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"To be successful academically, students need to develop the specialized language of academic discourse that is distinct from conversational language."

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Screening

Progress Monitoring

-Curriculum Embedded

-General or External

Diagnostic

Outcome

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There are six common types of syllables.

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There are six common types of syllables.

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Closed: Consonant Vowel Consonant (CVC) ex.) dog

Open: CV ex.) she

Vowel Team: CVVC, et al. ex.) coil

R-controlled: vowel followed by r ex.) car

Vowel Consonant e: VCe, CVCe, et al. ex.) kite

Consonant -le: all multisyllabic ex.) table

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I have learned the difference between Phonemes, Graphemes, Syllables and Morphemes. I can take this knowledge into my classroom and teach children the proper way of reading. I love to read but didn't know much about the different types of phonics. So I think this is quite interesting to learn and teach!

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"Adults sometimes forget that children have to learn the most basic conventions that govern written language, such as spaces that separate words."

-Burns, Griffin & Snow, 1999

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Print awareness

Letter knowledge

Phonological awareness

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*Talking About Books

*Text Directionality

*Concept of Word

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One way you can teach this skill is by placing a closed storybook on a table and ask:

Can you show me how to hold this book?

Can you show me the front cover of the book?

Can you show me the title of the book?

We then open the story book and ask:

Can you show me a word?

Can you show me a space?

Can you tell me how many words are in this sentence?

Can you show me where I should start reading?

Can you show me which way I should go when I read?

When I come to the end of this line, where do I go next?

Can you point to each word as I read it?

Resource from Teaching Reading Sourcebook

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I learned quite a bit on how to model books when reading them to children. Asking the most basic questions like, "What do you call the front of the book?" or "Who can show me where I should start reading?", can really help children understand how to read a book. I also learned and liked how we count words with the children to help them understand that there are words in a sentence and spaces. This can help in my future classroom to know how to teach children how to read a book.

Overall I love this chapter and I can't wait to try it on my preschooler!

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“Children often begin by learning the name of the first letter of their own first name”

Treiman ET AL... 2006

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Letters are components of written words and they represent sounds systematically in the spelling of words.

We have 26 uppercase and lowercase letters and each with their own shape. This is something we learn and teach others.

Letters all have different sounds and some are very similar.

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Same letter sounds that begin:

b, d, j, k, p, t, v, z

Letter sounds the end with the letter:

f, l, m, n, r, s, x

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From the Teaching reading sourcebook:

Spell out a students name with upper-case letter cards. Give a student a mixed set of matching lowercase letter cards. Ask student to match every lowercase card with the uppercase card. Ask student to name each letter by poitning to them when done.

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*Teach consistent formation of letters using a continuous stroke.

*Teach proper handwriting posture, paper portion and pencil grip.

*Utilize arrow cues

*Verbalize consistent, precise directions for writing each letter shape or stroke.

*Focus initially on teacher the motor pattern

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I learned that letter sounds can be difficult and are seen in different ways. Some sound just like they look, while others sound completely different. I also learned they different ways to teach handwriting and why. Which I think is very important and I had a teacher try to teach me in 5th grade with lined paper for this exact reason! I also learned of the assessment letter naming fluency. It is a time test that gives you one minute to identify uppercase and lowercase letters.

Overall I think this lesson is very important and a good thing to learn. Handwriting and letter sounds are a great skill to learn!

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"Phonological awareness instruction should never be considered an end in itself. It should always be conducted with its connections to decoding in mind."

-Lane & Pullen 2004

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Phonemes, or speech sounds, combine to form syllables and words.

Some words, such as I or A, have only one phoneme , but most words contain more than one.

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A phoneme is the smallest segment of speech in a
language system that can determine word meaning, or
that can be combined with other speech sounds to make
a new word

stop, pots, post

rich /r/ /ĭ/ /ch/ and ridge /r/ /ĭ/ /j/

Ability to consciously manipulate those sounds

Individual sounds are represented between / / symbols

/k/, /sh/, /dge/

Long vowels /ā/ /ē/ /ī/ /ō/ /ū/ and Short Vowels /ă/
/ĕ/ /ĭ/ /ŏ/ /ŭ/

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A way to teach is small-group guided practice.

Example:

Tell students about a hungry thing who comes to town. They ask what he wants to eat but for some reason he can't say. He can only say the rhyming word of the food he wants.

Hang a side that says "feed me" around a Childs neck before starting. Then pass out food picture cards. Have each student say the food they got.

You then read the story about the hungry thing. For example: pilk and milk rhyme. Then he got the milk. Now lets go around in a circle and say rhyming words that rhyme with our food and see if they work!

Got this activity from The Teaching Reading Sourcebook.

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I have learned several new things in this module. I learned the Phonological awareness is an umbrella term that includes several parts of language, words, syllables and onsets and rimes. Which I found interesting that this is such a broaden term. I also learned there are different levels of Phonological Awareness. (4 different types) Overall I think this was a very informative section. It helped me learn how to teach students phonemes and when certain students need intervention.

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"The aim of phonics instruction is to help children acquire alphabetic knowledge and use it to read and spell words."

-EHRI, 2024

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Phonics is a method of instruction that teaches students systematic relationship between the letters and letter combinations (graphemes) in written language and the individual sounds (phonemes) in spoken language.

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Teaching students how to identify and blend phoneme/grapheme patterns.

The combination of written and spoken language.

Student is able to decode the text b-a-g to say the word /b/ /a/ /g/.

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First start with hard constants and short term vowels. (start with a group of letters)

Then you can introduce blending the 3 simple letter words.

Slowly introduce more advanced words with 4 letter words.

Teach vowel combinations and put them in action!!!

ex: You can play games like I spy an animal with a d sound. Can you find it.

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Phonics was harder to grasp for me but I learned several new things!

Phonics does not just include learning to read or write but also blending, vowel sounds, decodable text, phonographs and much more. I think the most interesting part was the way and steps of teaching phonics. I am happy now that I know a better understanding on how to teach my future students!

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"It is important not to overwhelm children with too rapid an introduction of irregular words."

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An irregular word contains one or more sound/spelling correspondences that a student does not know and therefore cannot use to decode the word. Many of the most common (high frequency) words in English are irregular.

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Permanantly Irregular: Words that have one or more
sound/spellings that are rule-breakers and not
pronounced conventionally.

ex.): said, of, two

Temporarily Irregular: Start off as irregular because a
specific sound/spelling pattern has not been taught.

As students learn the sound/spelling
correspondence, the word turns from irregular to
decodable

ex.) why, she, for

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Provide each student with a set of magnetic letters and a magnetic surface. Display the word was and ask students to identify the word. Then direct students to spell the word with magnetic letter. Next have them touch each letter as they spell the word out loud. (w-a-s) Finally, tell them to say the word after they spell it. You repeat this activity with other irregular words. Examples: do, of, said and to.

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Word banks and word walls provide a method for teachers to organize irregular words that have been taught and learned so students can practice them.

Repeated exposure is key. (Lists, grids and connected text)

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I thought this chapter was interesting! I learned how to better help students in the future with Irregular words. I also learned the difference between Permeant and temporality irregular words which is great!

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"Syllabication is considered by some to be an important strategy that helps students read words."

-Bhattacharya & EHRI, 2004

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Syllabication is the division of a multisyllabic word into separate syllables with each syllable containing one vowel sounds.

Pattern detection is an important word-recognition function of the brain.

Closed is a syllable ending in one or more consents and having a short vowel sound.

Open is a syllable ending with a long vowel sound spelled with one vowel letter.

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3 Research-Based Approaches

1. Using syllable types and division principles

2. Identifying Affixes or Word Parts

3. Using Flexible Syllabication Strategies

After fifth grade, the average student will be exposed to 10,000 new words that are primarily multisyllabic.

What are the six syllable types?

Closed, open, vowel combinations,
r-controlled, vowel-consonant e,
consonant -le

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One way is a syllable sort.

Print the following syllables on the board:

pa, al, ri, rim, fa, an, re, rem, hu, un, ro, and oth.

Have students get a piece of paper and fold in half lengthwise. Have them label one side closed and the other open syllables.

Go over the syllable re first as a class. Ask anyone if they know where it goes. You then direct students to write re in the open column.

Have students do the rest on their own and go over as a class.

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This chapter helped me have a better understanding of open and closed syllables and how to tell the difference between each. I also learned how to teach students in different creative ways to better their future. Overall I feel like chapter was very informative and a great read! I am excited to see this in my future class!

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This section goes over the difference between the English language and the Spanish language.

The section goes over the Spanish vowels, vowel combinations, consonants, constant blends, constant digraphs, sound/spelling sequences, syllable types and syllable patterns.

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Using the English/Spanish language differences chart can help teachers of Spanish-Speaking students by better understanding students performance in both reading and spelling. When teachers recognize a particular error, they can work with the student to identify differences between the two language systems and then build on the students existent skills.

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"Most Spanish speakers in North, Central, and South America pronounce both ll and y as /y/.

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Overall this section was very helpful to me. I am learned how to speak Spanish but I struggle with pronouncing things the way they look.

I also leaned that Spanish phonics instruction should begin with the five vowels.

Another thing I learned that was interesting was a lot of the phonic elements are the same. Especially when reading.

I loved this chapter and it has helped me see how Spanish is supposed to be written out.