Within Word Pattern PDF

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Summary

Within Word Pattern description - completed project...

Description

Leigh Pheiffer Megan Hingsbergen Liz Schosker Lu Zhang Chandler Cornett Natalie Mercer 2-9-2015

Where the Students Are Within word pattern stage is the transitional stage of literacy development between the beginning stage when students’ reading and writing are quite labored and the intermediate stage when students can read and write a variety of genres more fluently. This stage consists of children in middle to late first, second, third, and early fourth grades. Children in this stage can be thought of as the Wright Brothers of reading. They have taken flight but have limited elevation in their reading.

Instruction Methods    

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These Students:  recognize patterns & split words into chunks rather than individual letters (ch-e-s-t to ch-est)  read orally at 100 words per minute silently and without finger pointing  read independently and discuss their readings.  move from full alphabetic phase to consolidated alphabetic phase.  read single-syllable words accurately, and two- and threesyllable words with contextual support.  Have well developed phonemic awareness (short vowels, blends, and digraphs.)

Extensive reading is crucial for students during this stage. Students should read for at least 30 minutes in instructional and independent level materials. Students should read basal readers, picture books, poems, and beginning chapter books Repeated and timed repeated readings, reader’s theater, and poetry readings are good ways to promote fluent and expressive reading --an important goal during this stage. Read-alouds, word sorts, and concept sorts provide opportunities to discuss new words and focus on multiple meanings. Repeated exposure of vocab in multiple contexts is essential to understanding in this stage.

How to Approach Instruction for this Stage 1. Students should be able to read the words before sorting. 2. Choose sorts that match students’ development and represent what they use but confuse. 3. Avoid teaching rules. Instead, have students find reliable patterns. 4. Focus on sorts that involve

Within Word Pattern Stage Continued

Spacing and Sequencing Early: Students know how blends & digraphs & spell short vowels correctly. Students encounter problems with CVCe words. Middle: Students spell CVCe words correctly, and experience problems with rinfluenced vowels and ambiguous vowels. Late: Students have mastered long-vowel patterns; students still have problems with rinfluenced vowels and ambiguous vowels.

English Language Learners It is important to know something about English Language Learners’ native languages and what literacy experiences they have had. By understanding ELLs’ native languages, teachers can get an idea of the difficulties ELLs face. Vowels: Many vowel sounds in English don’t exist in other languages. Instructional methods: Teachers should reduce the number of words in a sort, pair words and pictures for vocabulary and also pair ELLs with native speakers, and model good pronunciation.

Vocabulary Learning

Homophones and Homonyms

During the transitional stage of literacy teachers need to take an active and deliberate role in making sure this vocabulary growth happens for all students. There are a few different ways to provide opportunities in your classroom to discuss new words and focus on multiple meanings.  Read-alouds  Word sorts  Concept sorts  Dictionaries  Simple prefixes and suffixes

Students will encounter many homophones and homonyms during this stage. Homophones are words that sound the same but spelled differently. They provide a rich fodder for vocabulary development. Homonyms are words that share the same spelling and pronunciation but have completely different meanings....