Childrens Literature and Literacy

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vowel_phonics_patterns [2021/10/15 16:20] – created jgmac1106vowel_phonics_patterns [2022/03/13 15:44] (current) – [In the Classroom] 76.23.135.43
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 ===== Definition ===== ===== Definition =====
-Every word and Syllable in English has a vowel (well not Cwm and crwth, btu technically not of English origin but still a killer Scrabble move). We pronounce vowels with no blockage of the airway (Beck, 2006). +Every word and Syllable in English has a vowel (well not Cwm and crwth, but technically not of English origin but still a killer Scrabble move). We pronounce vowels with no blockage of the airway (Beck, 2006). 
  
 ===== History ===== ===== History =====
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 **Schwa Vowels** -Schwa vowels make the u sound such as the word "about" **Schwa Vowels** -Schwa vowels make the u sound such as the word "about"
  
-==== In the Classroom =====+ 
 + 
 +==== Research Based Teaching Tips ====
  
 **Feel a Vowel** **Feel a Vowel**
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 **Blending and Segmenting** **Blending and Segmenting**
 When teaching two letter pair grapheme-phoneme connections such as digraphs put the word on a board or in a letter chart. Then had students blend the word. Repeat a few times. Then pull the digraph from the word.Say just the vowel sounds and then put the consonants back on the end and beginning. Then introduce another vowel pair that makes the same sound. Say feet and bead for example. When teaching two letter pair grapheme-phoneme connections such as digraphs put the word on a board or in a letter chart. Then had students blend the word. Repeat a few times. Then pull the digraph from the word.Say just the vowel sounds and then put the consonants back on the end and beginning. Then introduce another vowel pair that makes the same sound. Say feet and bead for example.
-** + 
-Word Building**+**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.  Word building activities (Beck , 2006) have students get opportunities to make associations with grapheme-phoneme connections by repeatedly changing one letter in a word. 
-** + 
-Decodable Text**+**Decodable Text**
 Decodable text involve using books with a specific onset and/or rhyme to help build fluency in reading common grapheme-phoneme connections Decodable text involve using books with a specific onset and/or rhyme to help build fluency in reading common grapheme-phoneme connections
  
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 **Dictation** **Dictation**
 Dictation also helps with vowel discrimination. Students have a journal and the teacher dictates words they have built with the class. The students then write those words down. Dictation also helps with vowel discrimination. Students have a journal and the teacher dictates words they have built with the class. The students then write those words down.
 +
 +===== In the Classroom ======
 +
 +The following videos in the phonics series utlizes research based teaching tips in a series of four instructional moves:
 +  * Say My Name-Using dictation and one to one letter and sound mapping
 +  * Stretch and Smash-Connecting phonemics and phonics by blending and segmenting graphemes into sounds
 +  * Word Work-An interactive that has students identify,sore, or build words utlizing letter and sound mappings
 +  * ELL Support-Specific tips for tricks to connect phonics to both languages while also addressing differences in phonics patterns
 +
 +[[short_vowels|Short Vowels]]
 +
 +[[Open_Consonant_Long_Vowel|Open Consonant Long Vowel]]
 +
 +[[CVCe_words|CVCe words]]
 +
 +[[Vowel_Digraph|Vowel Digraph]]
 +
 +[[Vowel_Dipthong|Vowel Dipthong]]
 +
 +
 +
  
  
vowel_phonics_patterns.1634314809.txt.gz · Last modified: 2021/10/15 16:20 by jgmac1106