Fantastic progress with only 5-hours of EBLI. Please make another video in a few more weeks (or whenever) to show us how these 3 amazing kids are doing!
I love the pizza analogy! I’m curious, how much (if at all) do you talk with students about the rules, like -ture makes a ch sound? There are different theories about explicitly teaching the rules and how much time to spend on that vs students simply trying out different flex sounds till they find the real word.
Great question, Faith! In this activity, I am only directing the students attention to the sounds needed to read this particular word; it is not an opportune moment to distract him from the task at hand with a tangent about rules. There are other great opportunities to have the conversation about the “ture” as a discrete part, like later in the week, when he learned how to spell the word adventure. Even still, it wouldn't be explicitly taught in the way it is in other programs, but more of a conversation about the tendency and providing a few more examples which have that discrete part.
I explicitly teach tricky word endings such as “ture” in word families (picture, future, adventure etc) so they know it almost as a 4 letter phonogram. I also explicitly teach all the sounds a phonogram can say e.g. ch = ch, k, sh (chill, chemist, chef), and other word families e.g. when ‘o’ says ‘u’ (month, Monday, monkey, come, love, shove, dove, other, mother, brother etc) or ‘wa’ saying ‘wo’ (was, want, watch, what, wand etc) so they have reference points when they come across words that seem like they aren’t phonetically regular. (I’m a speech path). E.g. decoding ‘company’- I can say “Remember we learned that word family when ‘o’ said ‘u’? That’s what is happening in the first syllable- like the word ‘come’. We have to add this word into that family” .
Im confused. Is this their first exposure to decoding multi-syllable words? If so, why start with irregular syllables. After teacher modeling, my main strategy was synthesizing (regular) syllables (written on index cards) and dividing (analyzing) ms words into syllables by cutting them up with a scissor. Also, concentration games; keeping index cards face down and then exposing syllables until there were 2 that made a real word. I would teach irregular suffixes (i.e. /ture/ ) separately. Subsequent to learning regular syllable types, I would teach Latin roots and affixes (which are mainly phonetically regular) followed by Greek roots and affixes.
Hi Steven! The answer to your question is both yes and no. Yes, it is these students first time using the split word reading strategy to read multi-syllable words. No, it is not their first exposure to multi-syllable words, as the previous activities in their introductory lessons expose them to multi-syllable words and the alphabetic code. Your approach sounds very similar to many folks using print to speech methodology, while EBLI is speech to print methodology. If you've never heard of EBLI, I encourage you to look it up and learn more about what speech to print means.
Go Tal!
Tal, I love this activity. It's one of my most favorite EBLI activities and strategies that kids pick up and use.
Fantastic progress with only 5-hours of EBLI. Please make another video in a few more weeks (or whenever) to show us how these 3 amazing kids are doing!
Will do!
I love the pizza analogy! I’m curious, how much (if at all) do you talk with students about the rules, like -ture makes a ch sound? There are different theories about explicitly teaching the rules and how much time to spend on that vs students simply trying out different flex sounds till they find the real word.
Great question, Faith! In this activity, I am only directing the students attention to the sounds needed to read this particular word; it is not an opportune moment to distract him from the task at hand with a tangent about rules. There are other great opportunities to have the conversation about the “ture” as a discrete part, like later in the week, when he learned how to spell the word adventure. Even still, it wouldn't be explicitly taught in the way it is in other programs, but more of a conversation about the tendency and providing a few more examples which have that discrete part.
That makes a lot of sense, Tal! Thank you for sharing!
I explicitly teach tricky word endings such as “ture” in word families (picture, future, adventure etc) so they know it almost as a 4 letter phonogram. I also explicitly teach all the sounds a phonogram can say e.g. ch = ch, k, sh (chill, chemist, chef), and other word families e.g. when ‘o’ says ‘u’ (month, Monday, monkey, come, love, shove, dove, other, mother, brother etc) or ‘wa’ saying ‘wo’ (was, want, watch, what, wand etc) so they have reference points when they come across words that seem like they aren’t phonetically regular. (I’m a speech path). E.g. decoding ‘company’- I can say “Remember we learned that word family when ‘o’ said ‘u’? That’s what is happening in the first syllable- like the word ‘come’. We have to add this word into that family” .
Im confused. Is this their first exposure to decoding multi-syllable words? If so, why start with irregular syllables. After teacher modeling, my main strategy was synthesizing (regular) syllables (written on index cards) and dividing (analyzing) ms words into syllables by cutting them up with a scissor. Also, concentration games; keeping index cards face down and then exposing syllables until there were 2 that made a real word. I would teach irregular suffixes (i.e. /ture/ ) separately. Subsequent to learning regular syllable types, I would teach Latin roots and affixes (which are mainly phonetically regular) followed by Greek roots and affixes.
Hi Steven! The answer to your question is both yes and no. Yes, it is these students first time using the split word reading strategy to read multi-syllable words. No, it is not their first exposure to multi-syllable words, as the previous activities in their introductory lessons expose them to multi-syllable words and the alphabetic code. Your approach sounds very similar to many folks using print to speech methodology, while EBLI is speech to print methodology. If you've never heard of EBLI, I encourage you to look it up and learn more about what speech to print means.