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Emphasis starts in first grade and grows through third grade

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Knowing that cat is made up of the sounds /c/, /a/, and /t/

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Typically taught in kindergarten and phased out in first grade

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Tier 1: words used everyday; typically learned through conversation; common words that rarely need direct instruction (come, see, happy, table)
Tier 2: high-frequency words occurring across contexts; used by mature language users; more common in writing; important for students to know to enhance comprehension of a selected text; best words for targeted explicit vocabulary instruction (hilarious, endure, despise, arrange, compare, contrast)
Tier 3: low-frequency words; limited to a specifi

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Patterns of rhythm and sound in reading aloud

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1. Activate prior knowledge
2. Questioning
3. Analyzing text structure
4. Creating mental/ visual images
5. Summarizing
6. Comprehension monitoring
7. Graphic Organizer
8. Text-focused dialogue
9.

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1. Systematically introduce vocabulary prior to reading
2. Give explicit instruction in moderating
3. Select text that is not too difficult
4. Start with shorter text
5. Adjust questions to match students skill level

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The ability to focus on and manipulate phonemes (individual sounds in words)

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1. Re-reading texts
2. Emphasizing accuracy
3. Setting goals
4. Fluency interventions
5. Readers theatre
6. Provide models of fluency

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Smallest unit of meaning

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1. Systematic and Explicit: includes direct teaching, significant practice, and decodable text
2. Non-systematic: includes no specific sequence, informal teaching, and not directly taught

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Recognizing specific letters and their corresponding sounds. The relationship between written letters and spoken word.

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Typically taught in Kindergarten and First Grade 20 hours a school year (5-10 minutes per day)

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Start on Phonological Awareness of
1. Word Awareness
2. Syllable Awareness
3. Phonemic Awareness
once these are mastered student moves onto
1. Sensitivity to Rhyme
2. Matching Alliteration and Rhyme
3. Partial Phoneme Segmentation
4. Full Phoneme Segmentation
5. Phoneme Manipulation

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Easiest
1. Word Comparison
2. Rhyming
3. Sentence Segmentation
4. Syllable Segmentation and Blending
5. Onset-rime blending and Segmentation
6. Blending and Segmenting individual phonemes
7. Phoneme deletion and Manipulation
Hardest

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ability to focus on and manipulate phonemes (smallest unit of spoken language)

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Word Sort
Word Bank

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1. Vocabulary should be taught both directly and incidentally

2. Teach that context determines word meanings

3. Effective vocabulary instruction must include depth of learning, as well as breadth of knowledge

4. Multiple meaningful exposures are important for learning new vocabulary