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Multisyllabic words are words that are made up of several syllables

There are 6 common types:

Closed: ends in a consonant and has a short vowel sound spelled with one vowel letter (picnic, rabbit)

Open: ends in a long vowel sound and spelled with one vowel letter (robot, veto)

Vowel Combination: has a short vowel, long vowel, or diphthong sound spelled with a vowel combination such as ai, ea, ee, oi, oo (baboon, canteen, complain)

R-Controlled: contains a letter combination made up of a vowel and followed by r such as ar, er, ir, or, and ur. The vowel-r combination is one welded sound that cannot be segmented (perfect, target, thirsty)

Vowel-Consonant-e: has a long vowel sound spelled with one letter followed by one consonant and silent e (amuse, erase, provide)

Consonant-le: a final, separate syllable containing a consonant followed by the letters le (apple, table)

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Description, Definition, & Define - The Big Picture 

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Description, Definition, & Define - The Big Picture 

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Reading Deficit - 63% of 4th graders and 64% of 8th graders scored at or below basic reading level

Effective reading instruction must be systematic and explicit

Broca's Area - Language production and organization

Parieto-Temporal Area - Decoding words through conscious effort

Occipito-Temporal Area - Rapid word recoognition and storage

Phonics - teaches the relationship between letters and sounds and how to use these relationships to read and spell

Phonological Awareness - awareness of the larger and smaller parts of spoken language, including phonemes

Reading Assessments - are regular and guide instructional decisions and monitor student progress

Screening: Identifies at-risk students

Progress Monitoring: tracks students' progress

Diagnostic: Pinpoints specific reading difficulties

Outcome: evaluates overall program effectiveness

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Print Awareness - refers to a child's understanding that print carries meaning and that it is used in everyday contexts like books, signs, and labels

Components of Print Awareness - Recognizing print in the environment, understanding the function of print, print directionality, understanding letters and words

Stages of Development for Print Awareness

Infants and Toddlers: exposed to print through shared reading experiences

Preschoolers: beginning to notice and ask about letters and words in their environment

Kindergarten: developing a more refined understanding of print functions and directionality

Strategies: Interactive read alouds, labeling the classroom, print-rich environment, shared writing

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Description, Definition, & Define - Structure of English 

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Description, Definition, & Define - Structure of English 

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Phoneme Count - English has about 42-44 phonemes

Vowel Phonemes (about 18) - sounds produced without any significant constriction or blockage of airflow in the vocal tract (example: a in cat)

Consonant Phonemes (about 25) - sounds produced with some degree of constriction or closure in the vocal tract (example: p in pat)

Voicing - refers to whether or not the vocal cords vibrate during the production of a consonant sound

Place of Articulation - the location in the vocal tract where the airflow is constricted to produce a consonant sound. Involved different parts of the mouth and throat coming into contact or near-contact

Grapheme - letters or letter combinations used to represent spoken sounds

Syllable - a word or part of a word pronounced as a unit, every syllable only has one vowel sound

Onset - the part of the syllable that comes before the vowel

Rime - The vowel and everything after it

Phonograms - a nonlinguistic term sometimes used in place of rime

Morphemes - the smallest units of meaning in a language

Free Morphemes can stand alone as words

Bound Morphemes cannot stand alone and must be attached to other morphemes

Prefixes - added to the beginning of a word

Suffixes - added to the end of a word

Inflectional Morphemes - change the form of a word but not its core meaning

Derivational Morphemes - change the meaning or part of speech of a word

Compound Words - combining two free morphemes

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By Zaner-Bloser on Youtube

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The Science of Reading Basics, Part 1: The Reading Brain

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These chapters in the book are a great introduction to this course and gave me a lot of great information. Some of the information was familiar, but this definitely helped me to better understand the basic structure of English. I have taught phonics before, but never realized all the different rules in English. The information about voiced and unvoiced sounds, syllables, and all the different phonemes was very helpful. I never knew that there was a chart for all the vowel phonemes. Overall this chapter contained a lot of great information that will help me teach children someday.

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Becoming Aware of Print - Reading Rockets https://www.youtube.com/watch?v=2Yti78OGxg0

Concepts of Print:

https://www.youtube.com/watch?v=h1l9pZSDTiM

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Sample Print Awareness Lesson using a Big Book

Good News Alma Flor Ada

Teacher: Where is the front of the book?

Students point it out

Teacher: Where is the back of the book?

Students point it out

Teacher goes to the first page: Where should I start reading?

Students point it out

Teacher(page 4): Where do I go now?

Students should point in a left-to-right sweep and know the return sweep

Students follow along as teacher reads to demonstrate one-on-one word recognition

Teacher(page 6-7): Can you point to a punctuation mark?-If students are unable to do this, the teacher asks: Can anyone show me a period? (any variation of punctuation)

Students should point it out.

Teacher (page 13): Look at these marks. These are called quotation marks. This is used to show that our characters are talking. So what do quotation marks show?

Students should respond: they show when characters are talking.

Teacher (page 16): Can someone point out an uppercase letter? What about a lowercase letter?

Students point it out

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I really liked learning about Print Awareness because I did not realize all that it included. At first I thought print awareness was more of a handwriting and letters skill. Now I know that it is much more than that, like knowing the front and back of a book and knowing to read left to right. I really like this topic because I want to teach kindergarten and I feel like I learned a lot in this chapter.

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The definition of letter knowledge is a student's overall knowledge of letter names, shapes, sounds, and formation.

There are 26 uppercase letters and 26 lowercase letters

Letter-name iconicity - When the name of a letter contains the sound that the letter represents (w and h are noniconic)

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Letter Naming/Alphabet Knowledge - Heggerty Phonemic Awareness

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This is a sample lesson presentation I made with my table group!

I also found this website that gives a lot of great ideas on how to teach these concepts: https://proudtobeprimary.com/letter-recognition/2/

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I learned a lot from this chapter in the book. I learned about letter iconicity and that it is easier for kids to learn letters that start with their letter sound, like T. There were also a lot of sample lessons to choose from in the book to help teach kids about letter sounds and formation. I really liked getting to make a sample lesson with my table group then share about it with my classmates. For our sample lesson we used a big book to teach about lowercase t. Another great idea I learned was using sky writing to teach about letters and what they look like. All of the information I learned will really help me teach kindergarten one day!

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Phonological awareness is an overall awareness of the sounds in spoken language (auditory)

Ability to think about and recognize larger chunks in words

Rhyming - be able to identify words that rhyme and words that do not match the pattern

Syllables - counting, blending (putting sounds together), segmenting, adding, deletion

Alliteration - words that begin with the same sound

Initial sounds

Onset-Rime C-AKE, W-AVE, CH-AIR

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Example Lesson From Book: Phonological Medley

This lesson was pretty simple, but it helps students practice compound words and blending segmentation and deletion. Using picture cards, the teacher will show cards that show words that can make a compound word, like "dog" and "house". Then you show the students how you can combine the pictures to make a different word. Then in small groups you could have students make the new words by handing out picture cards and asking for students with certain cards to come up to the board and say their cards together (one student could have rain and the other has coat and they blend it together).

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I thought this chapter of the book has a lot of great information. I never understood the difference between words like phonics, phonological awareness, and phonemes before this chapter. I learned that phonological awareness is the large umbrella term for lots of components of early literacy. Phonological awareness can include knowledge of words, syllables, onset rimes, and phonemes. This chapter taught me a lot about phonological awareness and different ways to get students to practice it.

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Phonics: "Is a method of instruction that teaches students the systematic relationship between the letters and letter combinations in written language and the individual sounds in spoken language and how to use these relationships to read and spell words" (page 170).

Phoneme - smallest unit of sound

Grapheme - represents a phoneme

Orthography - a writing system to represent language

Decoding - the ability to translate a word from print to speech using sound-symbol correspondences

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This week in class we made our own lessons using activities from the Florida Center for Reading Research. I made a lesson using the activity linked: https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/k1_phonics/k1_encoding_and_decoding/k1_p040_a_digraph_a_word.pdf

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This chapter was very helpful for understanding more about early literacy and how to teach kids about phonics. I did a couple of phonics lessons as a high school senior, but I didn't really understand what I was doing. This helped me connect those ideas and truly understand what I was having kids do. I was having kids blend words, break them up by syllables, isolate sounds, and have them segment phonemes. This chapter was large and had a lot of great information about phonics.

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Irregular word: They contain one or more sound/spelling correspondences that a student does not know and therefore cannot use to decode the word

A word where we can't use phonic skills to read it

There are two different types:

Permanently Irregular - words that contain one or more sound/spellings that are not pronounced conventionally and are unique to that word or just a few words (two)

Temporarily Irregular - Words that are irregular because the student has not learned certain sound/spellings in some words but can become regular (for)

Many of the most common words in English (High Frequency) are irregular

Examples of High Frequency Irregular words: Said, Was, Do, To, What

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This is another game that can be used in a lesson from the Florida Center for Reading Research. This game has students play checkers with Irregular words spread out on the board. Each time they want to move to a space, they say the irregular word. I really liked this game and I know I would have enjoyed it as a kid.

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This chapter taught me a lot about English and the concept of irregular words. I have always heard English is a very difficult language to learn, and looking at all of these irregular words makes me realize how hard English can be when you are first learning. This chapter helped me understand what high frequency words are and the different types of irregular words. The chapter gave some great ideas on how to teach irregular words, one idea being a word wall. Having a word wall in my classroom can be a great resource for students and can be something that is read and practiced everyday as a class.

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In class, we each looked at a sample lesson and shared it with a partner. The lesson I chose was teaching open and closed syllables. I really liked the visual it used with folding paper for closed syllables and then opening the paper for an open syllable. Then the lesson had the teacher work with students with syllables on the whiteboard. Another resource I would like to use in my classroom is little chants/songs that go along with the syllables. I think that is a great way to help kids remember in a fun way.

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This is another activity from the Florida Center for Reading Research that I made a small group lesson for. https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_syllable_patterns/23_p035_syllable_trivia.pdf

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I really liked this chapter of the book and I feel like I learned a lot. I don't really remember learning this as a kid, so it all felt very new to me. I liked learning about the syllable types because I feel like I understand more about reading and how to spell different words. I think it is really beneficial to teach the types of syllables to kids to help them with spelling patterns and how to pronounce words.