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Dear Parents,This document provides some information about some of the instructional routines your child experiences during PALS instruction. The resources included in the document are meant to be a review of the foundational skills your child has been learning this year. A key aspect of the instructional routines is called “continuous blending”. When your child is “sounding out” words, he/she is prompted to hold sounds for two seconds. This video shows an example of how continuous blending sounds.Phonics InstructionDuring PALS instruction, your child has been working on learning the connection between letters and sounds so that he/she can blend and segment new words while reading. To help remember the sounds each letter/letter combination makes, your child has been using a picture and mnemonic. Here is a copy of all the picture cards your child likely already knows from first grade. Here is a copy of all the picture cards your child has been learning, or will learn throughout second grade. Ask your child to tell you which letters and sounds he/she has learned and the mnemonic that represents each picture (for example, for F the mnemonic is “flying fish”). Please note that your child may not have learned all of these pictures and mnemonics yet and/or he/she may have exceeded this point in instruction and moved on to more challenging material.5429250276225Sight Word RoutineTo become proficient readers, students need to develop a large sight vocabulary. This means, there are words that students can read automatically, without having to “sound out” each individual letter. There are thousands of words that appear frequently in texts. Because they appear so frequently, young readers often begin to add these words to their “sight” vocabulary. Many of these words can be sounded out like regular words. Some high-frequency words cannot be decoded or sounded out through phonics because they are irregular or because they contain phonics patterns that are taught later than where your child currently is in instruction. These “sight words” are taught using a simple routine during PALS instruction. The routine is (pictured at right): read, spell, read. Here is a list of sight words your child may have been taught so far this year. You or your child can write a few words on index cards and practice the read, spell, read routine. This activity should not last longer than 2-3 minutes.7886700133350Adapted from the Center for the Collaborative Classroom: Systematic Instruction in Phonological Awareness, Phonics and Sight Words (SIPPS)Connecting to TextHere is a list of short stories your child may have read with in his/her PALS group. Ask your child to show you how he/she can “sound” each sentence silently (in his/her head) and then read the sentence fluently. Please note that your child may not have had instruction on all the sounds needed to be able to successfully read all of the stories; therefore, if the text poses challenges, please do not require your child to read that story and those that follow. Encourage your child to reread earlier stories to build fluency and confidence.Phonological AwarenessThe activities below are included to support phonological awareness. Research shows that phonological awareness is the foundation for spelling and word recognition skills. A phoneme is the smallest unit of sound in a word. Learn more about this critical skill here. Choose 1 or 2 activities from the chart below to complete in one session. The activities are all oral and do not utilize any print or extra resources. The activities work with students on their ability to hear and manipulate sounds in words. Students should not see the words when doing the activities. As mentioned at the beginning of this document, students are encouraged to hold sounds that are “continuous” for two seconds. An example of how this sounds is linked in the chart of activities under the “Concept” Column.ConceptAdult PromptNote: When letters are listed using slashes, this indicates that the letter sound is given, not the letter name. (Example: /s/ = the sound for “s”)Word List 1Student ResponseWord List 2Word List 3Oral Blending of PhonemesI’m going to say the sounds in a word. You blend them together.Example: Adult: “sssssnnnnnaaaaappppp” [pause] “blend”Student: snaps-n-a-ps-t-i-lln-e-s-ts-t-i-ckd-u-s-ts-t-i-tchsnapstillneststickduststitchr-e-s-ts-t-o-ps-t-e-mm-u-s-ts-n-i-ffs-t-u-ckc-u-p-sg-r-a-bd-r-i-pg-r-i-llh-o-p-sd-r-e-ssSegmenting words by phoneme and identifying first soundListen for the first/beginning sound. (Students will “sound” out the word, then identify the beginning sound, not the letter).Example: Adult: “Listen for the first sound. Say, shelf”Student: “shelf”Adult: “Sound shelf.”Student: “sh-e-l-f”Adult: “What’s the first sound?”Student: “/sh/”shelffrogthrillstackflaprest sh-e-l-f (/sh/)f-r-o-g (/f/)th-r-i-ll (/th/)s-t-a-ck (/s/)f-l-a-p (/f/)r-e-s-t (/r/)step (/s/)brush (/b/)flop (/f/)cloth (/c/)test (/t/)flash (/f/)froze (/f/)tribe (/t/)flake (/f/)pride (/p/)brake (/b/)globe (/g/)Note: Students should be segmenting the two initial consonants.Segmenting words by phoneme and identifying middle soundListen for the middle sound. (Students will “sound” out the word, then identify the middle sound, not the letter).Example:Adult: “Listen for the first sound. Say, fill”Student: “fill”Adult: “Sound fill.”Student: “f-i-ll”Adult: “What’s the middle sound?”Student: “/iiii/”fillshippathjudgemathshellf-i-ll (/i/)sh-i-p (/i/)p-a-th (/a/)j-u-dge (/u/)m-a-th (/a/)sh-e-ll (/e/)neckmatchrockshuttopthickmute (/U/)file (/I/)cone (/O/)side (/I/)date (/A/)rode (/O/)Note for Word List 3: When words have the long vowel sound, they are indicated with capital letters. Students cannot hear the “e’ at the ends of these words, so they should not be “sounding” the e.Segmenting words by phoneme and identifying last soundListen for the last/final sound. (Students will “sound” out the word, then identify the middle sound, not the letter).Example: Adult: “Listen for the first sound. Say, game”Student: “game”Adult: “Sound game.”Student: “g-A-m”Adult: “What’s the last/final sound?”Student: “/m/”gamebonedivehopepilecubeg-A-m (/m/)b-O-n (/n/)d-I-v (/v/)h-O-p (/p/)p-I-l (/l/)c-U-b (/b/)rose (/z/)tile (/l/)June (/n/)gate (/t/)rude (/d/)tape (/p/)these (/z/)rude (/d/)wake (/k/)while (/l/)chose (/z/)wide (/d/) Note: When words have the long vowel sound, they are indicated with capital letters. Students cannot hear the “e’ at the ends of these words, so they should not be “sounding” the e. ................
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