This matrix was created for free at the Mini Matrix Maker Home Page: Can you come up with a hypothesis about the job of the letter g in sign? It's important to let the students notice the phonological shifts and announce them to you. Let’s end with the word sign and use visual representation to teach about true word families and how the pronunciation of a word can shift based on its morphological parts. Lastly, when students come across a sight word, or a word that they cannot remember how to spell or read, they now know how to investigate that particular word while learning a little more about English orthography. Now they can invoke what they know about phonology and pronounce it /pe pəl/. Now that the students understand the spelling of this word, they are more likely to spell it correctly and also be able to read it aloud. That letter is called an etymological marker, and yes, our students do understand this terminology when we use it often. Aha! That's why that pesky o is in people. Lo and behold, a quick trip to Etymonline confirms that population is related to people. "Is it possible that the o in people is there to mark its connection to populous or population?" It's certainly plausible since they share meaning. Invite the students to pose a hypothesis (with some guidance, of course). This is a great opportunity to talk about how many English words started as Latin words. There you will learn that people is derived from the Latin populous. Let’s use the word people to illustrate how to teach sight words.Īfter reaching a consensus about the meaning of the word, it's time to check out its history or etymology at Etymonline. So having a student "sound out" a word will not work in many instances, and we brand those as sight words. We have to instill in our students that our written language is based on meaning in addition to phonology. First, there must be a conversation about what the word means.
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