# data[].attributes.body
Snowball Game: 1) Don't write your name. 2) Write three interesting facts about yourself. 3) Crumble paper into a snowball.

Class Community Game: 1) come up with things your group has in common and write it on the index card. 2)Using the index cards, try to build the tallest tower.

Scarborough's Reading Rope:

# data[].attributes.body
The science of reading is essentially the study of how we learn to read and what forms of instruction are most effective to teach reading. Such as Structured Literacy which is Diagnostic, Explicit, Systemic, and Cumulative.

Simple View of Reading: Word Recognition x Language Comprehension = Reading Comprehension. 1 x 1 = 1

# data[].attributes.body
Phonemic Awareness is basically the ability to hear, identify, and manipulate individual phonemes in spoken words. It is a major foundation in reading and writing development and is why it is a critical early literacy skill.

Phonemic awareness is an oral and auditory skill and is focused on understanding and working with the sounds before connecting them with written symbols.

Phoneme is the smallest unit of spoken sound that distinguishes one word from another.

There are 26 Graphemes and 44 Phonemes.

Manipulative: slinky, connecting cubes, and use playdough to represent phonemes.

# data[].attributes.body
The ability to recognize and manipulate the spoken parts of words and sentences. An auditory or oral skill that does not involve reading letters or words. Children listen, speak, point and gesture during phonological awareness instruction and practice.

Listening -> Rhyme/Alliteration -> sentence segmentation -> Syllable Blending/Segmentation -> Phoneme Blending, Segmentation, and Manipulation.

The lack of phonological awareness is the most powerful predictor of the likelihood of failure to read. The most important factor in separating “normal” and disable readers.

Science shows that there is a difference in brain activity patterns between good and poor readers, shown when carrying out phonologically based tasks. Research shows that reverting teaching back to phonological awareness will improve the phonics, fluency, vocab, and comprehension skills of a reader.

# data[].attributes.headline
Module 4: Phonics (single-letter consonants)

# data[].attributes.subject
Module 4: Phonics (single-letter consonants)

# data[].attributes.body
Phonics is the connection between phonograms (letter symbols) and sound. IS a way of teaching reading and spelling that stresses symbol-sound relationships. IS NOT a method of teaching.

1. To be better readers:

1. Increased decoding skills → increases fluency → increases comprehension.

2. Increased vocabulary: latin/greek bases, prefixes and suffixes.

2. To be better spellers:

1. Increased understanding of common spelling patterns.

2. Fidelity.

Since there are is not a 1:1 correspondence between sound and letter, we designate a key symbol for each phoneme. There will be one key symbol for each phoneme. There are 25 consonant phonemes.

18 consonant phonemes are identified as their key symbols of single letters

7 consonant phonemes are identified by their key symbols of two letter combinations, called digraphs

Graphemes
3 types of consonants:

Regular

Digraph

Complex

Through Mouth:

Plosives (Exploders)

Fricatives (Squeezers)

Through Nose:

Nasal

Voiced vs. Unvoiced
Voiced:

using vibrations in the vocal cords

(z, b)

Try It: throat and plug ears

Unvoiced:

Whispery

no vibrations,

(s, t)

# data[].attributes.attachment_link.description
These are the single consonants because each one is produced in a unique way. In this video we are going to look each sound and give a detailed explanation of how they are pronounced and examples of some of the most common example words. Book a class now.

# data[].attributes.body
Morpheme: The smallest unit of meaning in our language.

Affixes: Prefix, root word, suffix.

Prefix: beginning of a word.

Suffix: end of a word.

Free Morphemes: Have meaning on their own. Cannot be divided into smaller, meaningful parts. Stand alone as complete words.

Bound Morphemes: Hold meaning, but they cannot stand on their own. MUST be connected to another morpheme.

Combine Morphemes: Bound morphemes CAN be added to free morphemes.

Vocabulary Comprehension:

Unfamiliar word? Break the word into affixes that you know to determine the meaning. (mishear)

Reading Aloud:

Sounding out words (mishear)

Spelling:

Knowing exceptions (bald vs. called)

Reading Comprehension:

Fluently read with ease in vocabulary leads to more successful comprehension.

What words should I target first?

Frequency

Familiar roots, prefixes and suffixes that commonly appear in everyday life.

Un (unsafe)

Imageability

Concrete words to create a mental picture

Raining vs. successful

Transparency

Words that you can clearly separate the morphemes

Beautiful vs. assignment

# data[].attributes.body
Complex consonant cluster
Consist of two or more consonant sounds (consonant segments) that occur consecutively within a syllable.
These sounds may or may not belong to the same phoneme.

Position in Words
Complex consonants can appear at the beginning, middle, or end of a word.

For example, "split" has a cluster (/spl/) at the beginning, "hamster" has a cluster (/mst/) in the middle, and "texts" has a cluster (/ksts/) at the end.

Blends
2 or more consonants together, each making their own sound.
Digraph
2 consonants that work together to make one sound. Always at the end of a word! One vowel, ck - Two vowels, k.
Buddy Letter
The letter ‘q’ is always followed by ‘u’. It never goes anywhere without its buddy.
Floss Rule (Bonus Letters)
If a one syllable word ends in a vowel, immediately followed by f, l, s, or z, we double the consonant.
Welded Sounds
Two or more letters that when used together make an unexpected sound.
Advanced Digraphs/Trigraphs
Two or three letters that when put together make a new sound. Introduce after closed syllables are taught! PH, /ph/ is a spelling option for /f/. It is most common when the word is of Greek origin. Unless in a multisyllabic word where they are apart of two syllable (loophole).
TCH and DGE are used at the end of a closed syllable after a short vowel, for the vowel to keep its short vowel sound.

Silent Consonants - Obsolete

One letter has normal sound, while other is silent. Relic of a sound which was pronounced in earlier times. Kn, Wr, Gn, Mb, Mn, and Gh.

# data[].attributes.attachment_link.title
Vowels and Consonants, Consonant Blends, Digraphs, Complex Consonants and Silent Letters

# data[].attributes.body
Stages of Reading Development
Stage 0: Pre Reading

Birth to Age 6

6,000 words in listening and speaking vocabulary

Print Development

Letters

Words

Environmental print

Write names

Pretend Read - “bring more to the printed page than they take out”

Stage 1: Initial Reading or Decoding

Kindergarten to 2nd Grade

General knowledge of alphabetic principle

Knowledge of sound spelling relationships to decode words
Stage 2: Confirmation, Fluency, and Ungluing From Print

Grade 2-Grade 3

Solidify decoding skills

Children develop fluency if they can identify words quickly and accurately by sight and sounding out unknown words

Context clues to predict words
Stage 3: Learning the New

Grade 4-Grade 8

Reading is now reading to learn

Text contains words not in their speaking and listening vocabulary

Extend beyond background knowledge

Stage 4: Multiple Viewpoints

Throughout high school

Complex language and vocabulary that requires cognitive demands

Analyze and deconstruct complex readings

Stage 5: Construction and Reconstruction

Through college and beyond

“Worldview”

Readers know that the information is out there and they know how to locate information using their tools

Alphabet Recognition: know the names and sounds of letters. Recognize letters in many forms and contexts. Distinguish similar looking letters.
Teaching Alphabet Recognition: books, songs, sounds, writing, and manipulatives. There is no right or wrong way as long as it's explicit and systematic.
Phonemic Awareness: understanding that a word is made up of sounds and the ability to manipulate those sounds.

Alphabet: 26 letters - 21 consonants - 5 vowels. 44 phonemes - 25 consonant phonemes - 19 vowel phonemes.

Sight Words: can be recognized by sight instead of sounding out-loud. Also known as high frequency words.
Heart Words: Sight Words that have part/letter that do not follow the phonetic sounds.
Fluency: ability to quickly and accurately read with expression. Uses natural cadence and expression that you would normally use when talking. Smoothly with recognition of words, Understand sentence to add expression, and Grasps punctuation.

Components of Fluency

1. Prosody: Expression - Reading with appropriate intonation and phrasing, giving the listener clues they need for understanding.

2. Accuracy: Correct

3. Automaticity: Recognize words immediately, without having to sound out or ask for help.

# data[].attributes.body
Out-loud reading fluency focuses on:

1. Accuracy - reading with few errors.

2. Speed - the rate at which a student reads.

3. Expression - the skill of reading aloud with proper intonation, phrasing, and expression.

The syllable is the unit of pronunciation.

A word, or part of word, made by one push of breath.

Must contain a vowel phoneme (sound)

One vowel grapheme

Two vowel graphemes that create a vowel team

Building blocks of words and play a vital word in pronunciation and decoding.

When there are 2 consonants, you split the consonants. If there is only one consonant, the later vowel gets it.

Long progression of syllables.

Started Phonemic Awareness around Pre-K & Kindergarten

Phonics in K-2

Multisyllabic words in 2-5

Break apart syllables to read and write.

Closed Syllable

Can only have 1 vowel

The vowel is followed by one or more consonants

The vowel sound is short.

Open Syllable

Has 1 vowel and it is the last letter in the syllable

The vowel is long.

Silent E Syllable

Can only have 1 vowel, consonant, then an e.

The first vowel is long.

The e is silent

Consonant -le Syllable

Has a consonant, followed immediately by -le

The e is silent.

It’s only job is to be the vowel in the syllable.

R- Controlled Syllable

Has one vowel.

The vowel is followed by the r. (neither long or short sound)