Transcript Sound – Print Connection

Sound – Print Connection
Sound-print Connection
Reading Comprehension
Phonemic Awareness
Spoken Language
Phonological Awareness
Recognizing that sentences
Are made up of words
Recognizing word-length
Units in compound words
(e.g. cow/boy)
Rhyming
Alliteration (initial sound)
Onsets and rimes
Syllables: Blending
Segmenting (counting)
Isolating
Deleting
A cognitive skill consisting of three
pieces
-the phoneme is an abstract linguistic
unit and not a unit of writing
-the explicit, conscious awareness of
that unit
-the ability to explicitly manipulate
such units
Specific Skills:
Isolating phonemes
Blending phonemes
Segmenting phonemes
Deleting phonemes
Substituting phonemes
Recognizing that words and syllables are
made up of individual sounds
Listening
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Speaking
Deriving meaning from the
printed word.
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Dependent on:
- understanding language
- decoding, the ability to
derive
a word’s phonological
representation from
sequences
of letters or letter
groups
representing individual
phonemes
Alphabetic Principle -Graphophonic cueing
system: individual speech
sounds are
- mapped E.g. b ough t
b a t
Reading
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Writing
Alphabetic Principle
 Speech
can be turned into print
 Print can be turned into speech
 Letters represent sounds in the
language
Understanding the SoundSymbol System
Concepts – provide explicit instruction in
how sound-symbol system works
Letters represent sounds. /t/ /r/ /ee/
A sound can be represented by one letter and
sometimes by two or more letters.
– /b/ /a/ /t/
/c/ /oa/ /t/
There is variation in how we represent sounds in
words.
came tail say break they eight
There is overlap in how we represent sounds in words.
ow = grow
clown
Skills needed to
use a sound symbol
system
Segmenting – the ability to separate sounds in words
so when you hear the word ‘stop’ you can say the
isolated sounds /s/ /t/ /o/ /p/
Blending – the ability to blend sounds into words, so
when you hear the sounds /s/ /t/ /o/ /p/ you hear
the word ‘stop’
Manipulate phonemes – the ability to manipulate
sounds in and out of words, so that when you read
‘blow’ with the sound ‘ou’ as in cow, and you realize it’s
not a word, you can drop the ‘ou’ sound and add the
sound ‘oe’ and read ‘bloe’
Students must learn…
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explicitly how the soundsymbol system works
Implicitly
• the skills needed to use the
sound-symbol system
• the symbols of the code
Connecting Sound & Print
Sound symbol system doesn’t exist in isolation from
the process of segmenting, blending and
manipulating phonemes
These processes do not exist without the soundsymbol system
Each part is one half of the whole
Teach together in the context for which they exist to
read and spell real words
Important these skills be embedded in the purposes
for which they are used to read and spell connected
text.
By teaching our students knowledge
of our sound symbol system, they
 Understand
the concepts and skills
 Perform the skills needed to use the
sound-symbol system
 Internalize information about the soundsymbol system
 Know the point of reference is the
sound, not the letter.
Introducing Sound Symbols
 Various
ways to introduce sequence of
sound symbols:
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Early Literacy Document p. 75
K-5 ELA curric. p. 256-257
Specific programs
Assessment for learning – identify which
sound-symbols students need to learn and
provide specific instruction based on identified
need in the context of the material they are
reading
Activity: Categorizing Dolch Words
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Individually look at all of the lists.
Underline the sounds which are represented
by more than one letter.
Look for commonalities between the lists
e.g. variations of /a-e/ sound across the
lists.
Note if there is overlap for any vowel
symbol in a word e.g. got, most.
Use handout of sound-symbols provided
Refer to Grapheme (K) or (1-3) Sections of the
Resource Binder for lists.
- 10 minutes
Group work
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Divide into 5 groups. (Maureen’s Mix)
Individual groups work with one of the Dolch lists:
PP, P, 1, 2, 3
Group becomes the expert on that list of words.
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Categorize your list of words into vowel sounds e.g. list
all /ae/ sound may, tail, shape, paper
Use template provided
Some words may appear on more than one list
e.g. paper
Look for variation
Look for specific examples of overlap
(30 minutes)
Post Group Work
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Post your categorized words into the vowel category sheets
provided on the wall
Ensure that your lists are labeled
e.g. PP, P, 1, 2, 3
Stand back, look over all the lists
What pops out?
What patterns, categories, trends emerge?
Surprises?
What are some things that are not explored?
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Record your information
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(10 minutes)
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Experts Report
Report back to large group
- What commonalities within and across lists did
you find?
- What examples of variation and overlap
did you find?
- What strategies can we teach students to
use to handle overlap?
- How does an organization system help
students retain words?
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