Open syllables are syllables that are spelled with only one vowel that makes the long vowel sound. Many short words like he, she, we, me, go, no, so, shy, fly, cry are open syllables. However, open syllables can be part of a multisyllabic word like ba/by with two open syllables or hap/py with a closed syllable followed by an open syllable.
Some prefixes are open syllables like pre, de, and re. For that reason, teaching prefixes while teaching open syllables is a great idea. Students will not only be able to decode the words but use morphology to uncover the meaning of the word. Be sure to check out the next blog entry for the CUBS strategy that will directly teach students how to break apart multisyllabic words for decoding and morphological purposes.
The hand sign for an open syllable is very easy. I usually ask the kids to put their hand in the air and make a fist. I ask, "What syllable?" and the kids respond, "Closed." Then I ask the kids to open their hand and say, "Now your hand is open. Let's call this hand sign the open syllable."
Sunday, May 20, 2012
Tuesday, May 8, 2012
Link to Sopris West Reading Blog
Link to Sopris West Blog Post on reading
Professional development in the area of literacy is critical.
Professional development in the area of literacy is critical.
Sunday, April 29, 2012
The Magic E Syllable
Once you have directly instructed closed syllables and students are able to accurately and quickly identify closed syllables, they are ready to apply the closed syllable short vowel sound and read closed syllable words. Now they are ready to learn about magic e syllables and practice bouncing back and forth between the two.
Introducing the Magic E or Silent E syllable follows the same process as introducing the closed syllable. Begin by defining the syllable and linking it to a hand sign. In this case, I make a "V" with my pointer and middle finger. Why a "V"? I believe the definition lends itself to that sign. Let's explore how.
A Magic E syllable is a syllable that makes the long vowel sound and is spelled with a vowel followed by a consonant and silent e. If you look at the word ate and place your pointer finger under the first vowel and your middle finger under the silent e, you will form a "V" hand sign. This sign helps students to focus on the vowels.
I have found that my students use their hand signs while reading, especially when reading Magic e words. I often see my students make the "V" sign when they identify a magic e word and then they are able to quickly decode it. In addition, my students often check their spelling by drawing a "V" under the vowels in a word to make sure that they have changed tap to tape for example.
After students have gained accuracy and fluency identifying magic e syllables visually, they are ready to apply the long vowel sound and read magic e syllables. In addition, they will continue to review closed syllable words and differentiate between the two. This process takes several weeks so be careful not to go too fast.
Introducing the Magic E or Silent E syllable follows the same process as introducing the closed syllable. Begin by defining the syllable and linking it to a hand sign. In this case, I make a "V" with my pointer and middle finger. Why a "V"? I believe the definition lends itself to that sign. Let's explore how.
A Magic E syllable is a syllable that makes the long vowel sound and is spelled with a vowel followed by a consonant and silent e. If you look at the word ate and place your pointer finger under the first vowel and your middle finger under the silent e, you will form a "V" hand sign. This sign helps students to focus on the vowels.
I have found that my students use their hand signs while reading, especially when reading Magic e words. I often see my students make the "V" sign when they identify a magic e word and then they are able to quickly decode it. In addition, my students often check their spelling by drawing a "V" under the vowels in a word to make sure that they have changed tap to tape for example.
Sunday, April 22, 2012
Merging phonics, spelling, and syllabication
Let me just begin by saying that traditional spelling texts are NOT effective instructional tools. Simply giving students lists of words to memorize by writing the given words five times each, writing the words using different colors, writing the words in various shapes, making crosswords, or making word searches with the words may seem like a good idea but those activities do not capitalize on what research tells us about good spellers. True, good spellers do have a developed orthographic memory. They can look at a word and determine if it looks right. True, orthographic memory can be developed through repeated exposure to words but good spellers rely on so much more than orthographic memory.
Good spellers can hear all the sounds in words and instinctively listen for the number of syllables in words. They know that short vowel sounds are found in closed syllables, that closed syllables are spelled with only one vowel, and the vowel must be followed by at least one consonant. They apply phoneme graphing mapping or the ability to connect sounds with the letter or letters that represent that sound. They know the meanings of words and know that word origins make a difference as to how a word is spelled. In short, good spellers also have strong phonological and morphological awareness.
Just like you would never work out only one side of your body, teachers should not focus on building just one part of the spelling process. It is for that reason I advocate using the spelling text as a minimal resource rather than the main spelling instructional tool. Some might ask, "If not the spelling text, than what should I use?" Good question. The answer takes some time to explore but I will try to give a condensed overview.
Since we are directly teaching syllables, it makes sense to tie the phonics instruction to the syllable instruction. For example, if you begin by teaching closed syllables, you will directly teach each of the short vowel sounds. In addition, you can teach the phonics or orthographic rules related to /k/. Students should know that /k/ is usually spelled with a c, k, or ck. They should know that English words do not start with ck. They should know that when /k/ is followed with an e or i, it is usually spelled with a k such as in the words kelp or king. When /k/ is followed by an a, o, or u it is usually spelled with a c such as cat, cot, and cut. In addition, /k/ is spelled with a ck when it follows a short vowel sound such as in the word back. These phonics lessons can be directly instructed and students can be given ample opportunities to practice spelling using this knowledge through repeated word building activities and word sorts. You see, rather than limiting students to a list of 10-20 specific words, teaching phonics patterns such as the patterns above will allow students to spell any word that matches the pattern. Suddenly, students can spell hundreds of words independently when they are actually writing rather than just on an isolated word test.
Of course, there are words that just need to be memorized such as the word was. It looks like a closed syllable and should make the short a sound. It doesn't. Thus, we can teach students exceptions to the rules and give them multiple exposures to the correct spellings. In fact, we must do that if we want students to be able to spell irregular words correctly rather than simply relying on phonetics. It is about time that we blend research based practices to construct a truly effective and integrated word study component to our literacy block rather than relying on the status quo text book and teaching phonics, spelling, morphology and syllabication as separate entities.
Good spellers can hear all the sounds in words and instinctively listen for the number of syllables in words. They know that short vowel sounds are found in closed syllables, that closed syllables are spelled with only one vowel, and the vowel must be followed by at least one consonant. They apply phoneme graphing mapping or the ability to connect sounds with the letter or letters that represent that sound. They know the meanings of words and know that word origins make a difference as to how a word is spelled. In short, good spellers also have strong phonological and morphological awareness.
Just like you would never work out only one side of your body, teachers should not focus on building just one part of the spelling process. It is for that reason I advocate using the spelling text as a minimal resource rather than the main spelling instructional tool. Some might ask, "If not the spelling text, than what should I use?" Good question. The answer takes some time to explore but I will try to give a condensed overview.
Since we are directly teaching syllables, it makes sense to tie the phonics instruction to the syllable instruction. For example, if you begin by teaching closed syllables, you will directly teach each of the short vowel sounds. In addition, you can teach the phonics or orthographic rules related to /k/. Students should know that /k/ is usually spelled with a c, k, or ck. They should know that English words do not start with ck. They should know that when /k/ is followed with an e or i, it is usually spelled with a k such as in the words kelp or king. When /k/ is followed by an a, o, or u it is usually spelled with a c such as cat, cot, and cut. In addition, /k/ is spelled with a ck when it follows a short vowel sound such as in the word back. These phonics lessons can be directly instructed and students can be given ample opportunities to practice spelling using this knowledge through repeated word building activities and word sorts. You see, rather than limiting students to a list of 10-20 specific words, teaching phonics patterns such as the patterns above will allow students to spell any word that matches the pattern. Suddenly, students can spell hundreds of words independently when they are actually writing rather than just on an isolated word test.
Of course, there are words that just need to be memorized such as the word was. It looks like a closed syllable and should make the short a sound. It doesn't. Thus, we can teach students exceptions to the rules and give them multiple exposures to the correct spellings. In fact, we must do that if we want students to be able to spell irregular words correctly rather than simply relying on phonetics. It is about time that we blend research based practices to construct a truly effective and integrated word study component to our literacy block rather than relying on the status quo text book and teaching phonics, spelling, morphology and syllabication as separate entities.
Monday, April 16, 2012
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