the magic e makes the first vowel a long vowel | * E The magic E rule, which is really a split digraph where the magic e makes the first vowel a long vowel | ||
* R R controlled vowel or bossy R. Negates the magic e rule. Try to say carve like cave but with a long vowel | * R R controlled vowel or bossy R. Negates the magic e rule. Try to say carve like cave but with a long vowel | ||
+ | |||
+ | ===== Research Based Teaching Tips ===== | ||
+ | |||
+ | **Feel a sound.**When introducing new consonants have students compare how their mouth moves. | ||
+ | |||
+ | |||
+ | **Say my name.** When introducing new consonants let students trace the shape and say the letter and the sound. Encourage students to draw and label objects that start with the letter. | ||
+ | |||
+ | **Stretch and Smash** When introducing a new consonant start with cvc words. Have students segment and identify specific letters in the word. Have them point out the consonant you are teaching. As you progress into consonant digraphs and blends continue to make connections to phonemic awareness be blending and segmenting sounds and graphemes. | ||
+ | |||
+ | **Word Building** Word building activities (Beck , 2006) have students get opportunities to make associations with grapheme-phoneme connections by repeatedly changing one letter in a word.When you teach digraphs you can switch by sounds. | ||
+ | |||
+ | **Decodable Text** Decodable text involve using books with a specific onset and/or rhyme to help build fluency in reading common grapheme-phoneme connections. Do not rely solely on publisher based text. Making mad libs storied or writing decodable texts can often increase ownership and motivation. Two factors we know improve reading. | ||
+ | |||
+ | **Word Sorts** Words sorts have students sort words based on a vowel pattern. So yo you have students sort /rain/ and /bay/ into one pile and /meat/ and /feet/ in another. Or the can separate by spelling and have four piles. | ||
+ | |||
+ | **Encoding** Examine digraphs in writing. This also helps to identify where students need help with phonics instructions.Sounds such as /ch/ and /tr/ can remain difficult and others such as /ck/ have silent letters. (Share & Stanovich, 1995) so providing opportunities to decode and encode the phoneme-grapheme connection will help. In later readers look for mistakes around soft g and c and hard g and c based on vowel rules. | ||
+ | |||
+ | **Dictation** Dictation also helps with consonant discrimination. Students have a journal and the teacher dictates words they have built with the class. The students then write those words down. | ||
+ | |||
+ | [[Single Consonant]] | ||
+ | |||
+ | [[Single Consonant Plural]] | ||
+ | |||
+ | [[CVC words]] | ||
+ | |||
+ | [[Consonant Digraphs]] | ||
+ | |||
+ | [[Consonant Blends]] | ||
+ | |||
consonant_phonics_pattern.txt · Last modified: 2022/03/30 16:41 by 76.23.135.43