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Conquer the Code: Sounds, Symbols, and Syllables IDA  Florida Branch Conference - May 1, 2006 E. Judith Cohen, Ed.D. Florida International University
Reading . . . ,[object Object],[object Object],[object Object],[object Object]
Literacy . . . ,[object Object],[object Object],[object Object]
Unfortunately, ,[object Object],[object Object]
In today’s world, ,[object Object],[object Object]
In fact,  ,[object Object],[object Object],[object Object]
Research  Practice ,[object Object],[object Object],[object Object],[object Object],[object Object]
Reading and the Brain ,[object Object],[object Object],[object Object]
Language Components ,[object Object],[object Object],[object Object]
“The Big Five” ,[object Object],[object Object],[object Object],[object Object],[object Object]
Reading Components  and the “Big Five” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Fluency
Lesson Plan Format ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Read with “ H u G s” ,[object Object],[object Object],[object Object]
Reading is the  union  of  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Code it: Alphabetic Code  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conquer the Code:  Sounds, Symbols, and Syllables ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Oral Language ,[object Object],[object Object],[object Object],[object Object]
Phonology:  Sounds ,[object Object],[object Object],[object Object],[object Object],[object Object]
How many sounds? ,[object Object],[object Object],[object Object]
44 Sounds of the  English Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
44 Sounds of the  English Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Phonological Awareness ,[object Object],[object Object],[object Object],[object Object],[object Object]
Phonological Awareness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Phonological Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Written Language ,[object Object],[object Object],[object Object],[object Object],[object Object]
Orthography:  Symbols ,[object Object],[object Object],[object Object],[object Object]
Print Awareness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How do children develop print awareness? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Alphabet Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pre-Phonics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Phonics ,[object Object],[object Object]
What is the Alphabetic Principle? ,[object Object],[object Object],[object Object],[object Object]
Why learn the  Alphabetic Code? ,[object Object],[object Object],[object Object],[object Object]
Phonics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Color-Code  Blends bl- cr- st- -nd -mp etc. Digraphs sh ch th wh ph Vowels a e i o u -y  -w
Orthography:  Syllables ,[object Object],[object Object],[object Object],[object Object],[object Object]
Vowel Patterns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Vowel Pattern Chart C+le 2 Vowels Talkers  Whiners Bossy r Silent e Open Closed
Vowel Pattern Chart C+le t a   -  ble b u b - ble t u r -  tle 2 Vowels Talkers  Whiners b oa t  b oy m ea t   cl ow n   Bossy r c a r g i rl t u r- Silent e r i d e c a p e h o p e Open m e g o t a - Closed c a t f i sh b u b-
Vowel Patterns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Vowel Patterns ,[object Object],[object Object],[object Object],[object Object]
Vowel Patterns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Vowel Patterns ,[object Object],[object Object],[object Object],[object Object]
Vowel Patterns ,[object Object],[object Object],[object Object],[object Object],[object Object]
Vowel Patterns ,[object Object],[object Object],[object Object],[object Object]
Vowel Patterns ,[object Object],[object Object],[object Object],[object Object]
Vowel Pattern  “Prediction Power”  The prediction power of the patterns ranges from 77 to 89%, each of which is much better than predictions on the basis of chance alone. Teaching children vowel patterns can make a difference in their fluency and comprehension (May, 2002). C+le 2 Vowels Talkers   Whiners 77% Bossy r Silent e 81% Open 77% Closed 86 – 89%
Irregular / “Memory” Words ,[object Object],[object Object]
Structural Analysis ,[object Object],[object Object],[object Object],[object Object]
Root Words and Affixes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Compound Words ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Contractions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Syllabication Patterns ,[object Object],[object Object],[object Object],[object Object],[object Object]
Strategy for Syllabication ,[object Object],[object Object],[object Object],[object Object],[object Object]
Apply and Transfer ,[object Object],[object Object],[object Object],[object Object],[object Object]
Why? ,[object Object],[object Object],[object Object]
The End ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Contact information ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Websites of Interest ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Conquer the Code

  • 1. Conquer the Code: Sounds, Symbols, and Syllables IDA Florida Branch Conference - May 1, 2006 E. Judith Cohen, Ed.D. Florida International University
  • 2.
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  • 32.
  • 33.
  • 34.
  • 35. Color-Code Blends bl- cr- st- -nd -mp etc. Digraphs sh ch th wh ph Vowels a e i o u -y -w
  • 36.
  • 37.
  • 38. Vowel Pattern Chart C+le 2 Vowels Talkers Whiners Bossy r Silent e Open Closed
  • 39. Vowel Pattern Chart C+le t a - ble b u b - ble t u r - tle 2 Vowels Talkers Whiners b oa t b oy m ea t cl ow n Bossy r c a r g i rl t u r- Silent e r i d e c a p e h o p e Open m e g o t a - Closed c a t f i sh b u b-
  • 40.
  • 41.
  • 42.
  • 43.
  • 44.
  • 45.
  • 46.
  • 47. Vowel Pattern “Prediction Power” The prediction power of the patterns ranges from 77 to 89%, each of which is much better than predictions on the basis of chance alone. Teaching children vowel patterns can make a difference in their fluency and comprehension (May, 2002). C+le 2 Vowels Talkers Whiners 77% Bossy r Silent e 81% Open 77% Closed 86 – 89%
  • 48.
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