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There are several essential components to reading. Phonological awareness, which involves recognizing and manipulating the bigger and smaller components of spoken language, is one of these elements, according to the National Reading Panel (2000). Another crucial component is phonics, which highlights the relationships between letters and sounds and the way it helps with spelling and reading. The ability to read literature successfully, quickly, and expressively is referred to as fluency. Understanding words and their meanings is a component of vocabulary. Finally, the process of deciphering and creating meaning from written material is known as comprehension. (National Reading Panel)

https://www.cde.state.co.us/coloradoliteracy/scienceofreadingresources

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Print awareness is the ability to comprehend the elements and operations of written language. This entails realizing that print has value, serves multiple purposes, is composed of letters that form words, and has an organized structure, such as reading from top to bottom, according to Chapter 3 of our textbook. Teaching print awareness is crucial because it lays the groundwork for kids' reading and writing development. The best time for children to begin acquiring print awareness is in preschool. Teachers can assist children in developing this ability by introducing word concepts and including them in book discussions. This can be accomplished by pointing to words in a sentence, reading them aloud, and explaining what they imply.

https://youtu.be/GmtM1r-NGls

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Our textbook states that letter knowledge is an essential skill that children need to acquire in order to progress in their reading. According to our textbook, we may assume that a child's reading abilities will be below average if they are unable to recognize a letter. (Griffin, Burns, and Snow, 1998) When teachers teach letter sound techniques after lessons on uppercase and lowercase recognition and forms, students will acquire these skills.

Resource for an activity to individualize letter recognition.

https://youtu.be/Y0DoMNNNDAg

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The ability to recognize, comprehend and experiment with phonemes in spoken language is known as phonemic awareness (Brady, 2020). Phonological awareness includes multiple levels, including words, syllables, intrasyllables, and phonemes. Effective instruction needs an understanding of the actual complexity of different tasks. Segmenting words or syllables, isolating starting phonemes, combining segmented words with two phonemes, and combining words that start with continuous sounds are among the skills, which are listed from easiest to most difficult. Our textbook states on page 122 that teaching students that speech sounds can be divided and combined is crucial for assisting them in decoding words and matching sounds to letters.

Resource: https://drive.google.com/file/d/1oCUcM_uK4Dn-O2cA8-IjDRB0z9Fm9SLO/view

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According to our book on page 170 "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 those relationships to read and spell words." Some quality of good phonics instruction would be helping develop understanding of the alphabetic principle, incorporates phonemic awareness, provides sufficient practice in reading words, leads to automatic word recognition and is one part of a comprehensive reading program.

We want to teach phonics in the following sequences:

1. Develop phonemic awareness

2. Introduce sound/spelling

3. Blending words

4. build automatic word recognition

5. Apply decodable text

6. Word work for decoding and encoding

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Irregular words are words that cannot be sounded out. Our book on pg. 244 and 245 give us some common irregular words used. Some examples are the, of, and, to, a, and in. These all involve sounds that the letter doesn't normally make. Like the word of, sounds like /u//v/. Students need to learn and memorize irregular word reading because students won't be able to sound out the words using basic phonics. Irregular words can be introduced after being able to read CVC words at 1 word every 3 seconds. We should constantly be monitoring students progress on these words.

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https://docs.google.com/presentation/d/1h31sbW4gwSOX_8i3nkF2uanS_-fSVGBOppxMfkD1SuY/edit?slide=id.p1#slide=id.p1

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Multisyllabic words are important for children to be able to read by the 2nd grade. These words contain multiple syllables and students need to be able to understand what syllables. Students then can rely on pattern memory to be able to read longer words. Since being with preschoolers, I notice that I use the Syllable Segmentation Strategy all the time during our "Morning Message". During the morning message, we say a sentence and we slap our legs while saying all the syllables in the sentence. I then write it and read it to them using modeling. A step ahead would be to underline the syllables and then say we are going to blend these two syllables together.

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ONLINE EL 312 - Multisyllabic Words Week 2

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Check out this Presentation designed by Ariel Starr.

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The importance of explicit reading instruction

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The importance of explicit reading instruction

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Explicit reading instruction in elementary schools is important because it provides a clear, structured, and systematic way to teach essential reading skills like phonics, vocabulary, fluency, and comprehension. This approach ensures that all students—including those with learning difficulties or limited language exposure—receive the support they need to become strong, confident readers. By breaking down complex skills and modeling strategies, teachers help students understand how reading works and how to apply it independently. Research from the science of reading confirms that reading is not a natural process and must be taught directly, especially in the early years, to prevent long-term struggles and promote lasting literacy success.