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- Be as knowledgeable as possible
- There is no right way or best way
- We complicate teaching

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- Bonding with students are very important
- Model respect and encourage
- Bring in stories and don't be afraid to share some of your life with students.

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- Making every moment in the classroom count
- Guided practice
- Students work toward independence

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- Independent reading is very important
- Set up classroom Procedures for independent reading
- Partner reading is a good skill

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- Make your reading/thinking process visible
- Talk to yourself and think out loud to help understanding
-Use writing to recall points.

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- be cautious how you group students
- Have quality books
- Make management easy and meaningful

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- Shared reading is important even shared reading aloud
- Evaluate shared reading aloud
- Use shared reading for all kinds of texts

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- Constructive approach, good Environment helps student motivation
print rich environment
- Good classroom library is key quality and quantity
- Reading workshops are important

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-understanding what you are reading
-be able to answer questions and summarize what was read
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-The number of words a student knows
-more words the stronger reader
-important for understanding what you are reading
-repeated contact with words
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-read at a pace that is fast enough to be understood and does not have to stop to sound out words
-can add expression
-Practice makes perfect
-guided oral reading and independant readng

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-Reading sounds and words
-understanding relationship between letters and sounds
-influences ability to read
-understanding letter combinations
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-Knowing the sounds that make up words
-Learned before you read words
-big relationship between phonemic awareness and reading skills
-help student read and spell words
-spoken words are made up of phonemes
-basic foundation

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Learn the definitions of phonological awareness and phonemic awareness - and how these pre-reading listening skills relate to phonics.

Letter of completion

After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion.

Phonological awareness and phonemic awareness: what's the difference?

Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. The most sophisticated - and last to develop - is called phonemic awareness.

Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. This includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words.

Phonological awareness (PA) involves a continuum of skills that develop over time and that are crucial for reading and spelling success, because they are central to learning to decode and spell printed words. Phonological awareness is especially important at the earliest stages of reading development - in pre-school, kindergarten, and first grade for typical readers.

Explicit teaching of phonological awareness in these early years can eliminate future reading problems for many students. However, struggling decoders of any age can work on phonological awareness, especially if they evidence problems in blending or segmenting phonemes.

How about phonological awareness and phonics?

Phonological awareness refers to a global awareness of sounds in spoken words, as well as the ability to manipulate those sounds.

Phonics refers to knowledge of letter sounds and the ability to apply that knowledge in decoding unfamiliar printed words.

So, phonological awareness refers to oral language and phonics refers to print. Both of these skills are very important and tend to interact in reading development, but they are distinct skills; children can have weaknesses in one of them but not the other.

For example, a child who knows letter sounds but cannot blend the sounds to form the whole word has a phonological awareness (specifically, a phonemic awareness) problem. Conversely, a child who can orally blend sounds with ease but mixes up vowel letter sounds, reading pit for pet and set for sit, has a phonics problem.

44 phonemes

There are 26 letters in the English alphabet that make up 44 speech sounds, or phonemes.

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Learn the definitions of phonological awareness and phonemic awareness - and how these pre-reading listening skills relate to phonics. Letter of completion After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion. Phonological awareness and phonemic awareness: what's the difference?

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Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books.

Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. ED 403 245.

Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves student achievement. Journal of Educational Psychology, 90(3), 374-384. EJ 576 492.

Tomlinson, C. (1995). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. ED 386 301.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development. ED 429 944.

Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT Press.

Winebrenner, S. (1992). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit.

Winebrenner, S. (1996). Teaching kids with Learning Difficulties in the Regular Classroom. Minneapolis, MN: Free Spirit. ED 396 502.

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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-Its important to understand all assessments to interpret results responsibly.
- Regular feedback in beneficial
-Quality of assessment is important.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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- A good children book is 3 x richer in vocab than conversation.
- The more you read the better you get.
- to reassure, entertain, bond, inform.

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- fostering phonemic awareness is critical
-Inventive writing
-Put expert teachers with struggling readers

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- Learners need time and opportunity to use language
- Free to make mistakes
-Learners must receive feedback

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-Feedback is diffrent that praise-More specific.
-Assessment and instruction can strengthen each other.
-assessment and evaluation are diffrent.

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How did you feel about reading and writing as a child? who most influenced you as a reader and writer? What childhood reading and writing memories do you have?

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How did you feel about reading and writing as a child? who most influenced you as a reader and writer? What childhood reading and writing memories do you have?

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Reading and writing have never caused me any issues. I think they are something that has come pretty natural for me especially reading. I was reading books before I started kindergarten. I think this was mostly in part because of my mom who was a huge influence because she took the time to work with me when I was little and read to me and because I enjoyed it pushed me to learn. Because I was advanced in reading and liked to read I think it helped me when it came to writing. I think some of my favorite memories of reading are reading with my mom and my grandma who was a elementary school teacher at the time.

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- phonological language: How we speak
- Semantic knowledge: our understanding
-Pragmatic knowledge: how we use language
-syntactic knowledge: ability to arrange words

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Graphic Organizer for 560 literacy video