We don’t exactly enunciate every sound in a word so it’s hard to hear all sounds. Sometimes it’s hard for kids to hear both consonant sounds in a consonant blend. It’s also true that the sounds in a consonant blend do smoosh together when we pronounce them. They need to be able to pull apart each sound to spell the word correctly. This is especially important with spelling. When we read, the goal is automatic recognition so we train them to read /st/ instead of /s/ /t/ but it’s important to recognize they are still two distinct sounds. In a digraph, the letters together represent one sound. Short story- in a consonant blend, each letter represents its own sound. See More See LessĬheck my story for a longer explanation. #iteachfirst #iteachreading #iteachphonics #iteach #iteachtoo #teachersofinstagram #teachersfollowteachers #explicitphonicsinstruction #teacherideas #readingspecialist #readingcoach #phonicsfun #teacherstuff #ortongillingham #firstgradeteacher #elementaryteacher #structuredliteracy #learntoread #iteach1st #readingintervention #scienceofreading #iteachsecond #iteach2nd #readingtutor #iteach3rd #spelling. Both episodes are definitely worth a listen!. Give plenty of practice with a variety of words related in some way. Instead, study sound-symbol relationships and spelling patterns. Gentry goes into this a bit on the podcast, explaining that it often goes into short term memory (long enough to pass the test) but not long term memory. It’s not effective to memorize 10-20 words for a spelling test at the end of the week. Teaching spelling is so important, but not in the old school way that we were all taught. If they spell “set” as “sat”, they may need to work on short vowels more (and look into if they are having trouble hearing the difference or remembering the sound-symbol match ups). If they spell “back” as “bak” then they don’t know the ck/k generalization. If they spell “step” as “sep” then they are not hearing all of the sounds and you’ll need to work on phonemic segmenting with consonant blends. If they spell “ship” as “chip”, then they need to work on that sound symbol correspondence. If they spell “take” as “tak “ then they likely don’t have a handle on the silent e (VCe) syllable type and the generalization with that pattern. For example, if they are spelling “helped” as “helpt” then you know they don’t have an understanding of base words and suffixes. I believe this so much! Analyzing a child’s spelling shows you what they truly have a grasp on. There are so many great take-always from the conversation, but this stood out to me. I’ve read two of his books, which I highly recommend! (Swipe to see.) I loved listening to him talk about spelling and dyslexia. I listened to two great episodes from with Richard Gentry.
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