Words Their Way

1
Words Their Way

• Emergent Stage of Reading Chapter Four

2
Four Levels of Reading/Spelling

• Phrase/Sentence informal, musical oral language
  matched to formal written phrases
• Words in Phrases humans speak in phrases not
  words recognize words
• Sounds in Syllables recognize individual
  sounds, beg. usually first

3
Emergent Reading

• Pretend reading
• Memory reading
• Important event of learning the concept of word
• Line between emergent and letter name
  alphabetic beginning reader
• Syllables sometimes treated as individual words

4
Invented Spelling

• Need to know some letters
• Need to know how to form some letters
• Need to know that letters represent sounds
• Phonemic Awareness divide syllables into
  smallest units of sound
• Spelling will reflect degree of phonemic awareness

5
Learning to Read

• Vocabulary growth and concept development
• Phonological awareness
• Alphabet knowledge
• Letter-sound knowledge
• Concept of word in print

6
Vocabulary Growth Concept Development

• Concept Sorts
• Compare/contrast categorization
• One of these things is not like the others
• Read-alouds play a critical role in the
  development of vocabulary and concepts
• Write at every possible opportunity during and
  after sorts

7
Phonological Awareness

• Ability to pay attention to, recognize, and
  reflect on various sound segments
• Syllables, rhyme, alliteration
• Children who have a sense of phonemic awareness
  learn to read more easily than children who do
  not.
• Rhymes and jingles
• Alliteration and beginning sounds

8
Alphabet Knowledge

• Letter names as the first reference point in
  writing
• Games and matching activities
• Begin with letter of childs name
• Letters in all shapes and sizes
• Letter naming, recognition (both upper and lower
  case), writing, and sounds

9
Letter-Sound Knowledge(Picture Sorts)

• Meaningful text
• Various levels
• Use key word and letter as header
• Model
• Use pictures that are easy to name/sort

10
Picture Sorts (cont.)

• Correct mistakes on first sort but wait on others
• Time for individual practice
• Follow-up activities
• Encourage invented spelling

11
Concept of Word in Print

• Fingerpoint reading and tracking words
• Language Experience Approach
• Write captions under pictures that students draw
• Use rhythmic texts

12
Comprehensive Approach

• Use of good literature with fingerpointing,
  rereading, dictated stories, simple pattern books
• Direct instruction in phonological awareness.