Phonics Sorts for Hard and Soft Consonants

It's about time, teachers, for some phonics sorts!

Do your kiddos need some practice with hard /c/, soft /c/, hard /g/, and soft /g/?  Then check out these fun resources that provide practice with these sounds in the initial and medial positions.

Following are preview videos:

Alphabet Letter Associations

After several decades of teaching first grade, I became a Reading Recovery teacher. Best. Training. Ever!!!! And, oh so, humbling. It was through that training I came to realize some of the mistakes I had been making as a teacher of emerging readers. And, now, it's about time I share some of those revelations--

Chief among them is the realization that the traditional, alphabet letter associations are fraught with pitfalls, especially for reluctant readers. The first problem comes with the letter e. Common picture & letter associations are elephant and egg. Neither is representative of the letter sounds, despite the fact that they bear an initial e.  

As accomplished readers, we know that there is a short e sound of the beginning of elephant.  For emerging readers, however, it sounds for all the world as if the first sound is L.  

(Elephant was at the zoo.)

Similarly, egg sounds like it begins with a long a, at least here in the midwest. I am fortunate to have an easy solution for this "e dilemma;" my students learned to associate the letter e with Evans, my last name!  That will not likely work for you, however. 

So what's a teacher to do?  My kiddos have grown quite fond of these alternatives:

In RR, we let the child provide the association, which is most likely to be the long sound of vowels.  Of course, if s/he supplies elephant, envelope, egg, elbow, ear, or any of the other "confusing" words, it is just fine. As a classroom teacher, you may want to consider such potential confusions when you select your display posters.

Another consideration when choosing vowel associations, is to avoid r-controlled examples. In my experience, however, this is far less problematic for young learners than the above examples.

With regard to consonants, hard consonants are easier for building associations. Think cow vs. circus; game vs. giraffe. Similarly, consonant blends are less clear than simple, initial consonants. Think grapes vs. gorilla; ship vs. sun; chip vs. cap; three vs. tent. You get the idea.

Time is not measured by clocks, but by moments.

You may be interested in these alphabet posters:

Word Work, the Reading Recovery Way -- Pt. 9

In the course of your word work, teachers, it’s now time to introduce flexibility for spelling patterns that change sounds.  To this end, make 3 words with the same spelling pattern, but differences in sounds, e.g. come, some, home.  

Say the words for your student, pointing out that the spelling pattern is the same.

Now, make 3 more words with a spelling pattern that changes its sounds, e.g. bear, wear, near.  

It’s time to put the task on the child.  Ask her to say the words.  Then ask her if they are words she has heard before.  If she is able to correctly pronounce all of these words, she is demonstrating flexibility.  If, however, she struggles with this, demonstrate for her how readers try different sounds until the word is familiar.  

If the student struggles with flexibility, you can also address the issue in text reading. For example, Marianne Berkes' book, Over in the Ocean: In a Coral Reef, is a counting book that rhymes.  Such a book is great for flexibility because it give your student inherent clues for using flexibility.  On the following page, two is a tricky word with an unusual spelling pattern.

When your student pauses at two, quickly cover the text with your hand and ask her what would make sense there.  

If you receive a blank stare, ask her to reread from the beginning of the page.  When she reaches two, insert the /t/ sound for her and wait for two to pop out of her mouth.  Most often it will pop out.  If, however, it doesn't, remind her that this book is a counting story (there is even the numeral 2 on the page) that also rhymes.  Reread with her from the top of the page, thereby pushing her to read more fluently.  When you reach two, again give the initial sound.  Now it should pop out of her mouth.  If, by chance, she still does not produce two, point to the numeral on the page.  Then, have her reread from the top yet again.  

After she reads it correctly, draw her attention to the word two, and ask her if two makes sense there.  Then ask her if the word looks like it could be two.  Assuming she answers affirmatively to both questions, reassure her that, indeed, it does say two, even if it doesn't look like to or too with which she is familiar.  If she still struggles with this text, it may simply be too difficult for her.  Toss it aside and choose another book.

As always, stay with this task until you are confident she understands it.

The time has come to end this series about Word Work. Hopefully, it has been helpful to those of you working with emergent readers.  The complete text, including points not covered in this blog, is available in my TpT store.

Now that we are in the holiday season, everyone tends to feel a time crunch.  In an effort to ease the stress, Melissa at Mrs. Bushnell's 4th grade blogspot is hosting a holiday linky party. Check it out!  It just might save you lots of planning time.

While you are blog hopping, be sure to check out 3 fabulous giveaways.  Stop by Teacher's Toolkit where Wendy is having a huge giveaway to celebrate 200 followers.  (I'm donating a product of the winner's choice.)

Jennifer at Live. Teach. Create. is having a giveaway, too.  (I'm donating Poetry Possibilities - Fall.) Take a minute to enter.

Nicole at One, Two, Three: Math Time is hosting a monthly giveaway.  Her November giveaway has more than 40 teachers donating products.  (I'm also offering Poetry Possibilities - Fall for this giveaway.)

Until next time...

Word Work, the Reading Recovery Way - Pt. 8

Who-oo-oo knows what time it is? 

Yes, it's time, teachers, to move onto the next step in how words work. That step involves adding letters to the end of known words. We are not talking about inflections! We already did that.  Rather, we are leading the child to notice known words within other words. To do this, make a known word for your student. Say, “This says ‘cat’.  Watch while I add something to it.”  

Push ch to the end of the word. Instruct your student to, “Say it and check it with your finger.”

In the same lesson, do this with other words,  for example, see + m  or can + dy.

Continue to practice this skill in subsequent lessons until the child can do it with ease.  

Reinforce this concept when she is reading a new book by finger masking the last letters of a new word containing a known word.  

You will heave a sigh of satisfaction when she does this for herself while reading.  As my RR trainer used to say, “You will be doing cartwheels down the hallway!”  Indeed, you will.

If you would like a concise document of these Word Work tips, you can find it in my TpT Store.

  

You might also like:

      

Word Work, the Reading Recovery Way -- Pt. 5

The time has come, teachers, to focus on how onsets work in words.  To do this, present the letters for a set of known words, e.g. g o n o s o.  

Say, "I'm going to make 2 words you know."  Assemble go and no.  Ask the child to run her finger under those 2 words as she says them slowly, thereby reaffirming the need to check the sound sequence.

Push the remaining 2 letters toward the center of your vertical plane white board, telling the child to make another word she knows.  After she assembles so, instruct her to run her finger under it and say the word slowly.  Remember, you must work with KNOWN words, as you are teaching the task, not the words.

Continue on subsequent days with other known words, such as he, be, me or cat, fat, bat.  

Once you are certain your student understands how words work with onsets, you will be ready to begin harder analogies with onsets.  I'll address that next time.

Are you teaching about the election?  If so, you might like to check out Erin's linky party @ Tales from Room 112.

Products you may be interested in: