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Excerpt from "Conquer the Code" by Judith Cohen
 

Excerpt from "Conquer the Code" by Judith Cohen

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    Excerpt from "Conquer the Code" by Judith Cohen Excerpt from "Conquer the Code" by Judith Cohen Presentation Transcript

    • Conquer the Code:Conquer the Code: Sounds, Symbols, and SyllablesSounds, Symbols, and Syllables E. Judith Cohen, Ed.D.E. Judith Cohen, Ed.D.
    • 44 Sounds of the English Language • Vowels (10) /ă/ /ā/ /ĕ/ /ē/ /ĭ/ /ī/ /ŏ/ /ō/ /ŭ/ /ū/ • Consonants (18) /b/ /j/ /s/ /k/ /l/ /t/ /d/ /m/ /v/ /f/ /n/ /w/ /g/ /p/ /y/ /h/ /r/ /z/
    • 44 Sounds of the English Language • Vowel Diphthongs (2) /ou/ /oi/ • Vowel Variants (3) /au/ /oo/ (moon) /oo/ (book) • Schwa (1) /ə/ • Consonant Digraphs(7) /sh/ /ch/ /wh/ /th/ /th/ /zh/ /ng/ • r-controlled (3) /ar/ /or/ /er/
    • Phonics • Synthetic Phonics • Part to whole • Analytic Phonics • Whole to part • Word families (rimes) • Vowel Patterns • 6 Syllable types • 85-88% regularity • Structural Analysis • Root words, prefixes & suffixes • Compound words • Contractions • Syllabication
    • Color-Code Vowels a e i o u -y -w Digraphs sh ch th wh ph Blends bl- cr- st- -nd -mp etc.
    • Orthography: Syllables • Six basic syllable types • 85 – 88% of English language • Vowel Patterns (syllable types) • Structure of our language • Alphabetic code
    • Vowel Patterns • Regular • Reliable • Research-based • Effective • Efficient • Easy to use
    • Vowel Pattern Chart Closed Open Silent e Bossy r 2 Vowels Talkers Whiners C+le
    • Vowel Pattern Chart Closed cat fish bub- Open me go ta- Silent e ride cape hope Bossy r car girl tur- 2 Vowels Talkers Whiners boat boy meat clown C+le ta - ble bub - ble tur - tle
    • Vowel Patterns Closed: A word or syllable that contains only one vowel followed by one or more consonants; the vowel is short. “One lonely vowel squished in the middle, says its special sound just a little.” sat bed fin top gum sand best print shop lunch at Ed in on up
    • Vowel Patterns Open: A word or syllable that ends with one vowel; the vowel is long. “If one vowel at the end is free, it pops way up and says its name to me.” me she hi go flu fly
    • Vowel Patterns Silent e [Magic e]: A word or syllable that ends in e, containing one consonant before the final e and one vowel before that consonant; the vowel is long. “The magic e is quiet, but it has a claim to fame; it makes the vowel before it say its real name.” The magic e is so powerful, it gives all its strength to the other vowel so that it can say its real name. make Steve ride hope cube
    • Vowel Patterns Bossy r [r-controlled]: A word or syllable containing a vowel followed by r; the vowel sound is altered by the r. The letter r is so bossy, it tells the vowel that it can’t say its real name (long vowel) or its special sound (short vowel), but must say the r sound (as in car, for, her). car her girl for curl
    • Vowel Patterns Double Vowel Talkers: [vowel digraphs] A word or syllable containing two adjacent vowels; the first one is long. “When two vowels go walking, the first one does the talking and says its name.” rain day see meat pie boat toe slow suit blue
    • Vowel Patterns Double Vowel Whiners :[diphthongs and variants] A word or syllable that contains two adjacent vowels; the vowels say neither a long or short vowel sound, but rather a very different sound. Sometimes when two vowels are next to each other, they make a funny whining sound, like when you fall down and say “ow,” “aw,” “oy,” and get a “boo- boo.” fault saw foil boy loud cow moon new book
    • Vowel Patterns C+le: [consonant + le] This syllable ends with “le” preceded by a consonant, and occurs in two-syllable words. When a word ends with a consonant and “le,” the “le” grabs the consonant before it, and the word breaks into two parts right before that consonant. bub–ble ca–ble ea–gle poo–dle pur-ple
    • Vowel Pattern “Prediction Power” The prediction power of the patterns ranges from 77 to 89%, each of which is much better than predictions on the basis of chance alone. Teaching children vowel patterns can make a difference in their fluency and comprehension (May, 2002). Closed 86 – 89% Open 77% Silent e 81% Bossy r 2 Vowels Talkers Whiners 77% C+le
    • Irregular / “Memory” Words • About 12 – 15% of English words do not conform to the regular patterns • Can be taught through context, repetition, multisensory techniques, and learning games, e.g., Word Wall activities, VAAKT (associative word cards), BINGO
    • Structural Analysis • Root words and affixes • Compound words • Contractions • Syllabication
    • Root Words and Affixes Prefix Root Suffix un friend ly re heat ed in spect or • Color-highlight or draw a box around affixes (prefix = green; suffix = red) • Make charts for similar affixes
    • Compound Words • Begin with whole word, e.g., doghouse • Segment and blend • Use fists, puzzles, linking blocks • Make lists of compound words • Use color-coding (doghouse) • Practice deletion (say doghouse without dog)
    • Contractions • Compare “long” and “short” forms, e.g., do not (long – 2 words) don’t (short – contraction) • Highlight apostrophe (use elbow macaroni) and deleted letter/s in red • Use a rubberband to show long and shortened forms (same meaning) • Make lists of contractions from stories
    • Syllabication Patterns • C+le turtle tur – tle • VC/CV rabbit rab – bit • V/CV tiger ti – ger • VC/V camel cam – el • V/V lion li - on
    • Strategy for Syllabication • “Spot and dot” the vowels • Connect the dots • Look at the number of consonants between the vowels • If 2 – break between the consonants • If 1 – break before the consonant; if it doesn’t sound right, move over one letter
    • Apply and Transfer • Provide many opportunities to use these skills and strategies, both in isolation and in connected text – Fiction and non-fiction – Poetry and songs – Decodable text – Learning games and activities
    • Why? When students have the MEANS to conquer the code, they will reach the GOAL, and master the meaning!
    • Contact information E. Judith Cohen, Ed.D. For more information, see: Focus on Phonics: Assessment and Instruction, Wendy Cheyney & E. Judith Cohen (1999) The Wright Skills Program (PreK – Grade 3) Fast Track Reading Wright Group/ McGraw-Hill www.wrightgroup.com
    • Websites of Interest www.aft.org American Federation of Teachers www.ascd.org Association for Supervision and Curriculum Development www.educationworld.com Education World www.fcrr.org Florida Center for Reading Research www.idafla.org Florida Branch - IDA www.interdys.org International Dyslexia Association www.nifl.gov National Institute for Literacy www.nationalreadingpanel.org National Reading Panel www.reading.org International Reading Association www.readingrockets.org Reading Rockets