This document contains spelling words and sentences for a second period spelling lesson. It includes contractions, words with the long a sound spelled ai and ay, words with the long e sound spelled ee, ea and y, and compound words. The sentences demonstrate the use of the spelling words in simple contexts.
Words change by substituting the initial sound (onset) while keeping the predictable ending pattern (rime). As children listen to the sounds in words, they begin to hear predictable sound patterns / chunks. For example, cat, hat, mat, rat, sat, and flat, all have the rime: at. Onset refers to the consonant(s) before the rime: c, h, m, r, s, fl. Changing the onset changes the word: cat, hat, mat, rat, sat, flat
Words change by substituting the initial sound (onset) while keeping the predictable ending pattern (rime). As children listen to the sounds in words, they begin to hear predictable sound patterns / chunks. For example, cat, hat, mat, rat, sat, and flat, all have the rime: at. Onset refers to the consonant(s) before the rime: c, h, m, r, s, fl. Changing the onset changes the word: cat, hat, mat, rat, sat, flat
Slides for morning chants, and to show how Speedy SSP Sessions can take place every afternoon for 30 minutes- with every child working at their level. PDF version
The Speech Sound Pics Approach is a free curriculum for Prep and Year 1, that can be adapted in the later years, to use within an RTI model. It is a direct, explicit and systematic approach to the teaching of reading and spelling that includes differentiation - in order to meet the needs of all children, and also includes child centred inquiry learning POWERPOINT version
Please 'save' this power point to your laptop, to open and view, with animations. Can be used on whiteboards, and on laptops- children enjoy going through them independently.
Follows the SSP Explicit teaching order, but has a focus on phonemic awareness and on linking speech sounds with speech sound pics.
www.speedyssp.com
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Want to know more? Why is SSP so successful?
Explicit instruction of phonemic awareness led to improvements in multiple areas of reading, including phonemic awareness, oral reading, and spelling (Byrne & Fielding-Barnsley, 1991, 1993, 1995, 2000). When combined with letter-sound correspondence, teaching phonemic awareness was more effective in improving reading ability (Hatcher, Hulme, & Ellis, 1994; Neuman & Dickinson, 2003; Schneider, Roth, & Ennemoser, 2000). Phonemic awareness, phonics, and fluency contribute to the development of automatic word identification include (Fox, 2007; Metsala & Ehri, 1998; Strickland, 2001). Research has identified phonemic awareness as the most potent predictor of success in learning to read. It is more highly related to reading than tests of general intelligence, reading readiness, and listening comprehension (Stanovich, 1986,1994). The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to learn to read because of its importance in learning the English alphabetic system or how print represents spoken words. If children cannot hear and manipulate the sounds in spoken words, they have an extremely difficult time learning how to map those sounds to letters and letter patterns - the essence of decoding. (Adams, 1990). It is the most important core and causal factor separating normal and disabled readers (Adams, 1990). It is central in learning to read and spell (Ehri, 1984).
Please note the preview is corrupt, download the file for the correct version.
This is to accompany the Powerpoint located here: http://www.slideshare.net/mod83/toms-tefl-p1-phonics-programme
More available at http://www.tinyurl.com/tomstefl
Video lessons for dyslexic brains (and any other brain!)
Half an hour per day is all students need - suitable for children in year 2 and up (including teens and illiterate adults).
Watch video clip about sessions.
http://www.youtube.com/watch?v=P9AUu3TGfj8
I created this powerpoint for CEP 812 for the Masters of Arts of Educational Technology program at Michigan State University. It is a review for part of the 6th grade Sitton spelling curriculum.
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http://sandymillin.wordpress.com/iateflwebinar2024
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4. SpellingWords: Long a: ai, ay tail main wait say away play raise brain paint stay today tray holiday daily raisin
5. SpellingSentences: Long a: ai, ay Dad putthefoodonthetray. Can yourhearwhat I say. Can youplayafterSchool? I willpaint my bed red. You use yourbraineveryday.
6. SpellingWords: Long e: ee, ea, y read feel easy deep seat party wheel leave windy sleep teeth team wreath season eagle
7. SpellingSentences: Long e: ee, ea, y I feelhappywhen I sing. I hope you can come to my party. I thinkmathiseasy. Weliketoread a bookeveryweek. He willbrushhisteeth.