consonant_phonics_pattern
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consonant_phonics_pattern [2022/03/14 16:40] – [Consonant Patterns] 76.23.135.43 | consonant_phonics_pattern [2022/03/30 16:41] (current) – [Consonant Patterns] 76.23.135.43 | ||
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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 ===== | ===== Research ===== | ||
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**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. | **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. | ||
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- | 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. | + | **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. | **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. |
consonant_phonics_pattern.1647276055.txt.gz · Last modified: 2022/03/14 16:40 by 76.23.135.43