The%20Study%20of%20Words

1
The Study of Words

• Cohen and Cowan
• Chapter 5

2
Key Terms

• Automaticity
• Fluency
• Decode
• Sight words
• High-frequency words
• Phonic patterns
• Structural patterns
• Syllabic patterns
• Phonic analysis

• Digraphs
• CVC words
• CVCe words
• Structural analysis
• Onset-rime approach
• Word family
• Word walls
• Word sorts

3
Key Questions

• Why is word identification so important?
• Why are sight words important?
• What are the approaches to teaching phonics?
• What literacy skills does each grade need?
• How can technology help to teach word
  identification?

4
What is automaticity?

• Ability to recognize words quickly
• Developed over time
• Depends on amount of reading a child does
• Multiple exposures to words in meaningful contexts

5
Fluency
. the ability to read text quickly, accurately
and with expression
6
Phonic Analysis

• Vowels
• Consonants
• Blends
• Digraphs
• Patterns
• CVC and CVCe
• (See pages 162-3)

7
Vowel Digraph

• If two vowels are beside each other in a word or
  syllable, the first vowel  
• is usually  long while the second vowel remains
  silent. Examples of vowel digraphs      
• ai-- maid,     ee-- sweet,        ea--bean,
      oa---- boat,   ay-----tray.   

8
Vowel Dipthong

• two vowels sounds -- both sounds are usually
  heard and they make a gliding sound.
• Examples   oi--- boil,     oy----- toy,
       au---- haul,     aw----- saw,  
• ew----- new ,    ow----  cow,      oo---- moon,
     oo----- look,    ou---  mouth,

9
Consonant Blend

• consonant sound may be heard in the blend.
• bl---black, cl--- clap,  fl----flip,    gl----
  glass, pl--- play,   sl---- slip,  br--- brick,  
• cr---crab,  dr---drop,  fr--- from, gr--- grab,
   pr--- press, tr---- trap, sc---scale,  
• sk---skip,  sm--smell, sn--snail,  sp--- spill,
    st--- stop,   sw---swell.

10
R-Controlled

• R-Controlled Vowels---- when a vowel is followed
  by the letter "r", the vowel does not make  the
  long nor short sound but is considered
   "rcontrolled".
• Examples of "r-controlled" vowels
• ar--- car,   er--- fern,  ir--- bird,    or---
  corn,   ur--- nurse.

11
Structural Analysis

• Singular-plural
• Possessives
• Comparatives
• Prefixes
• Suffixes
• CVC
• CVCe

• Dog-dogs,
• s, s
• Fast, faster, fatest
• Ab-, im-, semi-, pre-
• -ness, -ly, -tion
• Bat-batting
• Tape-taping

12
Syllabication

• syllables vowels
• VC/CV
• Compound words

• Walk, entrapment
• Hap-pen, pen-cil
• Side-walk

13
Onset and Rimes

• B (onset) at (rime) bat
• 37 patterns help students spell and decode more
  than 500 of most common words in first grade
  childrens literature.
• (Page 170)

14
Which is easier to read?

• WHEN A STUDENT IS HAVING TROUBLE READING, IT IS
  IMPORTANT THAT THE TEACHER CONDUCT AN ASSESSMENT
  TO DETERMINE THE STUDENTS STRENGTHS AND
  WEAKNESSES.
• OR
• When a student is having trouble reading, it is
  important that the teacher conduct an assessment
  to determine the students strengths and
  weaknesses.

15
Students with Diverse Needs

• 80 of all special needs students have dyslexia
  (disruption of the neural systems in the left
  hemisphere)

16
Dyslexia

• Need phonics and decoding strategies
• Need sound-letter correspondence and alphabetic
  principle

17
Multisensory strategies

• Combine two or more sensory areas simultaneously
• Ex learn alphabet by feeling, naming and
  matching 3-d forms or tracing on a rough surface