Sound Spelling Cards


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A powerpoint to guide teachers in the use of sound/spelling cards in classrooms, K-5, LD, and Title 1 teachers.

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  • 02/23/10 Remember, each card represents a phoneme When mapping refer to cards when unsure of how to map the grapheme
  • Sound Spelling Cards

    1. 1. Sound - Spelling Cards Dr. Mary E. Dahlgren [email_address] (c)
    2. 2. Purpose <ul><li>Sound/Spelling cards are to be used as a tool for the teacher and student in the understanding of reading and spelling. </li></ul><ul><li>To see the regularity of the English language, if you know the patterns of the language. </li></ul><ul><li>Understanding word origins and how these origins connect to spelling patterns. </li></ul>(c)
    3. 3. Why Use the Cards? <ul><li>These cards provide a concrete connection between phonemes in our language and graphemes. </li></ul><ul><li>Students’ reading development relies on the understanding that graphemes (letters or combinations of letters) represent phonemes (sounds). </li></ul><ul><li>Once students understand the sound/spelling system they are able to decode (read) and encode (spell). Decoding and encoding rely on the understanding of phonics. </li></ul><ul><li>Mastery of the sound/spelling system will lead to fluency. </li></ul><ul><ul><li>Automaticity in the recognition of patterns is necessary </li></ul></ul>(c)
    4. 4. Why Use Sound/Spelling Cards? <ul><li>Connecting phonemes and graphemes </li></ul><ul><li>Each card represents a phoneme </li></ul><ul><ul><li>the different spellings on a card are graphemes </li></ul></ul><ul><li>There are usually several ways to spell a single sound (phoneme) in our language </li></ul><ul><li>Grapheme – a letter or a group of letters representing a phoneme </li></ul><ul><li>There is no guesswork for students if teachers are constantly making connections to the cards </li></ul>(c)
    5. 5. The English Language has 44 Speech Sounds <ul><li>The Sound/Spelling Cards represent the 44 speech sounds and over 90 spellings for those sounds. </li></ul><ul><li>On the back side of the “teacher cards” you will find information to help explain the spelling patterns. </li></ul><ul><li>The information is included to help teachers explain to students the spellings and to organize instruction based on the information in the spelling pattern being taught. </li></ul><ul><li>Use a post it note to cover up patterns that have not been introduced. (Usually 1 st grade – 2 nd – 5 th will have all patterns showing.) </li></ul>(c)
    6. 6. Reliability of the English Language <ul><li>50% of words in the English language can be spelled accurately based on sound-symbol correspondences </li></ul><ul><li>36% can be spelled with one error on the basis of sound-symbol correspondences </li></ul><ul><li>10% can be spelled accurately when considering meaning, word origin, and morphology </li></ul><ul><li>4% are true oddities - yacht </li></ul>(c)
    7. 7. What Is Included in the Sound/Spelling Cards? <ul><li>A – Z including short vowels </li></ul><ul><li>Digraphs: ng, ch, sh, th, wh </li></ul><ul><li>Long vowels: a, e, i, o, u </li></ul><ul><li>Vowel teams: aw, oo, oi, oy </li></ul>(c)
    8. 8. Parts of Each Card <ul><li>Front side </li></ul><ul><li>Keyword – (picture name) apple </li></ul><ul><ul><li>Most pictures begin with the target sound. </li></ul></ul><ul><ul><li>Exceptions : fox /k//s/, bbok /oo/, moon /oo/ toilet /oi/, </li></ul></ul><ul><ul><li> saw /aw/, bird /ir/ </li></ul></ul><ul><li>Sound – /a/ </li></ul><ul><li>Spelling – grapheme (s) – a </li></ul>(c)
    9. 9. Front Back (c)
    10. 10. Color coding <ul><ul><ul><li>Consonants are black </li></ul></ul></ul><ul><ul><ul><li>Short vowels are red </li></ul></ul></ul><ul><ul><ul><li>A red box indicates a short vowel comes before the pattern </li></ul></ul></ul><ul><ul><ul><li>Long vowels spelled with a singe letter or v_e are green </li></ul></ul></ul><ul><ul><ul><li>Vowel teams are blue (diphthongs are grouped with vowel teams) </li></ul></ul></ul>(c)
    11. 11. Introducing Cards This will be determined by the spelling introduction or the reading pattern being taught in your daily lessons. <ul><li>This is a picture of …. </li></ul><ul><ul><li>Students respond with the keyword </li></ul></ul><ul><li>The first sound of the keyword (most pictures begin with the sound) is … </li></ul><ul><ul><li>Students respond with correct sound </li></ul></ul><ul><li>Point to the pattern you are focusing on for the lesson </li></ul><ul><li>For example, say, ” the grapheme – “ck” says /k/” </li></ul><ul><li>Have students write the spelling in the air, on a white board, or trace with finger on desktop while saying –ck /k/ </li></ul><ul><ul><li>repeat this procedure 3 times </li></ul></ul><ul><li>Point out the red box before the –ck. Say, “the red box reminds us to spell with –ck after a short vowel. All short vowels are printed in red on the cards. </li></ul>(c)
    12. 12. Why the different patterns? (c)
    13. 13. Explanation of Word Origins (c)
    14. 14. Where do you hear the sound in the word? <ul><li>Frequently, spelling lists include a number of spellings for one sound. There is not always a specific reason for the spellings, but the more aware students are of the ‘sound’ and the position of the sound in a word the easier it is to determine reliable spellings. </li></ul><ul><ul><ul><li>oi oy </li></ul></ul></ul><ul><ul><li>ointment, coil, boy, enjoy - /oi/ is spelled oi in the initial and medial part of a word and oy at the end of a word. </li></ul></ul><ul><ul><ul><li>ai ay </li></ul></ul></ul><ul><ul><li>rain ,ailment, pail, strain, tray, display /a/ is spelled -ai in initial and medial part of a word and -ay at the end of a word. </li></ul></ul>(c)
    15. 15. (c)
    16. 16. (c)
    17. 17. How Do I Post the Cards? <ul><li>They may be posted in alphabetical order A-Z with short vowels and long vowels above the short vowels. </li></ul><ul><li>In this case the school decided to use the sound/spelling cards as a guide for word walls. </li></ul>(c)
    18. 18. How Do I Post the Cards? Group the vowel teams together . Group the digraphs together . (c)
    19. 19. How Do I Post the Cards? They may also be posted using the LETRS consonant chart and vowel chart . (c)
    20. 20. A portion of the LETRS consonant chart - Missing voiced / th / and /zh/ sounds. These sounds should be written on post -it notes and added to the chart. (c)
    21. 21. How Do I Use the Cards Daily? <ul><li>Refer to the cards when introducing a new concept in reading or spelling. </li></ul><ul><ul><li>Spelling </li></ul></ul><ul><ul><li>Phonics </li></ul></ul><ul><li>Vocabulary – many of the cards have extra information on the back that will also help in vocabulary instruction </li></ul><ul><li>Writing instruction/kid writing </li></ul>(c)
    22. 22. What do I do if I encounter an uncommon spelling that is not on the card? <ul><li>Explain to students: “As a class we will add an uncommon spelling pattern to our sound/spelling cards as we encounter them in our lesson. In this case, we can add the _____ spelling for the /__/ sound to the ________ card. </li></ul><ul><li>Use a post it note to add patterns that may not be on the cards. </li></ul><ul><ul><li>For example - long /a/ - eigh /f/ -gh </li></ul></ul>(c)
    23. 23. Phoneme/Grapheme Mapping <ul><li>When teaching phoneme/grapheme mapping refer to the cards to identify spelling patterns. </li></ul><ul><li>Remember each card represents a single speech sound (phoneme) and one or more of the most common spelling patterns (graphemes) that are found in the English language. </li></ul><ul><li>The follow slide shows a graph with the sounds represented by colors first and then spelling patterns beneath the colors. </li></ul><ul><li>(The colors DO NOT represent any specific phonemes - they were randomly used to show the number of sounds in each word.) </li></ul>(c)
    24. 24. Phoneme-Grapheme Mapping Refer to Cards When Using this Activity p. 34
    25. 26. Questions? <ul><li>Thank you </li></ul><ul><li>Mary E. Dahlgren </li></ul><ul><li>[email_address] </li></ul><ul><li>405-202-4045 </li></ul><ul><li>Please call or email for </li></ul><ul><li>requests for professional </li></ul><ul><li>development. </li></ul>(c)