Inside Phonics SLIFE Newcomers
Feature of the Week
Self-Paced video on how to use Kami
https://drive.google.com/file/d/1p9oDg_4G_K0CFDms1IvTggaYGcjzVSfR/view
Using letter-sound correspondences is the most reliable strategy for spelling and reading words, however, there are times when a student will come upon ‘tricky words’ and cannot rely on this strategy. Please see below for an explanation of "Tricky Words or Irregular Words; I have also added the following activities:
Introduction to Tricky Words
Google Slide
https://docs.google.com/presentation/d/1gTjerGXdmFKsIavTMtFjvW7c_vqnCuwTxPeSTt2x3Ls/copy
Kami Worksheet or Google Doc
https://docs.google.com/document/d/17UqEwzxbcrSVasTYz7-I5USIHcDC8AV3/copy
Tricky Words or Irregular Words
Tricky words are not decodable using phonics alone as they have spellings that do not show grapheme-phoneme correspondence. They are called common exception words. Emergent readers may find them difficult to read as they have not yet learned some of the Graphemes in those words.
The tricky words chosen for teaching should be those most helpful for the immediate reading or writing of an otherwise decodable text.
Steps for Explicit, Systematic Teaching of Tricky Words
Step 1: Read the tricky word to the student(s), then read it together. Say the word again, phoneme by phoneme, representing each sound with a counter in sound boxes. E.g:
Step 2: Identify the regular letter-sound-correspondences in the word. E.g:
Step 3: Identify the ‘tricky’ bit. In the word ‘many’, the short /e/ is represented by an ‘a’. Have the student(s) read then write the tricky word, using colour to highlight the tricky bit (red or a colour more meaningful to the student).
Step 4: If there is a reason for the unusual letter-sound correspondence that you are aware of, explain it. Explain the language origin, the etymology, the base word etc. E.g., ‘many’ is a short form of ‘manifold’ so is spelled like that word. English words don’t end in ‘i’ so the ‘i’ was changed to a ‘y’. The pronunciation of the ‘a’ was changed over the years.
Step 5: If appropriate, teach the student to use his ‘spelling voice’ in saying the tricky word, e.g. ’man-y’ (this is actually how some Irish people pronounce the word, so I get students to say it with an Irish accent!).
Step 6: Where needed, teach the student a mnemonic that will help him learn the tricky word. For example, there is a basket-shaped letter, ‘u’, in the middle of ‘buy’, which helps the student to remember that this homophone is associated with shopping.
Fun Phonics Review
This is the link for the presentation
https://docs.google.com/presentation/d/1Oa73yg7MRmXWrSJw5EvxmUIFWzIjsyUG9s5j8s60IJQ/copy
Please make a copy
Questions-email boconnor@greenvilleschools.us
Decodable Passage 10
How Can Decodable Books Help Early Readers and Struggling Readers? Reading is not a skill that comes naturally; it must be learned. Some children pick it up with less support than others, but all children benefit from instruction in phonics: that is, instruction in the sounds that letters represent and how these letters are combined to make words. Those who struggle with reading especially need to spend dedicated time developing their phonics skills.
The passage that follows contain words based on the phonics skills taught at this level. Use the passages to provide children with additional practice at identifying and reading words based on these skills. The key phonics concept is labeled at the bottom of each page. The passages are generally cumulative, so you may continue to review phonics skills previously taught. An activity is provided at the bottom of each page. After children have read the passage on the page, have them complete the activity to extend their learning.
This is the link for the lesson-https://docs.google.com/presentation/d/1y114EHI_SsfoK9j1rAxJMLnm7_mZNapwq--X8IbQNho/copy
Please open in a new window and force a copy.
If you have any questions, please email-boconnor@greenvilleschools.us
This week-Words Spelling-Script 12
Say : box. My box of cereal is almost empty. Box. Have students repeat the word.
Have the students say: /b. Help them identify the matching Sound /Spelling Card and the spelling for the sound. Have students write the letter b
Repeat for /o? and ?ks/so that students have spelled the entire word.
Write the word and have students compare it to their spelling. Have them circle it if they spelled it incorrectly and then write it correctly.
Repeat the steps to spell the words below
Words for Spelling
crop
clog
mop
blot
job
pond
top
trot
Pear Deck
Click the link
Make a copy
Share with your students using Google Classroom
Letter of the Week: /A a/
This is the link for the phonic presentation
https://docs.google.com/presentation/d/14a1eFwQP7TaDbV-hqv4Cl78bckVtTXsmv7IuUkhDZxo/copy
PD Inside Phonics and Inside the U.S.A.
I would like to say thank you to all of you who attended the PD for Nat-Geo Newcomers. I had a great time sharing the curriculum and activities with you. Also, it was great to explore different ideas about the curriculum.
This is the link for the presentation if you would like to make a copy
https://docs.google.com/presentation/d/1QBUNOlyjxURvqUeviIv0hoVDzwHD_xQriUIbRVJORIA/copy
This is the link for Nat-Geo Curriculum Website
I update this website twice a week.
See below for my Office hours. If you need to talk to me before Friday, please email: boconnor@greenvilleschools.us
Feature of the Week
Hello! This week, I will be introducing Script Procedure #3 from Inside Phonics. These activities build fundamental reading and spelling skills. Script 2-Procedure from Inside Phonics highlight two specific components which are designed specifically for older students. The learning target is to help students gain independence in reading and writing.
These are the links for this week. If you have any problems with the links, please email boconnor@greenvilleschools.us
Script 3-Procedures
Develop Phonemic Awareness
It’s a big term, but it’s really quite basic: phonological awareness is the ability to hear and identify the various sounds in spoken words.
Associated Sounds and Spelling
English language learners at many levels need additional assistance with building their phonetic awareness and strengthening their phonetic decoding abilities.
The Phonics and Phonemic Awareness Kit provides a variety of activities that can be used with low-beginning to high-intermediate levels of English language learners.
This is the virtual classroom for Inside Phonics.
If you would like a copy here is the link
https://docs.google.com/presentation/d/1VQRKZ6Cp1XD2MYQxmCduZs4n55kD_H-y6c4HFkeGGTU/copy
Feature of the Week
Hello! This week, I will be introducing Script Procedure from Inside Phonics. These activities build fundamental reading and spelling skills. Script 2-Procedure from Inside Phonics highlight three specific components which are designed specifically for older students. The learning target is to help students gain independence in reading and writing.
These are the links for this week. If you have any problems with the links, please email boconnor@greenvilleschools.us
Script 2-Procedures
Playlist
Match Initial Sounds/Match Final Sounds
docs.google.com/document/d/1SJA8md4IrrOnCU5W5SYxKe4bqs8laoIj-Gmk_SR6yCY/copy
Blend Sounds to Read Words
docs.google.com/document/d/1SJA8md4IrrOnCU5W5SYxKe4bqs8laoIj-Gmk_SR6yCY/copy
Match Words and Pictures
docs.google.com/document/d/1GTk-vEA3NWBWt3RgSX9i9QGbpycwHeCJPxOUnmKYov0/copy
Slide Presentation
docs.google.com/presentation/d/1daVpsplUbvMnz9BzQn07FNj7fKkst_DQqvZEJvLP60s/copy
Feature of The Week
Welcome back! I hope you have had lots of fun last week meeting your new students. The feature for this week involves teaching with passion and inspiration for creating a joyful and rigorous environment for your scholars. So grab your favorite beverage, pull up a soft blanket, and sit back and check out all the yummy goodness you will find here!
This is the link for the Slide Presentation;
docs.google.com/presentation/d/13_gciRoMgimC3qq5rzkSuh2mE-cblTS0iN32PXj0-_M/copy
If you have any problems please email me: boconnor@greenvilleschools.us
SLIFE-Newcomers
When students are new to a country, city, and school, they can feel disoriented and self-conscious. Couple this with the fact that many students suffer from trauma as they leave familiar surroundings, or are fleeing situations that are unlivable. Learning a new language and making friends in a comfortable environment is crucial to the newly arrived student.
Ensuring success for young English learners depends on affirming their languages and welcoming their differences right from the start. Inside Phonics curriculum provides opportunities for students to explore various perspectives on a variety of topics to be successful in school and in their new country. Each lesson is equipped with reading routines to build phonemic and phonological awareness, phonics and decoding, spelling, and high-frequency words.
e-Teacher Guide: www.myngconnect.com/html/ecosystem.spr?nghash=dfbd6effa6ebadcec5cb59c2567e2c26d3d417fe&c=0#ecosystem/home/popup
Classes and Student logins for NatGeo
NatGeo must wait for all student schedules to be finalized within PowerSchool before they begin creating classes and student logins.
Please do NOT create classes and/or student logins as they will be deleted and all information will be lost when NatGeo does its upload.
We are anticipating NatGeo to complete the upload before the end of the second week of school.
Inside Phonics Part I
Inside Phonics -Newcomer curriculum training Part 1 was held on June 3, 2020. If you were unable to attend any of the sessions for Part 1, here is the Link along with the Password: 5a*^l$@# to access the video for Part 1.
FYI:
Currently we can access the Inside Phonic TE with the old visitor’s username (insideQ2@ngltd.com) and password (interactive).
During the secondary session, Michelle Hanchett, the Nat Geo rep, listed the following items needed at home for the phonics:
scissors, glue, and crayons
whiteboard with elkonin boxes and alphabet
dry erase markers - tissue or old sock could be used as an eraser
chips/markers used for phonological awareness (at home it could be anything to use as markers such as pennies)
high frequency word cards
letter cards
index cards