Instructing Word Analysis Skills
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Prerequisites for Phonic Learning
The Auditory Battery
Auditory Discrimination
Auditory Segmentation
Auditory Blending
Auditory Memory
Visual Auditory Integration
The Auditory Battery
Auditory Discrimination
o/u, b/d, b/p, a/e, e/I, l/r, w/r, t/d, s/x, g/k, m/n, ch/sh,
Auditory Segmentation
Compounds: shoe-box, mail-man
Multi-syllabic Words: beau-ti-ful, Nin-ten-do
Affixes: re-do, pre-heat, runn-ing, fast-er
Blends: st-op, gr-een
Individual Phonemes: m-u-s-t, p-l-a-n, st-r-a-p
Auditory Blending
Same Levels as Segmentation/Opposite Process
Auditory Memory
Visual Auditory Integration
The Phonic Line
1. Consonants
Individual Consonants
Doubled Consonants
Blends
Digraphs
Silent Consonants
2. Vowels
Short
Long
Silent “e”
Vowel Digraphs
R Controlled Vowels
Diphthongs
Doubled Vowels
3. Compounds
4. Phonograms
Simple
Complex
5. Affixes
Prefixes
Suffixes
The Phonic Line
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Consonants
Individual consonants
Initial (man)
Final (bit)
Medial (fits)
The Phonic Line
Consonants (cont’d)
Doubled consonants
Medial (mitten)
Final (egg)
Two and Three letter blends
Initial (stop, strip)
Medial (faster)
Final (spent)
The Phonic Line
Consonants (cont’d)
Consonant Digraphs
Initial (shot)
Medial (paths)
Final (witch, fish)
Silent Consonants
Initial (know)
Medial (lambs)
Final (sign)
The Phonic Line
Vowels
Short Vowels
Initial (in)
Medial (mat)
Long Vowels
Silent e (mile)
Vowel Digraphs/ Double vowels (rain)
Open vowels (go, me)
R – controlled Vowels (far, turn)
Diphthongs (toy, owl, pout)
Doubled Vowels (baa, Hawaii, feed, boot, vacuum)
The Phonic Line
Compound Words shoe/box, rain/coat
Phonograms
Simple Phonograms (ap, eg, ot, ud)
Complex Phonograms (-eep, -ung, -ight, ould, -ought, ough, -idge)
The Phonic Line
Affixes
Prefixes (re, un, bi, dis, de)
Suffixes (ing, er, or, ed, ish,
ness,) Example:
fold
un/fold
fold/ing
un/fold/ing
turn
re/turn
turn/ing
turn/ed
re/turn/ing
marine
sub/marine
marines
sub/marine/s
Visual Auditory Integration
Phonic Patterns
cvc
ccvc
cvcc
ccvcc
cvce
ccvce
cvvc
ccvvc
-
man
stop (blend), chip (digraph)
lamp (blend), mash (digraph)
blast (blend), which (digraph)
mane
frame (blend), shave (digraph)
mean
clean (blend), cheat (digraph)
Visual Auditory Integration
Phonic Patterns (cont’d)
cvvc(dipthong) boys
ccvvc
shout
cvr
car
ccvr
stir
cvrc
bark
ccvrc
spark (blend), shirt (digraph)
cvrcc
birch
Visual Auditory Integration
Phonograms - C + Phonogram or CC +
Phonogram
Simple
m – at,
s – ud, r – ig
sp – in,
gr – in,
st – em
Complex
s – ing, gr – and,
st – one
r – ight, c – ould,
br – ought
Visual Auditory Integration
Affixes:
plant
implant
planting
implanting
Root + Prefix,
Root + Suffix,
Root + Prefix + Suffix
do
redo
doing
redoing
Visual Auditory Integration
Applications
Emergent
b (sound) a (sound) t (sound) –
Put it together /bat/
f (sound) i (sound) g (sound)
Put it together / fig /
Later in Grade 1
b (sound) at (sound)
Put it together /bat/
st (sound) a (sound) nd (sound)
Put it together /stand/
Or
st (sound) and (sound)
Put it together /stand/
Visual Auditory Integration
Applications (cont’d)
Later
str (sound) e (sound) tch (sound)
Put it together /stretch/
f (sound) i (sound) n (sound) Put it together (fin)
fin + e Now what? fine
bl (sound) a (sound) m (sound) Put it together (blam)
blam + e Now what? blame
Further On
st – ai – n = /stain/
bl – oa – t = /bloat/
Visual Auditory Integration
Application (cont’d)
Think back to the vocabulary instruction for
Great Barrier Reef
s – ur – face
str – e – tch
pol – yps
un – f – old – s
re – main – s
de – str – oy – ed
/surface/
/stretch/
/polyps/
/unfolds/
/remains/
/destroyed/
Why are Auditory Skills
Underdeveloped?
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Ear Infections
Ear Trauma
Developmental Disalignment
Serious Allergies
Skill Instruction
Introduce in Whole Language
Practice in isolation
Place back in whole language
Skill Instruction
Whole
Charlie Chan by Brenda Voght
Listen
Charlie Chan lives in a big house in the city. In his backyard
there is a cherry tree. Charlie’s father has built a tree house in
the cherry tree. To get to the tree house Charlie climbs up a
strong chain. In the tree house he has a table, a chair, a
chalkboard, and chalk. He uses the chalk to write notes to his
friends. From his tree house he can see into his mother’s
kitchen. Today his mother is baking chocolate chip cookies.
Skill Instruction
Part
What was the name of the boy in the story? (Charlie Chan)
What kind of tree does he have in the backyard? (cherry)
Charlie has a tree house in the cherry tree. How does he get to the
tree house? (chain)
He has a table in the tree house. What else does he have in the
tree house? (chair, chalkboard, chalk)
What kind of cookies is his mother baking in the kitchen?
(chocolate chip)
Skill Instruction
Clarifying Questions
What do you notice about the beginning sounds of
the words? (The Same)
What do you notice about the way all the words
look?
(all start with ch)
Teach rule: ch = /ch/
Have children generate their own examples.
Do skill pages – Practice.
Skill Instruction
Whole: Children Read
Have children read another passage including (ch)
examples:
Charlie put the new red chain around her puppy’s
neck. His mother sat on a chair under the cherry
tree. She put her hand on her chin. Charlie stopped
by to have a chat with his Mom. He asked his mother
to check on his puppy and went to get some water.
He sat on the bench and called to his puppy. The
puppy jumped on Charlie’s chest.
“You are a champ,” said Charlie with a smile.