# data[].attributes.headline
A video overview of the Hourglass Figure- Related to the brain's 4 Part Processing System

# data[].attributes.subject
A video overview of the Hourglass Figure- Related to the brain's 4 Part Processing System

# data[].attributes.body
https://youtu.be/9uGm7r3JdyY

# data[].attributes.attachment_link.title
Introduction to the Tolman Hourglass Figure

# data[].attributes.headline
Phonological & Phonemic Awareness (Phonology): The Top Part of Tolman's Hourglass

# data[].attributes.subject
Phonological & Phonemic Awareness (Phonology): The Top Part of Tolman's Hourglass

# data[].attributes.body
https://www.youtube.com/watch?v=vsA1wkAGY3A

# data[].attributes.attachment_link.title
The Top Part of Tolman's Hourglass Figure: Phonological Awareness

# data[].attributes.headline
Phonics (Orthography): The Bottom Part of Tolman's Hourglass

# data[].attributes.subject
Phonics (Orthography): The Bottom Part of Tolman's Hourglass

# data[].attributes.body
https://www.youtube.com/watch?v=3t_fCSWeSPc

# data[].attributes.attachment_link.title
The Bottom Part of Tolman's Hourglass Figure:  Orthography

# data[].attributes.headline
Use these resources to LEVEL ⬆ your phonological awareness, phonemic awareness, and phonics instruction from 🏡!

# data[].attributes.subject
Use these resources to LEVEL ⬆ your phonological awareness, phonemic awareness, and phonics instruction from 🏡!

# data[].attributes.body
Use these resources to LEVEL UP your phonics instruction at home!!

# data[].attributes.headline
Phonological Awareness vs. Phonemic Awareness vs. Phonics

# data[].attributes.subject
Phonological Awareness vs. Phonemic Awareness vs. Phonics

# data[].attributes.body
Phonological Awareness- (SPOKEN WORDS)

The awareness of larger parts of spoken language such as words, syllables, onset & rimes, as well as the smaller parts (sounds/phonemes).

Phonemic Awareness- (SPOKEN WORDS)

The ability to manipulate individual phonemes in spoken words. By manipulate, the student may identify, add, substitute, or delete a sound from a word to display phonemic awareness.

Phonics- (WRITTEN WORDS)

Students will associate a letter (grapheme/ symbol) to a sound (phoneme)

Develop a sound and symbol correspondence for each phoneme in the English language.

For example- the letters S and H together make the sound /sh/ like in the word ship.

# data[].attributes.body
https://blog.maketaketeach.com/wp-content/uploads/2012/05/Phoneme-Segmentation-Words1.pdf

# data[].attributes.body
https://www.readingresource.net/support-files/phonemes.pdf

# data[].attributes.headline
(Deletion) Say ghost. Now say ghost but don't say the /s/.

# data[].attributes.subject
(Deletion) Say ghost. Now say ghost but don't say the /s/.

# data[].attributes.body
Note: We are DELETING the first phoneme in the final blend.

Words you can use with this skill:

boast - don't say /s/- (boat)

band- don't say /n/- (bad)

gasp- don't say /s/- (gap)

# data[].attributes.body
https://docs.google.com/presentation/d/17_h4rZVxDOSm9G8nmQb4E9S2SnB_fpo_/edit#slide=id.p1

# data[].attributes.headline
Elkonin Boxes with word list- Organized by Number of Phonemes

# data[].attributes.subject
Elkonin Boxes with word list- Organized by Number of Phonemes

# data[].attributes.body
https://www.idealconsultingservices.com/FORMS/Data%20Meeting%20Forms/Phonemic%20Awareness/Phonemic%20Awareness_Elkonin_(Sound)_Boxes.pdf

# data[].attributes.headline
Say bookcase. Now say bookcase but don't say BOOK.

# data[].attributes.subject
Say bookcase. Now say bookcase but don't say BOOK.

# data[].attributes.body
Notice: You are removing the FIRST word in the compound word.

You can also use this same pattern with these compound words:

cupcake

baseball

earthquake

football

grasshopper

skateboard

https://downloads.allaboutlearningpress.com/downloads/501-Compound-Words-for-Kids.pdf

# data[].attributes.body
https://www.reallygreatreading.com/lettertiles/

# data[].attributes.attachment_link.title
Really Great Reading Letter Tile Freeplay

# data[].attributes.attachment_link.description
© 2022 Really Great Reading All Rights Reserved

# data[].attributes.body
http://searkinstructionalfacilitation.pbworks.com/w/file/fetch/113058586/words_their_way_letter_name_alphabetic_spellers.pdf

# data[].attributes.body
https://schools.edu.ky/Literacy%20Resources/segmenting%20-%20lesson%20resources.pdf

# data[].attributes.headline
(Substitution) Say west. Now say west but instead of /s/ say /n/.

# data[].attributes.subject
(Substitution) Say west. Now say west but instead of /s/ say /n/.

# data[].attributes.body
Note: We are SUBSTITUTING the first sound of the consonant blend for another sound.

Words you can use with this skill:

cats- change /t/ to /p/ - (caps)

melt- change /l/ to /n/- (meant)

# data[].attributes.headline
Say bookcase. Now say bookcase but don't say CASE.

# data[].attributes.subject
Say bookcase. Now say bookcase but don't say CASE.

# data[].attributes.body
Notice: You are removing the LAST word in the compound word.

You can also use this same pattern with these compound words:

cupcake

baseball

earthquake

football

grasshopper

skateboard

https://downloads.allaboutlearningpress.com/downloads/501-Compound-Words-for-Kids.pdf

# data[].attributes.headline
(Substitution) Say ran. Now say ran but instead of /a/ say /u/.

# data[].attributes.subject
(Substitution) Say ran. Now say ran but instead of /a/ say /u/.

# data[].attributes.body
Note: We are SUBSTITUTING the vowel sound in the word.

Use SOUND of vowel: (short vowels)

ban- change /a/ to /i/ (bin)

leg- change /e/ to /o/ (log)

suck- change /u/ to /i/ (sick)

Use the NAME of the vowel: (long vowels)

pale- change /a/ to /i/ (pile)

spoke- change /o/ to /i/ (spike)

main- change /a/ to /i/ (mine)

Other words you can use for this skill:
https://tutoring.charlotte.edu/sites/tutoring.charlotte.edu/files/media/Word%20Families.pdf

# data[].attributes.headline
Words Their Way Sorts- Word Parts, Prefixes, Suffixes, and Morphology (Grades 2-5)

# data[].attributes.subject
Words Their Way Sorts- Word Parts, Prefixes, Suffixes, and Morphology (Grades 2-5)

# data[].attributes.body
http://searkinstructionalfacilitation.pbworks.com/w/file/fetch/113058595/wordstheirwayforsyllablesandaffixesspellers.pdf

# data[].attributes.headline
(Deletion) Say sleep. Now say sleep but don't say /s/.

# data[].attributes.subject
(Deletion) Say sleep. Now say sleep but don't say /s/.

# data[].attributes.body
Note: We are DELETING the initial phoneme in the word.

Other words to use:

/t/rain -> (rain)

/s/eat -> (eat)

/sh/out -> (out)

# data[].attributes.headline
Decodable Passages with Comprehension Questions by Phonics Skill

# data[].attributes.subject
Decodable Passages with Comprehension Questions by Phonics Skill

# data[].attributes.body
https://www.wilsoncsd.org/cms/lib/NY01914054/Centricity/Domain/68/DecodableFluencyPassages.pdf

# data[].attributes.headline
Resource Book with Decodables, Games, and More!

# data[].attributes.subject
Resource Book with Decodables, Games, and More!

# data[].attributes.body
https://www.sel.k12.oh.us/Downloads/teachers_rb.pdf

# data[].attributes.body
https://www.fultonschools.org/site/handlers/filedownload.ashx?moduleinstanceid=44419&dataid=65408&FileName=Words%20with%20Final%20Consonant%20Blends.pdf

# data[].attributes.headline
Say October. Now say October, but don't say Oc.

# data[].attributes.subject
Say October. Now say October, but don't say Oc.

# data[].attributes.body
Note: We are removing the FIRST syllable from each word.

You can use this pattern with other words as well:
When you say the whole word, students will remove the part in the parenthesis.

(hol)iday

(mu)sical

(en)velope

(to)morrow

(la)dybug

(lem)onade

You can take the first syllable off of any word- can your student provide the rest of the word?
https://www.fultonschools.org/cms/lib/GA50000114/Centricity/domain/248/remote%20learning/september%2028-october%202/syllableswordlist.pdf

# data[].attributes.headline
(Deletion) Say bread. Now say bread but don't say /r/.

# data[].attributes.subject
(Deletion) Say bread. Now say bread but don't say /r/.

# data[].attributes.body
Note: We are DELETING the 2nd phoneme (2nd letter of the blend)

Words you can use with this skill:

stick- don't say /t/- (sick)

sling- don't say /l/- (sing)

stag- don't say /t/- (sag)

# data[].attributes.body
https://resources.finalsite.net/images/v1569865573/columbus/jgirhv5xwr7nvzovegt1/PhonemicAwarenessActivities.pdf

# data[].attributes.headline
(Substitution) Say crew. Now say crew but instead of /r/ say /l/.

# data[].attributes.subject
(Substitution) Say crew. Now say crew but instead of /r/ say /l/.

# data[].attributes.body
Note: We are SUBSTITUTING the 2nd phoneme (2nd letter of the blend)

Words you can use with this skill:

slim- change /l/ to /k/ (skim)

crock- change /r/ to /l/ (clock)

smack- change /m/ to /n/ (snack)

# data[].attributes.headline
(Substitution) Say some. Now say some but instead of /m/ say /n/.

# data[].attributes.subject
(Substitution) Say some. Now say some but instead of /m/ say /n/.

# data[].attributes.body
Note: We are SUBSTITUTING the final sound or phoneme.

Words you can use with this skill:

Place- change /c/ to /n/ (plane)

Road- change /d/ to /m/ (roam)

Time- change /m/ to /l/ (tile)

# data[].attributes.headline
(Substitution) Say bright. Now say bright but change the /b/ to /f/.

# data[].attributes.subject
(Substitution) Say bright. Now say bright but change the /b/ to /f/.

# data[].attributes.body
Note: We are SUBSTITUTING the initial phoneme in the word for another.

Other words you may us with this pattern:

/f/light -> /s/ -> (slight)

/s/lime -> /c/ -> (climb)

/t/each -> /p/ -> (peach)

# data[].attributes.headline
When you see a letter inside of 2 slanted lines, please make the SOUND the letter says.

# data[].attributes.subject
When you see a letter inside of 2 slanted lines, please make the SOUND the letter says.

# data[].attributes.headline
Say feet. Now say feet but don't say /f/. (We are removing the onset or beginning prior to 1st vowel)

# data[].attributes.subject
Say feet. Now say feet but don't say /f/. (We are removing the onset or beginning prior to 1st vowel)

# data[].attributes.body
This skill focuses on the DELETION of the onset (sound) of a word.

You can use this sentence stem with any of these words.
Say meet. Now say meet but don't say /m/.

/wh/eat

/s/and

/sl/ime

/ph/one

# data[].attributes.body
https://youtu.be/BhpHr3SC7hk

# data[].attributes.body
https://youtu.be/HFw9cEEXjLE

# data[].attributes.attachment_link.title
Blending Sounds in Syllables with Autumn, Kindergartner

# data[].attributes.headline
Say done. Now say done but instead of /d/ say /r/.

# data[].attributes.subject
Say done. Now say done but instead of /d/ say /r/.

# data[].attributes.body
Note: We are SUBSTITUTING the initial phoneme or sound in a word to make a new word.

You can also use this skill with these words:

/p/ad to /r/ (rad)

/h/en to /m/ (men)

/b/ag to /l/ (lag)

/s/ick to /br/ (brick)

# data[].attributes.body
https://static1.squarespace.com/static/5452398fe4b08a9d2089dea2/t/6176ae37b4e34072a544a1ad/1635167799587/Word+Chains+-+List+4+Initial+Blends.pdf

# data[].attributes.body
https://blog.maketaketeach.com/wp-content/uploads/2015/02/Long-Vowel-Sounds-Word-Lists.pdf

# data[].attributes.headline
(Deletion) Say went. Now say went but don't say /t/.

# data[].attributes.subject
(Deletion) Say went. Now say went but don't say /t/.

# data[].attributes.body
Note: We are DELETING the last phoneme/sound in a word.

Words you can use with this skill:

pant- don't say /t/- (pan)

pots- don't say /s/- (pot)

seat- don't say /t/- (sea)

# data[].attributes.body
https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/vpk_phonological_awareness/PA24_cards_color.pdf

# data[].attributes.body
https://youtu.be/vEwYQ8fHGak

# data[].attributes.body
https://www.readingrockets.org/strategies/onset_rime

# data[].attributes.attachment_link.readable_text
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Prentice-Hall.

Chard, D., & Dickson, S. (1999). Phonological Awareness: Instructional and Assessment Guidelines.

Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities.

Goswami, U., & Mead, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 2, 153-162.

Wise, B. W., Olson, R. K., & Treiman, R. (1990). Subsyllabic units as aids in beginning readers word learning Onset-rime versus post-vowel segmentation. Journal of Experimental Child Psychology, 4, 1-19.

# data[].attributes.attachment_link.description
The "onset" is the initial phonological unit of any word (e.g. /c/ in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. /a/ /t/ in cat). Not all words have onsets.

# data[].attributes.body
https://ies.ed.gov/ncee/edlabs/regions/southeast/foundations/resources/firstgrade/rec2/onset_and_rime_picture_cards.pdf

# data[].attributes.body
https://www.readingrockets.org/shows/reading-interventions/blending-sounds-in-syllables-with-autumn-kindergarten

# data[].attributes.attachment_link.readable_text
Literacy terms

Multisensory instruction: Instruction that engages more than one sense at a time to help students learn. A multisensory activity can include seeing, talking, hearing, moving, and touching.

Onset and rime: The onset is the initial consonant sound or sounds in a syllable that precede the vowel, such as /tr/ in trip, /sk/ in skirt, /b/ in boat, and /shr/ in shrunk. The rime is the part of a syllable that contains the vowel sound and all subsequent sounds in the syllable, such as /ip/ in trip, /irt/ in skirt, /oat/ in boat, and /unk/ in shrunk. Not all words have onsets (e.g. ice, oak, aim, eve, ooze).

Phoneme: The smallest individual sound in a language that changes meaning. For example, the word shock has three phonemes: /sh/, /o/, and /k/. Change the first phoneme from /sh/ to /l/ to get lock; change the middle phoneme from /ŏ/ (short o) to /ā/ (long a) to get shake; and change the last phoneme from /k/ to /p/ to get shop.

Phonemic awareness: The ability to identify and manipulate individual sounds in spoken words. An example of how beginning readers show they have phonemic awareness is combining or blending the separate spoken sounds of a word to say the whole word: /c/ /a/ /t/ = cat. Phonemic awareness is subset of phonological awareness.

Phonological awareness: The ability to recognize and manipulate parts of spoken words. The levels of phonological awareness, from simplest to most complex, are: syllables, onset-rime, and phonemes.

Transcript

Blending Sounds in Syllables with Autumn, Kindergartner
Linda Farrell: Autumn, I'm so glad you're here for this lesson. We are going to work on syllables ... Autumn: And, and letter sounds. Linda Farrell: ... and some letter sounds. Reading expert Linda Farrell has helped thousands of children across the country. Today she'll be working one-on-one with Autumn, who is in kindergarten at Windy Hill Elementary School in Calvert County, Maryland. Ms. Farrell will be helping Autumn with the pre-reading skills that have to do with sounds, what's known as Linda Farrell: Autumn, I'm gonna give you two parts of a word, and you're gonna tell me what the word is. Watch this: /tay/, /bul/. What's the word? phonological awareness Linda Farrell: You're so good I can't even teach you that. You already know syllables. . Autumn needs to understand that most words are composed of individual sounds - like /c/, /a/, and /t/ - and then she needs to learn how to combine those sounds to form a word, like Linda Farrell: Alright. Let's talk about first sounds. This is a bat. Linda Farrell: /b/ is the first sound. This is a ball. cat. Ms. Farrell starts by seeing if Autumn can blend two or three spoken syllables into words. Ms. Farrell is making sure that Autumn can isolate the first sound in a word, what's called the onset. If Autumn can do that consistently, then she's ready to start blending onset and rime. Linda Farrell: Alright. We are now gonna put together two parts of a word again. I'm gonna see if you can tell me what it is. Autumn: Syllable.
Linda Farrell: You got it. Let's try this one: /com/, /pu/, /ter/.
Linda Farrell: Watch this. This is /s/, /un/. What's this? Linda Farrell: What's this? Linda Farrell: What happens if I put it together? Linda Farrell: /m/ Linda Farrell: /eik/ Linda Farrell: What is it when I put it together? Linda Farrell: /eik/ is this part! Watch me. What's this part? Autumn: /m/, /eik/ Linda Farrell: This is /eik/. Can you say /m/, /eik/? You point to each one. Linda Farrell: This part's /eik/. This part is /eik/. Watch this. /mmmmmmmm-eik/. For a lot of children, blending onset and rime is much harder than blending syllables. And that makes sense, says Ms. Farrell.
Linda Farrell: Autumn was a master at that. She could do that beautifully. The next level is onset/rime. And that means ... can you take the first part of the word, everything before the vowel sound and then take the vowel sound and everything after and put those together and make a word? So that would be /s/, /alt/. What's the word?
Linda Farrell: Okay. You do it! Go /mmmmmm/, /meik/. Autumn: Okay. /mmmmm/, /meik/. Linda Farrell: Okay. So what's this part? Linda Farrell: What's this part? Linda Farrell: What's the word? Linda Farrell: Okay. Let's try this one. /sss/. Got it? Linda Farrell: /ik/ Linda Farrell: Say /ik/. Ms. Farrell uses blank pieces of felt to represent each of the sounds. The felt helps Autumn think about parts of words and how she can blend them together, as she'll need to do once she's reading. Linda Farrell: Okay. Watch me. Let's do this. /ssss/. Touch it. Autumn: /ssss/ Linda Farrell: /ik/ Linda Farrell: Now watch this: /sssssssssss-ik/. Autumn: /ssss-sit/
Linda Farrell: This is hat.
Linda Farrell: Okay. Now what's the word? This is /s/, /ik/. Touch and say. Autumn: /s/, /ik/. /si/, /b/? Linda Farrell: What was the word?
Linda Farrell: Okay, this is mouse.
Linda Farrell: Okay. Let's try this. Go /siiiii/.
Linda Farrell: We just did syllables! We just did syllables! We're gonna do something called onset/rime right now.
It's all part of a process of helping Autumn understand that words are made up of component sounds. Linda Farrell: Let's do this one. Are you ready? Okay. This is /raaaaaa-t/. You do it. Linda Farrell: You got that one so fast! Tell me the parts again. Linda Farrell: Oh, my gosh. Should we try another one? Okay. /shaaaaa-p/.
Linda Farrell: Syllables are very easy to hear. You can feel syllables. They have acoustic clues for you: /com/, /pu/, /ter/. They break cleanly. When I go and I do /sh/, /irt/, I don't really say /sh/, /irt/. I say shirt. It's one acoustic clue. Some people's brains just don't get that automatically: Oh, I can break up a syllable into two parts? And we have to teach them. So the way we teach them is by taking the beginning, onset, and rime, and we ask them to blend it.

Linda Farrell: Can you say ... you're saying sit. Say sick.
Linda Farrell: You got it. Let's try this one. Okay. Got another one. You ready? /maaaaaa-p/. Wait a minute. /maaaaaa-p/. You touch each one and tell me the sounds. Linda Farrell: Get that /p/ at the end. Can you say /p/ at the end? Linda Farrell: Now go /maaaaa/, /p/.
Linda Farrell: Sit would be /s/, /it/. We're gonna try this a different way. We're gonna go like this.
Linda Farrell: What's the word? Linda Farrell: And I'm gonna ask you something. If I show you a picture right here, can you find that? Yes! It's right there. Say the word.
Linda Farrell: Now when we learn that children have trouble blending the first part of a word, onset, with the rest of the word ... we took the small felt that was onset, it would be /s/, /ik/. The big felt was /ik/. I moved those around and I took the big part of the word and blended it with the small part of the word. So instead of /sik/, I tried to do /siiiii/, /k/. We're giving the child a /siiiii/ ... they can blend a continuant sound - a vowel is always continuant - into any consonant. It doesn't matter what consonant it is. So /siiii/, /k/.
Linda Farrell: This is /maaaa/. Autumn: /maaaaaa/, /p/.
Linda Farrell: Strawberry starts with an 's' and shop starts with an 's.' Let's try this again. Okay. Here we go.

Linda Farrell: Autumn, as a pre-reader, is already exhibiting some signs of things we see in readers, and that is she's a guesser. When she doesn't know an answer, she's very quick to just say something. What's /s/, /ik/? Sit. And she just wants to get there real quickly. And sometimes we think, well, is she really guessing or is she, oh, my gosh, is she guessing or is she just really almost there? And then when she went, "Strawberry!" ... that confirmed that she's just saying the first thing that comes to her mind. And she's tired. We've been working on the same skill for a while, and her guesses get less and less close to what the reality is. With many children you'll see guessing happening. And we have to first break the guessing habit, and that's another thing that our routine would say. If you aren't sure of the answer, say, "I need help." Because we want children to be confident of their answers, and if they're not, to ask us for help.
The key, says Ms. Farrell, is to give children the time they need to fully master each skill. That includes having the teacher model the skill and having students repeat what the teacher says. That reinforcement allows students a chance to gradually master a concept that initially might be hard.
Autumn: Okay. /maaaaa/, /p/. Mom! /p/
Linda Farrell: Okay? We're gonna try one more. Are you ready to try one more? Let's do this. Okay. /s/. Linda Farrell: /op/ Linda Farrell: That was so fast. It's time for our lesson to end, so let's go back to class, okay? Autumn: Okay. Linda Farrell: Thank you. We'd like to thank the wonderful students and families at Windy Hill Elementary School in Calvert County, Maryland. We hope that sharing these experiences will help other children who are learning to read. Special thanks also to Kelly Cleland, Julie Donovan, Joanne Harbaugh, and their outstanding colleagues at Windy Hill Elementary ... and to Leanne Meisinger at Calvert County Public Schools. We are deeply grateful to Linda Farrell, Michael Hunter, and Nicole Lubar of Readsters for their invaluable contributions to this project.
Linda Farrell: It is. Show me the parts in mop.

Linda Farrell: Autumn was obviously still learning this. Sometimes she could to do it, and sometimes she can't. We want to make sure that Autumn has mastered all the pre-reading skills before we ever ask her to read, before we ask her to blend letter sounds ... /s/, /i/, /t/ into "sit."

Linda Farrell: If I'd had more time with her, I would have done about five words with her: "This is /mooo-n/. Do what I do." ... and try to get her brain just to feel what it feels like. What I do know is that Autumn will master onset rhyme. When she has that, because she will know beginning sounds and ending sounds and she understands that you can break a syllable apart, blending phonemes will not be difficult for her at all.

Linda Farrell: In working with students like Autumn who are so good at one level with a skill and then at the next skill level need a lot of practice, it's important to remember that we're working incrementally, we don't go from what they know to what they don't know to what they don't know, to what they don't know, to what they don't know. We're always trying to stay in teaching on the verge between what they do know and what they don't know. We want to keep their brains open to learning, which means I can learn, which is why I would go back to syllables, maybe start every lesson with blending a few syllables, just making them harder, more than two syllables. Maybe three and four. She's really good at those. And then move to something that's easy for her in onset/rime and then get a little more difficult. So it's incremental. Autumn will be a reader.

Produced by Noel Gunther
For more information about teaching reading, please visit www.ReadingRockets.org
Edited by Christian Lindstrom

Graphic Design: Tina Chovanec

Camera: Richard Chisolm

Audio: Dwayne Dell

Reading Rockets is a service of WETA, Washington, D.C.

© 2019, WETA, Washington, D.C.

# data[].attributes.attachment_link.title
Blending Sounds in Syllables with Autumn, Kindergartner

# data[].attributes.attachment_link.description
This episode focuses on phonological awareness. Reading expert Linda Farrell helps kindergartener Autumn learn to blend two parts of a syllable (onset and rime). Watch how Ms. Farrell gives Autumn explicit practice with onset and rime - a core phonological awareness skill that helps kids recognize and blend sound chunks within syllables.

# data[].attributes.body
https://www.readingrockets.org/article/simple-view-reading

# data[].attributes.attachment_link.readable_text
Aouad, J. and Savage, R. (2009). The component structure of preliteracy skills: Further evidence for the simple view of reading. Canadian Journal of School Psychology, 24 (2), 183-200.

Catts, H., Adlof, S., and Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.

Gough, P., Hoover, W., and Patterson, C. (1996). Some observations on a simple view of reading. In C. Cornoldi and J. Oakhill (eds.), Reading comprehension difficulties: Processes and intervention (pp. 1-13). Mahway, New Jersey: Lawrence Erlbaum Associates.

*Gough, P. and Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

Hoover, W. and Gough, P. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.

*Kamhi, A. (2007). Knowledge deficits: the true crisis in education. ASHA Leader, 12 (7), 28-29.

*These articles are short and easy to read.

# data[].attributes.attachment_link.description
The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student's reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.

# data[].attributes.body
https://safari.fultonschools.org/PORTAL/unit?unit_id=fd326436-be34-11eb-8101-246e96145ea0&course_id=532e7b5c-be34-11eb-8101-246e96145ea0

# data[].attributes.headline
Words & Sentences for Dictating by Skill

# data[].attributes.subject
Words & Sentences for Dictating by Skill

# data[].attributes.body
https://www.spencerlearning.com/downloads/ultimate-phonics-word-lists.pdf

# data[].attributes.attachment_link.description
Here are all the free phonics word lists and decodable sentences taught in the Ultimate Phonics Reading Program. That's over 4,400 words and 2,100 sentences organized into 262 phonics lessons that raise reading level.

# data[].attributes.headline
Grade 1- Unit 5 "Developing a Deeper Understanding of Characters"

# data[].attributes.subject
Grade 1- Unit 5 "Developing a Deeper Understanding of Characters"

# data[].attributes.body
https://safari.fultonschools.org/PORTAL/unit?unit_id=ce54c0cb-be87-11eb-8101-246e96145ea0&course_id=dca6abd0-be45-11eb-8101-246e96145ea0

# data[].attributes.body
https://safari.fultonschools.org/PORTAL/unit?unit_id=487efd8d-bf01-11eb-8101-246e96145ea0&course_id=e8543606-be45-11eb-8101-246e96145ea0

# data[].attributes.headline
Grade 3- Unit 5 "Researching to Synthesize Information Across Texts"

# data[].attributes.subject
Grade 3- Unit 5 "Researching to Synthesize Information Across Texts"

# data[].attributes.body
https://safari.fultonschools.org/PORTAL/course?course_id=4cb724b5-a860-11eb-8101-246e96145ea0

# data[].attributes.body
https://www.fultonschools.org/cms/lib/GA50000114/Centricity/domain/248/remote%20learning/september%2028-october%202/syllableswordlist.pdf

# data[].attributes.body
https://www.reallygreatreading.com/sites/default/files/SpellingListsforDisplay_Blast__RGR03182020.pdf

# data[].attributes.headline
Advanced Word Study & Decodables (Grades 2-5)

# data[].attributes.subject
Advanced Word Study & Decodables (Grades 2-5)

# data[].attributes.body
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/Literacy/20-21_advancedwordstudy_final.pdf

# data[].attributes.body
https://www.montgomery.k12.nc.us/cms/lib/NC01000976/Centricity/Domain/640/Multisyllabic%20Words%20III%205.pdf

# data[].attributes.body
http://donpotter.net/pdf/blend_phonics_fluency_drill.pdf

# data[].attributes.headline
Grade 4- Unit 5 "Understanding Story Elements to Determine Theme"

# data[].attributes.subject
Grade 4- Unit 5 "Understanding Story Elements to Determine Theme"

# data[].attributes.body
https://safari.fultonschools.org/PORTAL/course?course_id=f6ecdf58-be45-11eb-8101-246e96145ea0

# data[].attributes.body
https://safari.fultonschools.org/PORTAL/course?course_id=02daf9f1-be46-11eb-8101-246e96145ea0