Phonology

Lesson Objective: Identify and isolate graphemes in order to recognize phonological patterns. Methodology: Students cut words into graphemes and reassemble Duration: 5-15 minutes (depends on the number of words) Snip, snip, snip. The grounding experience of mindlessly cutting paper must have a theraputic effect on my students. I usually hear complaints when I distribute work--but not with anything that involves cutting. Wish I had involved more of these activities sooner. T

Lesson Objective: Reinforce spelling patterns Grouping: independent Methodology: Students play various online games at educaplay.com and Blooket.com to reinforce concepts Duration: 10 minutes I'm psyched about all the fun games at educaplay.com! My only regret is not discovering this website sooner. There are just so many options out there. I like this one in particular for numerous reasons. 1) It's free using my MCPS Google login credentials 2) I can track student progre

Lesson Objective: Recognize and classify graphemes and vocabulary to build connections, fluency and accuracy Methodology: Students sort and classify targeted graphemes or vocabulary Duration: 5-10 minutes 🖍 How the Routine Works I use open and closed sorts for both phonology and morphology. On the first day of a new phonological unit, students classify all the target graphemes. It's an "open" sort, meaning that student may group the graphemes however they wish as long as t

Sh e sells sea sh ells by the sea sh ore. First off, my definition of a digraph: Two or more letters that make one sound. Some scholars make this more specific and only include an unique phoneme (e.g. /th/) but I include any two letters that make one sound (e.g. <wr> = /r/, <ff> = /f/). In this unit, I'm solely focusing on consonant digraphs. I lump vowel digraphs into vowel teams. This poster is included in the zip file! Any decent science of reading based program teaches

Why oh why does <y> have so many roles? Despite the fact that we teach our kindergarteners that "<y> says /y/", this is the least common role of the versatile<y>. Far more often, <y> functions as a vowel. Luckily, <y> isn't capricious and generally follows the rules below. Below is the interactive Unit Plan where you can links to lessons, the typical grouping, methodology, suggested duration, and rationale. The PDF column will take you to directly to TPT. You can downloa

The Many Faces of VCe Vowel-Consonant-e, Silent e, Magic e, Bossy e...whatever you'd like to call the phonological patterns that indicates a long vowel sound caused by a single, silent final e. That's the focus of this unit. I teach this unit in conjunction with the three suffixing rules: Dropping Silent e, Change the y to i, and Double the Final Consonant. Below is the interactive Unit Plan where you can find tons of helpful links. Each blog post will include the typical

The -ed Files: A Mystery in Three Sounds The three pronunciations of -ed is, indeed, a mystery to the majority of my students. After students demonstrate mastery of the Unit 2: Short Vowels, I like to introduce the sounds of -ed. This unit is especially helpful for Emergent Multilingual Learners. I teach this unit alongside our Morphology Unit on Inflectional Suffixes to ensure that students know the meaning of -ed as well as the three possible pronunciations of /id/, /

A bicyle can't stand on its own because it's two-tired . Yay for corny homophone jokes.... that statement may be redundant. We have another outlier unit this year…in fact, I don’t teach any morphemes at all. Think of this unit as Foundations 2.0. That’s because I’m not ready to introduce suffixes until students can define nouns, verbs, and adjectives/adverbs. Students typically bomb the parts-of-speech portion of my pre-assessments. Even if they recall that a noun is a “pe

Schwa: The Most Common Vowel Sound After students demonstrate mastery of the Foundations of Phonology, Unit 1, I'm ready to introduce...

Lesson Objective: Recognize and use common rimes to build fluency and accuracy through orthographic mapping. Grouping: Small-group...

Lesson Objective: Identify and sort phonological patterns in a story. Grouping: Small-group to independently at seats Methodology: Students read a passage containing words with the targeted phonological pattern. After highlighting, students sort the terms the same pattern. Duration: 15-30 minutes for two periods. Fact: 90% of my students would rather clean than read. The percentage decreases to 40% when I up the ante to cleaning a school bathroom at the end of the day, so

Lesson Objective: Build fluency with short vowel sounds through auditory, visual, and kinetic responses . Grouping: Small-group...

Lesson Objective: Identify the mouth positions unique to each short vowel sound. Grouping: Small-group Methodology: Five photos of the...

Below are some quick links to my anchor charts and posters referenced in my Interactive Unit Guides and How To posts . Sample anchor...

Lesson Objective: Segment, blend, and manipulate phonemes Grouping: Small-group or 1:1 Methodology: Based on PAST data, target student phonemic awareness needs from onset-rime to advanced. Duration: 3-5 minutes, multiple times a week based on need /Ph/ /o/ /n/ /e/ /m/ /i/ /c/ / ə/ /w/ /air/ /n/ /e/ /s/ Phonemic awareness, the ability to hear, identify, and manipulate individual sounds in spoken words, is essential for fluent reading. Yet it has long been overlooked in liter

Lesson Objective: Review known morpheme or phoneme to grapheme relationships. Grouping: Partner or Individual Methodology: Students...

Lesson Objective: Allocate time for students to revisit, complete, or improve upon unfinished or unsatisfactory work. Grouping:...

Lesson Objective: Assess understanding of the unit mastery goal Grouping: Independent Methodology: Students synthesize their learning...

Lesson Objective: Recognize and apply phonological knowledge Grouping: Small-group to independently at seats Methodology: Students...

Lesson Objective: Recognize and use common rimes to build fluency and accuracy through orthographic mapping. Grouping: Small-group...