Page 79 - ELD_NT_MiddleSchool_Sampler

PhoniCS anD woRD RECogniTion
VowEL TEamS anD DiPhThongS
Plan
Objective: Recognize and write words with vowel teams and diphthongs.
Materials: a text read recently by the class Suggested Pacing: 25–30 min
Teach
Model: Display a chunk of text that contains several examples of words with vowel teams and diphthongs. Point out words with vowel teams and diphthongs. Explain how the vowels work together in vowel teams. For diphthongs, have students compare the unknown vowel sound to the same vowel sound in a word they know to recognize the vowel sound. For example, compare chowder to cow. Write words with vowel teams and diphthongs on the board, producing the sounds out loud as you write the word. For example, write and pronounce powerful, renounce, reprieve, and quarry.
Guide: Display another chunk of text that contains several examples of words with vowel teams and diphthongs. Ask students to point out words with vowel teams and diphthongs in the text, say the words aloud, and explain the meaning of
the words. Produce a sound, such as /ow/. Give an example
of a word with this sound, such as sow. Ask students to name another word with the same sound. Then ask students how to spell the word. Repeat for several vowel teams and diphthongs.
DECoDing
Plan
Objective: Decode written words using knowledge of spelling- sound correspondences, irregularly spelled words, and word parts.
Materials: a text read recently by the class Suggested Pacing: 25–30 min
Teach
Model: Display a chunk of text and model decoding meaning. Model multiple strategies, such as recognizing simple and complex letter-sound relationships, recognizing irregularly spelled words, and noticing patterns in words.
Guide: Display another chunk of text and have students decode difficult words. Use a questioning routine to support decoding. Ask: Do you recognize the word? Can you sound the word out? Do you recognize parts of the word?
Practice: Provide students with a third chunk of text to practice decoding. Have students point out difficult words and explain the strategy they used to decode.
Assess
On-level students will recognize and correctly decode the majority of words in context. They will also show signs of self-correction and a reasonable level of fluency.
Below-level students may not recognize and decode many words in context. They may struggle to make meaning of a sentence
or spend too long trying to decode using one strategy before switching to another.
Above-level students will recognize most words and decode meaning automatically.
Adapt
For students needing more support, begin with helping them decide which skill to use for certain words. Students should first see if they recognize the word as a high-frequency or irregularly spelled word. If students do not recognize the word, guide them to look for familiar word parts to help them identify the word. It will also be helpful to revisit some high-frequency words with irregular or uncommon spelling-sound patterns as well as common word parts as needed.
If students still do not recognize the word, move to sounding out unknown words to form a recognizable spoken word. Guide students to blend and segment sounds in order to sound words out.
Practice: Have students examine a third chunk of text for words with vowel teams and diphthongs. Students should circle the words with vowel teams and diphthongs, say the words aloud,
and explain the meaning of the words. Students may look up the words in a print or online dictionary to confirm meaning. Then have students write other words that contain the same sounds, using correct spelling.
Assess
On-level students will recognize and correctly interpret the meaning of words with vowel teams and diphthongs, and spell them correctly.
Below-level students may not recognize all words with vowel teams and diphthongs and will misinterpret the meaning of some of these words. Below-level students may also spell words incorrectly.
Above-level students will read words with words with vowel teams and diphthongs fluidly, decoding meaning automatically. They will also spell the words correctly, possibly anticipating new spellings for familiar vowel sounds.
Adapt
For students needing more support, reteach words with vowel teams and diphthongs. Assess which vowel teams and diphthongs are causing difficulty, and start with those.
296 SpringBoard® English Language Development Grade 7
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