WTW Chapter 5 Notes | teachingblog

Letter Name Alphabetic Stage –

Students increase their partial phonemic awareness to full phonemic awareness
Students become familiar with digraphs, blends, types of vowel sounds and their vocabulary increases

Literacy Development: Reading

Concept of print (COW) - ability to track with a finger memorized text and there are two stages

rudimentary concept (lose place easily)
full concept (read accurately)

Partial alphabetic readers:

Knows consonants but lack vowels knowledge and this can make sounding out words be difficult. These readers read word by word and track the words when reading.

High frequency words:

Most common print words.

*Any word can be a sight word but not every word is high frequency word*

Literacy Development: Writing

write words sound by sound
teachers can dictate sounds for kids so they can focus on the spelling
be sure to encourage spelling of fake and real words

Types of writing:

word study based sentences
story based sentences
personal sentences

Vocabulary Learning: oral language increase so does the vocabulary

1. Examples – read alouds, think pair share

2. Synonyms – repeated exposure, use sophisticated words

3. Enriching simple text – ask thought provoking questions

4. Cognates – words with the same basis

5. Concept sorts – compare and contrast, use pictures

Orthographic Development – Letter names:

Recognize the first and last letter in words

Early stage – forgets vowels, spells words right, partially know digraphs
Middle stage – COW is developed and can spell short vowel words
Late stage – full phonological awareness, can spell long and short vowel words

Vowels: determined by the shape of your mouth, vocal chords are tense when saying long vowels and lax when saying short

Schwa – vowel sound that occurs in unstressed syllable
Continuant sounds – can be elongated without the vowel
Stop consonants – can’t be separated from vowels

Consonants vs vowels:

C: Affricates – sound made when the tip of the tongue rubs against the roof of the mouth, voiced vs unvoiced

V: Articulation – sounds are formed in mouth when speaking, varies depending on dialect, sounds are made at different points in vocal track

Word study instruction: pace and sequence - practiced with choral reading and echo reading. Sight words practiced with words banks and personal readers

Study of consonant sounds:

Initial consonants – isolate and attend to sounds
Digraphs – two letters that represent a single sound
Blends – two/three letters blended together: beginning consonants blends, final, pre-consonantal nasals
Phonograms – word families, groups of rhymes words are easier to introduce short vowels
CVC Pattern – one vowel surrounded by consonants

Concept of Words:

Students move from a rudimentary to a firm COW
Use same procedures in the stages
Big picture, identify new words in isolation

PA, Phonics, Spelling:

all related, spelling inventories keep track, compare pre-tests with post tests

Sight Word Development – when students achieve a firm COW they need to continue to read, isolated assessments provide feedback to determine levels, teachers note progress when the material difficulty increases and adjust instruction to meet kids’ needs

Helpful Things For ELL’s: most languages don’t have as many single consonants as English, common for ELLs to omit letters because of this. Word study is read to, read with, write with, word study, talk with.

Activities: sound boxes, think pair share, anchored instruction, rhymes and patterns stories, predictable text, review word banks, hopping frog game, word cubes, slide a word