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--- vowel_phonics_patterns [2022/03/13 15:30] – [In the Classroom] moving section 76.23.135.43
+++ vowel_phonics_patterns [2022/03/13 15:44] (current) – [In the Classroom] 76.23.135.43
@@ Line 23: / Line 23: @@
 **Schwa Vowels** -Schwa vowels make the u sound such as the word "about"
-===== What Does Research Say =====
 ==== Research Based Teaching Tips ====
-==== Short Vowels ====
+**Feel a Vowel**
-=== Say My Name ===
+Have students feel the sounds they make. When students place ahand up tot their mouth have them say open syllable words with a long vowel and closed syllable words with a short vowel. Have them make the long and short vowel sounds for each vowel and discuss how the shape of their mouth or placement of their tongue changes.
-=== Stretch and Smash ===
-=== Word Work ===
-=== ELL Support ===
-===== Open Consonant Long Vowel =====
+When introducing short vowels in cvc words remember how similar vowel phonemes sound to young readers. Do not introduce too many vowels at once. Introduce a vowel followed by additional consonants so students can make more words. You need to give students enough practice decoding one vowel before introducing another.
-===== CVCe words =====
-===== Vowel Digraph =====
+**Blending and Segmenting**
-===== Vowel Dipthong =====
+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 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 involve using books with a specific onset and/or rhyme to help build fluency in reading common grapheme-phoneme connections
+**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**
+Examining vowels in writing also helps to identify where students need help with phonics isntructions. Vowels remain difficult (Share & Stanovich, 1995) so providing opporunitites to decode and encode the phoneme-grapheme connection will help.
+**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.
 ===== 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]]