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This is Kristine and she goes over what is and what isn't a single letter constant. In the video she also goes over constants, and digraphs in very kid friendly language. This is made for children so that they can understand it well.

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Phonics Lesson 4 - Alternative spelling for single letter consonants #education #classroom #teaching

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This is a wonderful explanation of what Phonological Awareness is by Margie Gillis. This video would be amazing for someone who does not even know where to begin about this specific subject. The only negative thing about this video is that it really is not intended for kids (not teacher talk) so you as the teacher would have to watch this then find a kid friendly way to explain it.

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This video is a phonemic awareness activity that you can do with your students or you can have the students play the game by themselves. Click on her ear to hear the word and then hit the button for each beat that you hear

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This video goes over some super important things regarding morphological awareness like
Important definitions you need to know
Explicit teaching
Word parts
Word detectives
Inflectional Morphemes
They also have amazing examples of teacher talk

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Morphological Awareness in the Classroom

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Morphemes are the smallest unit of meaningful parts in our language

ex. Cats= 2 morphemes (cat+s)
Design= 1 morpheme
Redesign= 2 morphemes

Morphology: The study of meaningful units of language and how they are combined in word formation
-more than word parts
-can be categorized by both language of origin and grammatical role

Some other important definitions
Free Morpheme: A morpheme that can stand alone
Bound Morpheme: A morpheme that must be attached to another morpheme in order to have other meaning
Phonological: We spell sound by sound
Morphological: we also spell by morphemes
(smallest units of meaning)

Ex. past tense of spill - sounds like spilld, spelled like spilled

Morphological awareness is explicit thinking about the smallest units of meaning of language

WORD RECOGNITION X LANGUAGE COMPREHENSION = READING COMPREHENSION

pneumonoultramicroscopicsilicovolcanoconiosis:

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This goes into detail about the different types of syllables that we looked at over this module.

Now, here are some important words to remember.
SYLLABLE: a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word
ACCENTED: (of a word or syllable) marked with a stress or other accent.
UNACCENTED: (of a word, syllable, or musical note or chord) not stressed or emphasized.
PRONUNCIATION: the way in which a word is pronounced (spoken/way it is said)
SUFFIX: a morpheme added at the end of a word to form a derivative, e.g., -ation, -fy, -ing, -itis.
ROOT: the part of a plant which attaches it to the ground or to a support, typically underground, conveying water and nourishment to the rest of the plant via numerous branches and fibers.

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What is Narrative Text?
Stories, Universal framework for making sense of the human experience and the challenges that face people every day, Power to frighten, motivate, heal, comfort, educate, and fortify, Provide an account of events that take place within a time frame
Story Grammar, Setting (when and where), (Characters), Plot, Beginning (introduces a problem a initiating event), Middle fattempts to saive the prablem, climax. resolution), and End floose ends are tied up. passible morcil/lesson)

Activities for reinforcing structure, Use sticky notes to mark the text, Complete a story map, Make copies of the text and cut it into pieces to be arranged in order, Use objects or pictures to represent and retell the story, and Create a floor map and have students walk through the story while retelling it

What is informational text?
Nonfiction (informs, explains, reports, describes, and/or persuades), Typically present tense, Specialized, topic-specific vocabulary, Logical format (text structures that support the purpose of the text), Cover many new ideas/concepts (generally denser than narratives), and Contain text features

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Example of DESCRIPTION:  It is fun to read about chimpanzees. All wild chimpanzees live in Africa. They live mostly in thick rainforests and in woodlands. There are two types, or species, of chimpanzees - the common chimpanzee and the bonobo, also known as the pygmy chimpanzee.

Example of SEQUENCE: A chimpanzee's body is made for climbing and swinging in the trees. First, it uses its long arms to reach a branch. Next, with its flexible hands and feet, it grabs and hooks on to the branch. Finally, it swings from that branch to another branch or tree.

Example of PROBLEM & SOLUTION:
Wild chimpanzees are rapidly disappearing. Some people are trying to solve this problem. Otherwise, chimpanzees may one day exist only in zoos.
People are trying to save the rain forests and woodlands where the chimps live from being cut down. It will take many people working together to solve this problem.

Example of CAUSE & EFFECT: Chimpanzees live in groups and like each other a lot, but sometimes they fight. Because they don't want to stay angry at each other after a fight, they make up by holding a hand out to the other and kissing. They show they are sorry with pats and hugs. Then the anger goes away.

Example of COMPARE & CONTRAST: Chimpanzees and humans are alike in many ways. A baby chimp laughs when its mother tickles it. After chimpanzees fight, they kiss and make up. When one chimpanzee comforts another, it gives it a hug or pat on the back. There are, of course, many ways that chimpanzees and humans are different. An adult male chimpanzee stands three or four feet tall and weighs about 100 pounds. But a chimpanzee can lift more weight than a man who is six feet tall.

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Some important words to remember from this module

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Some important words to remember from this module

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Gradual Release: The goal of the Gradual Release of Responsibility Framework is to provide appropriate instruction, moving students towards independence
Vowels: a speech sound which is produced by comparatively open configuration of the vocal tract, with vibration of the vocal cords but without audible friction, and which is a unit of the sound system of a language that forms the nucleus of a syllable.
Vowels Digraph:  two vowels that, when placed together, generate one sound. This includes double vowels like the long “oo” in “moon” or short “oo” in “foot”.
Breve: a note equivalent to two whole notes, a curved mark ˘ used to indicate a short vowel or a short or unstressed syllable.
Long Vowel: where a vowel makes the same sound as the way it's name is pronounced. For instance, the 'a' in the word 'skate' is an example of a long vowel. Long vowel sounds can be made up of just one vowel or a combination of multiple vowels.
Short Vowel: used to refer to the sounds that most often correspond to the letters 'a,' 'e,' 'i,' 'o,' and 'u' when the vowel occurs individually between consonants (Consonant-Vowel-Consonant, or CVC pattern). It is important to note that the term short is not referring to the length of time the vowel sound is pronounced—it is merely a label.
https://pronuncian.com/introduction-to-short-vowels

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The term short vowel is used to refer to the sounds that most often correspond to the letters 'a,' 'e,' 'i,' 'o,' and 'u' when the vowel occurs individually between consonants (Consonant-Vowel-Consonant, or CVC pattern). It is important to note that the term short is not referring to the length of time the vowel sound is pronounced-it is merely a label.

When learning the common spellings of vowel sounds, note that long vowels--not short vowels--often have a silent 'e' at the end of a word ( see the long vowel VCe pattern).

Listen to the following sounds and words for to become familiar with pronouncing these challenging sounds.

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Learn About English Short Vowel Pronunciation - Pronuncian: American English Pronunciation

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Short a /æ/: cat, short e /ɛ/: bed, short i /ɪ/: sit, short o /ɑ/: top, short u /ʌ/: sun. The term short vowel is used to refer to the sounds that most often correspond to the letters 'a,' 'e,' 'i,' 'o,' and 'u' when the vowel occurs individually between consonants.

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The gradual release of responsibility model is a familiar concept. This traditional approach to teaching is centered around the idea that a teacher will model a skill or strategy for a few minutes, briefly allow students to practice with some support, and then release the students to begin practicing on their own.
Usually it goes " I do, We do, You do it together, You do it alone"
Sometimes you can do it more in depth, for example in class we spoke about "I do (teacher), We do (teacher and students), Few do (student small groups), Two do (student pairs) and finally, You do (which is the individual students)

https://www.edutopia.org/article/role-cognition-gradual-release-responsibility-model/#:~:text=The%20gradual%20release%20of%20responsibility%20model%20is%20a%20familiar%20concept,begin%20practicing%20on%20their%20own.

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The first thing that we spoke about that I would say is important is regarding a Socratic Seminar. A Socratic Seminar is a method to try to understand information by creating a dialectic class in regards to a specific text.
Within a in a Socratic Seminar, participants seek deeper understanding complex ideas in the text through rigorously thoughtful dialogue. This process encourages divergent thinking rather than convergent.
We did this in class and it helped out a lot. It made me think of things that I would not have thought about if my peers didn't say it in the first place.
Spelling inventory: Spelling is much more than giving students words, and making them remember them for a test. There has to be a reason they have to remember them or they will only keep it in their head for a little while. They need to be from a book that you are reading because that way they will have encountered the word before and they are not first seeing it on the test, or when you hand out the sheet of words to them
https://www.google.com/search?q=what+is+a+socratic+seminar&rlz=1CAUSZT_enUS987US987&oq=what+&aqs=chrome.0.69i59j69i57j35i39j0i67i650l2j69i61l3.1762j0j7&sourceid=chrome&ie=UTF-8

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This is the link to the prezi that we looked over in class. I believe that I has really helpful information regarding Phonics versus Balanced Literacy within the classroom. This is for sure one thing that I am going to bookmark and use it for when Im in the classroom.

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Phonics vs. Balanced Literacy: A Classroom Comparison

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Want to know if a K-2 classroom is using explicit, systematic phonics or balanced literacy? Explore the main instructional differences.

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Some important info that will help in the future
When counting syllables, every syllable needs to have at least one vowel.
A grapheme is composed of two letters that represent a single sound is called a (constant) diagraph
An example: Gem is a key cause the g does not represent the phoneme
Y and W are two constants that can function as a vowel
There are 25 constant sounds in the American English language
We identity 18 constants with a single letter
Blend (or cluster) differs from constant digraph because they can be broken apart
Reguarding Dyslexia:
first thing to know is that we are teachers, we are not doctors. It is not our job to diagnose students. It is our job to help our students. We could possibly speak with the students parents about what is going on in the classroom and tell them that it would help their child out if they go to their family doctor and have them checked out but not force them to go.

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Everything in this was taken from the presentations in class

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Phonics can be used several different ways and refers
1) to the system of phoneme-grapheme (sound symbol) correspondences that are the basic structure of an alphabetic orthography
2) A strategy necessary for decoding new words for those storing words in orthographic memory
3) an essential component of effective reading, one of the five big ideas or pillars that should be addressed by effective reading programs
Decoding: the ability to translate a word from print to speech using sound symbol correspondences
can be in or out of context
Phoneme: smallest unit of speech sound
Grapheme: represents a phoneme
Orthography: a writing system for representing language
Syllables: un-kind (2)
Morphemes: un-kind (2)
Graphemes:  u-n-k-i-n-d (6)
Phonemes: /u/ /n/ /k/ /i/ /n/ /d/ (6)
A way to remember phoneme and grapheme is by using the mapping with elkonin boxes
(ex. /b/ /e/ /d/ or /sh/ /e/ /p/)
There can be two ways to approach this there is the
Synthetic Approach (aka the code-based, direct, systematic, or explicit phonics) or
Typical Sequence:
1) Letter names taught
2)sound letter stand for taught and review (some rules or generalizations might be discussed)
3) The principle of blending sounds to form words is taught
4) Opportunities to blend unknown words in context are provided (decode texts)

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Everything from this was taken from your presentation that you showed in class

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Important definitions to remember from this module
Phonological Awareness: It is the awareness of sounds in spoken words as well as the ability to manipulate those sounds within the words
Alliteration: Sentences consisting of the same first letter (example: Bob bakes brown bread)
Syllable: A part of a word that contains sounds (phonemes) of a word
Onset: single syllable word before a vowel (examples, p/et  b/ed  t/in)
Explicit: Is a direct approach
Rime: String of letters that follow, usually a vowel and final constants
What is Phonological Awareness?
An overall awareness of the sounds in the spoken language (auditory)
The ability to think and understand large chunks in words
The ability to recognize and manipulate the spoken parts of words
This includes phonemic awareness (the ability to recognize and manipulate individual sounds)
These skills begin in preschool
Early Phonological Awareness Skills
Rhyming: recognition, odd one out, production
Syllables: counting, blending,segmenting, adding, deletion
Onset-rime: blending, segmenting, adding, deletion, substitution
More awareness about it
Knowledge  of letter names, letter sounds and letter shapes is necessary and supports the development of Phonological awareness
It tailors instruction to what students know and what they can do
Small group instruction provides the most effective instructional environment
No single best way or program for teaching phonological awareness

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Important words and definitions need to know
Phon = Sound
Eme = Unit of language structure

Both together, it is the smallest segment of speech

-Phonemes: the conscious awareness of individual speech sounds. It has the ability to consciously manipulate those specific sounds

-The individual sounds are represented by / / symbols
-The English language has 44 phonemes but only 26 letters

Some more important words that are needed to know are:

Foundational Standards: The base/beginning standards that are needed
Phoneme: the smallest unit of sound
Segmenting: Largest unit of spoken language into smaller units
Blending: Smaller units of language together to pronounce a larger unit
Phonemic Awareness: to blend phonemes together to pronounce words/spoken words are composed of sounds
Phoneme Manipulation: Modify, change or move individual sounds in a word
Phon = Sound
Eme = Unit of language structure

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https://youtu.be/zafiGBrFkRM

Here is a TedTalk explaing what dyslexia is from Kelli Sandman-Hurley

This will be able to help me tremendously because I was diagnosed with mild dyslexia. Now this will help me in my future as a teacher because I know how to help myself, but I (right now) am unsure how to help others with it.

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What is dyslexia? - Kelli Sandman-Hurley

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-In Scarborough's Reading rope it goes: Background, Vocabulary, Language Structures, Verbal Reasoning, Literacy Knowledge, Phonological Awareness, Decoding and Sight Recognition
-Kids learn spoken language first over others
-Three teaching skills are: Segmenting, Blending, and Manipulating
-53% of all syllables are closed syllables
-Five elements of scientific reading instruction are: Comprehension, Fluency, Vocabulary, Phonics, Phonemic Awareness
- By the end of 2nd grade, the students will be able to recall anywhere from 1,000 to 7,500 words
-  1st graders are expected to have a sight vocabulary of over 2000 words
-Other two components of comprehension are Vocab and Fluency, they can be developed from reading aloud
-Building cognitive is needed for students to master phonics

these facts were taken from https://www.reallygreatreading.com/what-is-the-science-of-reading-and-phonics

These are just some facts that I could use in a classroom because it will make them think higher of themselves because if this is for kids, I would like to see what I am like.