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Letter Name Alphabetic Stage

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Letter Name Alphabetic Stage Rdg 360 Characteristics Early Do Correctly Represent most salient sounds, usually beginning consonants Directionality Most letters of the ... – PowerPoint PPT presentation

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Title: Letter Name Alphabetic Stage


1
Letter Name Alphabetic Stage
  • Rdg 360

2
Characteristics
  • Early
  • Do Correctly
  • Represent most salient sounds, usually beginning
    consonants
  • Directionality
  • Most letters of the alphabet
  • Clear letter-sound correspondence
  • Partial spelling of consonant blends and diagraphs

3
Characteristics
  • Early
  • What use but confuse
  • Letters based on point of articulation J, JRF
    for drive
  • Often long vowels by letter names

4
Characteristics
  • Early
  • What is absent
  • Consistency in beginning and end of syllables
  • Some spacing between words
  • Vowels in syllables

5
Characteristics
  • Middle
  • Use correctly
  • Most beginning and ending consonants
  • Clear letter-sound correspondence
  • Frequently occurring short-vowel words

6
Characteristics
  • What use but confuse
  • Substitutions of letter name in the point of
    articulation for short vowels
  • Some consonant blends and diagraphs

7
Characteristics
  • What is absent
  • Preconsonantal nasals LOP for lump

8
Characteristics
  • Late
  • Do Correctly
  • Regular short vowel pattern
  • Most consonant blends and diagraphs
  • Preconsonantal nasals
  • Some common long vowel words time, name

9
Characteristics
  • Use but confuse
  • Substitutions of common patterns for low
    frequency short vowels COT for caught

10
Characteristics
  • What is absent
  • Most long vowel markers and silent vowels
  • Vowels in unstressed syllables

11
Word Study
  • Begins with pictures and moves to words they are
    familiar with.
  • Word study helps in three ways
  • Acquire sight vocabulary
  • Constructs generalizations
  • Creates more sophisticated spellings as they
    write.

12
Word Study
  • Students have developed a concept of word
  • Books with rhymes, patterns
  • Shared Big Book
  • Can read what they wrote

13
Scaffolding
  • Support during this stage comes from the teacher
    or the text.
  • Choral reading
  • Echo reading
  • Develop sight vocabulary

14
Orthographic development
  • Use their knowledge of actual names of letters to
    spell phonetically or alphabetically
  • Jeep spelled gp? Why?
  • Gee p
  • No need to add vowel because it is already part
    of letter name for g

15
Mouth Articulations
  • J,g,ch,dr,tr,and letter name for h are called
    affricates
  • Train may be spelled CHRAN

16
Vowels
  • Look back at alphabet
  • /b/ /c/ /d/ contains a schwa- a vowel made in
    the middle of the mouth /uh/
  • Students at this stage generally get the
    beginning and ending consonant but not the medial
    sound- the vowel
  • Vowels are either tense or lax, long or short

17
Vowels
  • How vowels are formed in the mouth determine what
    children use but confuse.
  • Word Sort
  • Critch- how would you say this word?
  • Why?
  • CVC pattern provides a basis for learning about
    vowel patterns

18
Orthographic Features
  • Consonant diagraphs
  • Consonant blends
  • Influence on the vowel from certain consonants
  • Preconsonantal nasals

19
Consonant Diagraphs and Blends
  • Word Sorts
  • Diagraph- 2 letters that make a new sound
  • Easier than blends to learn because two
    consonants make one sound
  • Consonant blend- 2 or 3 consonants that retain
    their identity when pronounced.
  • Beginning and ending blends
  • L blends, r blends and s blends
  • Qu is a blend. The u acts as a w
  • Mp,nt,nd,nk,ar preconsonantal nasals

20
Influences on the vowel
  • Word Sort
  • R, L and W influenced vowels
  • R and l are called liquids

21
Word Study
  • Beginning sounds
  • Word families- phonograms
  • 37 rimes can be made into 500 words
  • Onset and rime activity
  • Blind sort

22
Short vowels
  • CVC
  • CVCC

23
Move into long vowels
  • Activity for next week.
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