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Phonics is used several different ways and refers to:

The system of phoneme-grapheme (sound-symbol) correspondences that are the basic structure of an alphabetic orthography;

A strategy necessary for decoding new words and for storing those words in orthographic memory; or

An essential component of effective reading interaction--one of the five big ideas or pillars that could be addressed by effective reading programs

Decoding

The ability to translate a word from print to speech using sound-symbol (phoneme correspondences)

Fancy word for reaching

Phoneme: smallest unit of speed sound

Grapheme: represents a phoneme

Orthography: a writing system for representing language

English orthography has many patters and constraints that help to speed the decoding process up

/k/ : kiss or click

The letter x is never doubled

English words do not end in the letter v

Graphemes (consonants)

A grapheme is the letter(s) that represents a single phoneme (sound)

The grapheme (or letter) k represents the phone (or sound) /k/

Consonant Blends: two or three graphemes, each one representing a phoneme and maintaining their own sounds

Consonant Digraphs: one grapheme comprised of two letters that together represent one phoneme (before or afters the vowel in a syllable)

Note: Digraphs can make a unique sound such as /sh/ or be another spelling for a single-consonant letter such a ph for f

Consonant Trigraphs: one grapheme comprised of three letters that together represent one phoneme (after a short vowel sound at the end of a syllable). The grapheme (or letters) tech represents the phoneme (or sound) /ch/ grapheme dge= phoneme /j/ (pledge)

Orthographic Mapping

Proficient word reading requires rapid recognition of all relevant layers of word structure in a mental process called orthographic mapping

The more students learn about the structure of words, the better they will be able to read them independently, the more readily they will process their meanings, and the more they will understand and remember about spelling

Two Approaches to Phonics Instruction

Synthetic Approach (aka code-based, direct, systematic, or explicit phonics)

Analytic Approach (aka meaning-based, indirect or implicit phonics)

Referred to as the "discovery method" (does NOT follow Science of Reading)

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Phonological Awareness-

An overall awareness of the sounds in spoken language (auditory)

Ability to think about and recognize larger chunks in words

Ability to recognize and manipulate the spoken parts of words

Includes phonemic awareness (the ability to recognize and manipulate individual sounds)

Phoneme: the smallest unit of Speece in the language

Skills begin in preschool

Early Phonological Awareness Skills (Pre-K or K)

Counting works in sentences

Rhyming

Recognition

Odd word out

production

Syllables

Counting

Blending

Segmenting

Adding

Deletion

Alliteration

Initial (first) Sounds

Onset-Rime: C*ake, w*ave, d*esk

National Reading Panel Report:

Clearly affects students' achievement in phonemic awareness, reading, & spelling

Pre-K, K, and 1st graders, as well as older, disabled readers, benefit from phonological instruction

5 to 10 minutes DAILY (more is not better)

Instruction should be explicit

Knowledge of letter names, letter sounds, and letter shapes is essential and supports the development of phonological awareness

Tailor instruction according to what students know and can do

Small group interaction provides the most effective instructional environment

No single best way or program for teaching phonological awareness

Phoneme

phon= sound

eme = unit of language structure

A phoneme is the smallest segment of speech

Phonemic Awareness

The conscious awareness of individual speech sounds, or phonemes, (consonants and vowels) in spoken syllables (auditory)

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

Ability to consciously manipulate those sounds

Individual sounds are represented between // symbol

Long vowels have the dash over them and short vowels have the curved line over them

Someone who is phonemically aware knows that:

Sentences can be broken into words

Spoken words can be broken into parts

Sounds in an alphabetic language can be rearranged for use in a wide variety of words

The order of the sounds in words matters (stop means something quite different that spot or pots or tops)

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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

Often considered the first step towards reading

Foundational for reading and writing development

Helps children recognize that print represents spoken language and that there is a connection between written and spoken words

Components of Print Awareness

Recognizing print in the environment

Understanding that print is everywhere

Understanding the functions of print

Knowing that print has a purpose, such as telling a story, providing information, or giving directions

Print directionality

Recognizing the left-to-right, top-to-bottom sequence of reading English text

Understanding Letters and Words

Differentiating between letters, words, and sentences

Understanding that spaces separate words

Development of Print Awareness

Stages of Development

Infants/toddlers: Exposure to print through shared reading experiences

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

Kindergartners: Developing a more refined understanding of print functions and directionality

Influencing Factors:

Home Environment: Availability of books, exposure to reading

Teacher Interaction: Classroom print-rich environments, read-alouds

Strategies for Teaching Print Awareness

Interactive Read-Alouds:

Point out print elements during read-aloud session

Labeling the Classroom:

Label objects in the classroom to help children connect written words with objects

Print-Rich Environment:

Create a classroom environment full of print to encourage print recognition

Shared Writing:

Engage in shared writing activities where the teacher models writing and involves students in composing text together

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Letter Knowledge - Refers to a student's overall knowledge of letter names, shapes, sounds, and formations

26 uppercase letters; 26 lowercase letters

Relationship between letter shapes and letter names is not straightforward. Students must memorize this information

Handwriting can and does reinforce this skillset

Letter-name Iconicity - When the name of a letter contains the sound that the letter represents

There are only two totally nonionic letters (w and h)

If c is followed by I,e,y it will almost always say /s/

If c is followed by a,o,u it will almost always say /k/

If g is followed by I,e,y it will almost always say /j/

If is followed by a,o,u it will almost always say /g/

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There are 6/7 syllable types in our language. This code/generalization can be largely applied to English text to aid in decoding with a higher degree of automaticity

This is a part of structured literacy instruction

Closed syllables (most common)

Make up approx. 53% of all English syllables

Contain one vowel letter that represents a short vowel sound

End in one or more consonant (consonants = closed sounds)

Many academic words are just a series of closed syllables (an nonsense words)

Example

est-ab-lish

trans-at-lan-tic

un-in-hab-it-ed

Open Syllables

Contain one vowel letter that represents a long vowel

Ends with the vowel (vowel = open sounds)

VCE Syllables

Generally represent long vowel sounds

example exceptions: give, have, love

English orthography - words in the English language do not end in the letter v so the letter e is added

End with a silent e (the Bossy E... The sneaky/silent E)

Vowel Team Syllables

Contains two (or more) letters that represent long (or short) vowels, variant vowels, or diphthongs (vowel digraphs)

Ends with the vowel sound (e.g. high, clay, snow) OR a consonant (e.g. boat, moon)

R-Controlled Syllables

When a vowel is followed by r, the letter affects the sound of the vowel (the Bossy R)

er, ir, ur

(her, first, nurse)

ar, or

Consonant + LE syllables

Whe -le appears at the end of a word and is preceded by a consonant, the consonant +le form the final syllable

Exceptions: pick/le

Limited number of Consonant +le syllables

-ble -cle -dle

-fle -gle -tle

-ple -zle -kle

Always make the schwa sound

Keep the consonant +le together when dividing syllables) exposes the first syllable as closed, open, or r-controlled

Syllables and Accent Patterns

In multisyllablic words, at least one syllable receives more emphasis, or greater stress, than the other syllables

In multisyllabic words, more than one syllable can be stressed

The vowel phoneme is the most prominent part of the syllable. Vowels behave differently in accent4ed and unaccented syllables

Your con'duct is exemplary.

She will con duct' the orchestra tonight

Affixes (prefixes and suffixes) typically form separate syllables. The accent usually falls on or within the root

Un like' ly, cold' set, un bend' able, move' ment

In compound words, the primary accent usually falls on or within the first word

The placement of the accent with differ in homographs (spelled the dame) that are a noun or a verb. The accent usually falls on the first syllable of a noun

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Big 5 pillars of reading

- Phonological awareness

- Phonics

- Fluency

- Vocabulary

- Comprehension

Types of reading assessments

- Screening: Identifies at-risk - students

- Progress Monitoring: Tracks students’ progress

- Diagnostic: Pinpoints specific reading difficulties

- Outcome: Evaluates overall program effectiveness

Definition - Scientifically based reading instruction involves rigorous, systematic, and objective procedures

- The left hemisphere, especially Broca's area, the parieto- temporal area, and the occipital-temporal area, is crucial for reading.

- Reading isn't natural for us, we had to train our brain how to read

Definition- Phonemes are the smallest units of sound in a language that can distinguish now word from another

Ex. difference between the words "bat" and "cat" is the initial phoneme

English has 42-44 phonemes

Phoneme Categories

Vowel phonemes (about 18): Sounds produced without any significant constriction or blockage of airflow in the vocal tract

Consonant Phonemes (about 25): Sounds produced with some degree of constriction or closure in the vocal tract

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

Voiced sounds: Occur when the vocal cords vibrate

Voiceless sounds: Occur when the vocal cords do not vibrate

Definition- Grapheme: Letters or letter combinations used to represent spoken sounds

Definition- Syllables: A world or part of a word pronounced as a unit

Every syllable contains only one vowel sound

There are six common types of syllables

Definition- Onset: The Part of the syllable that comes before the vowel

Rime: The vowel and everything after it

Definition- The smallest units of meaning in a language

Every word consists of one or more morphemes

Types of Morphemes

Free Morphemes: Can stand alone as words

ex. book, run

Bound Morphemes: Cannot stand alone and must be attached to other morphemes

ex. "s" in books, "un" in undo

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I really found this useful going back to the basics. There was so many little things that I didn't know that make up basic English. Going over the phonemes was very helpful for me because I do not remember that whatsoever from elementary. It was also a helpful refresher to hear all of the different sounds that the vowels make.

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Phonics is about matching sounds to letters to help with reading and spelling. It teaches how to sound out words and remember their spelling. There are letter combinations like "ch" in "check" or "sh" in "show." Phonics helps us remember words by linking sounds and letters. It can be taught step-by-step or by looking at whole words first.

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Irregular Words (ex. of)

At lease one feature in the word that is unpredictable

High Frequency Words

Words that occur a lot in text (ex. that)

Sometimes these words are irregular but not always

Sight Words

Any word

'r' controlled vowel

Any vowel followed by the letter 'r'

Irregular word - is a word that present a challenge for decoding

Permanently Irregular - The sounds of the letters are unique to that word or to a very small numbers of words

Temporarily Irregular - This means that the students has not yet learned the letter-sound correspondences in the word

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Irregular words don’t follow normal spelling rules, like "of." High-frequency words appear often in reading, like "that," and might be regular or not. Sight words are words students recognize right away. R-controlled vowels, like in "car," are vowels followed by "r" that change the sound. Irregular words can be hard to read based on what the student knows.

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