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

Phonemic is just the individual sound. "cat" /c/.

Ability to recognize and manipulate the spoken parts of words.

Includes phonemic awareness

phoneme=the smallest unit of speech in a language.

Early Phonological Awareness Skills

early phonological awareness (pre-k or k).

counting words in sentences.

rhyming:

recognition

odd word out

production

syllables:

countins

blending

segmenting

adding

deletion

Alliteration:

words that begin with the same sound (lazy Lindsey likes licorice).

Initial sounds:

Isolating first sounds (clap /c/).

Onset-Rime:

onest= letters before the vowel

rime= the vowel and everything that follows

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description, definition, & details

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Pink Cream Playful Colorful Think Pair Share Whiteboard

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Refers to a student's overall knowledge of letter names, shapes, sounds, and formation.

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 squad that the letter represents.

there are only two totally nonionic letter names; w and h

Connect to Theory

according to researchers, it is easier for students to lear a particular letter-sound correspondence if the letters sound happens to be in the letters name.

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Print Awareness- refers to a Childs understanding that print has meaning and it is used in everyday context like books, signs, labels.

Components of print awareness:

Recognizing print in the environment

understanding that print is everywhere (books, sig, labels, menus).

Understanding the functions of print

knowing that print has purpose, such as telling a story, providing info, 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

infant/toddlers: exposure to print through shared reading experiences.

preschoolers: beginning to notice and asl about letters and words in their environment.

Kindergarteners: developing a more refined understanding or print functions and directionality.

Influencing Factors:

home environment: availability of books, exposure to reading.

teacher interaction: classroom print-rich environments, read-aloud.

Strategies for teaching print awareness:

interactive read aloud:

point out print elements during read-aloud sessions (e.g., tracking text with a finger, discussing punctuation).

labeling the classroom:

label objects in the classroom (e.g., "window", bookshelf") to help children connect written words with objects.

Print-Rich Environment:

create a classroom environment full of print (posters, charts, word walls) 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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The idea that phonemic awareness and phonics are important to the structure of English.

The term 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 these words in orthographic memory.

An essential component of effective reading instruction - one of the five big ideas or pillars that should be addressed by effective reading programs.

Decoding

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

Can be in or out of context

Phoneme: smallest unit of speech

Grapheme: represents a phoneme

Orthography: a writing system for representing a language

English orthography has many patterns 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 or j

Graphemes

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3 commonly confused terms;

Site Word - common misconception- have a certain # of words memorized by a certain time.

definition - a word in someones vocabulary that they recognize on site.

each persons is different based on what they do daily. i.e. brain surgeon vs teacher, farm girl vs city girls.

High Frequency Word (pg244) - common misconception- high frequency words are the only site words.

definition; a word that happens with an increased amount of frequency in text.

Irregular Words- common misconception- often interchanged with site words and high frequency words.

definition; a word contains at least one spelling feature that is not predictable. i.e. was, 3 sounds, the w is the only predictable feature in this word. often why children spell it wuz. i.e. one, the n is sort of predictable. two, the t is predictable.

over 50% of the words in our language are 100% predictable

80+% of our words are predictable minus one feature.

12% are completely irregular. i.e. army cornol.

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This book intentionally has errors so students can pick out and recognize the directionally of the text.

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Throughout the big book, you can easily pause throughout the reading to address ELA standards. Especially like on page 2 where there are both types of punctuation, an exclamation point and a question mark. Asking students to identify the capitol letters, top of page, bottom of page, etc. Using the pointer the read across from left to right.

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Becoming Aware of Print

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EL 312A Narative Reflection (#3) Print Awareness

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Pronunciation of English and Spanish Letter Names

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Pronunciation of English and Spanish Letter Names

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FCRR STUDENT CENTER ACTIVITIES

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https://kstatelibraries.pressbooks.pub/teachingliteracydraft/chapter/phonemic-awareness/

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High Frequency Words (regular and irregular)

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High Frequency Words (regular and irregular)

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Pg 244 teaching reading sourcebook

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University of Florida Literacy Institute

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University of Florida Literacy Institute

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help with high frequency and low frequency regular and irregular words. teaching resource

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Many common words present challenges to children because they are irregular in some way. An irregular word is a word that presents a challenge for decoding. These words contain elements that do not follow the most common letter-sound correspondences. Some words are permanently irregular. In these words, the sounds of the letters are unique to that word or to a very small number of words. Other words are temporarily irregular. This means that the student has not yet learned the letter-sound correspondences in the word.

Although irregular words can be challenging, there are effective methods for teaching them. The good news is that, in most common irregular words, only one or two letters don't adhere to expected phoneme-grapheme correspondences. This means children can learn to decode most of the word, and they only have to learn one or two letters "by heart." The Heart Words materials below can be used to teach irregular words this way. This approach can promote children's orthographic mapping.

Once an irregular word has been introduced and taught, which includes sounding out the decodable parts and recognizing the part(s) that need to be learned by heart, flash cards can be an effective tool for practice. For many readers, irregular words are committed to memory after only a few (1-4) exposures. A struggling reader may need 20 or more exposures to the same word before it can be recognized on sight.

Here's a helpful article about teaching irregular words.
https://www.readingrockets.org/article/new-model-teaching-high-frequency-words
Irregular "Heart" Words

This collection of "heart word"slides contains some words that are permanently irregular and others that are temporarily irregular. Each slide includes teacher guidance in the notes section to explain the irregularities in the word. You can also download and print these Heart Word Cards on card stock.
Heart Word Slides (PowerPoint) Heart Word Slides (Google Slides) Heart Word Tutorial
Irregular Word Cards

We also have traditional irregular or "hot" word flash cards and word slides for reviewing with children.
Irregular Word Flash Cards (PowerPoint) Irregular Word Flash Cards (Google Slides) Irregular Word Slides (Powerpoint) Irregular Word Slides (Google Slides)
Tutorials and Sample Lessons
Sample Lesson - Irregular Words

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Irregular and High Frequency Words | UF Literacy Institute

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Many common words present challenges to children because they are irregular in some way. An irregular word is a word that presents a challenge for decoding. These words contain elements that do not follow the most common letter-sound correspondences. Some words are permanently irregular.

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zoom sample lesson- irregular (heart) words

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zoom sample lesson- irregular (heart) words

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List of Free Decodables

The short vowels skill explainer has everything you need to teach this, including lesson plans, student practice activities, and videos of great classroom instruction.

Review of All Patterns Previously Taught

One-Syllable Magic 'e' (also known as Silent 'e') Words

Related Content

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Reading Universe | Free Decodable Texts for Each Phonics Skill

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Decodable texts are simple passages or books made for beginning readers that offer practice with specific phonics patterns.

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Syllable Types:

our language can be decomposed into:

smallest sound units(phonemes)

larger sound units (syllables)

there are 6 or 7 syllable types in our language

this code/generalization can be largely applied to English test to aid in decoding with a higher degree of automaticity

this is a part of structured literacy instruction

Closed Syllables

Make up approximately 53% of all English syllables

Contain one vowel letter that represents a short vowel sound

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

Many academic words are just a series or closed syllables (and nonsense words)

est-ab-lish

trans-at-lan-tic

un-in-hab-it-ed

sit

Open Syllables

Contain one vowel letter that represents a long vowel

Ends with the vowel letter (vowels=open sounds)

Vowel-Consonant-E Syllables (Magic E, Sneaky E)

Generally represent long vowels 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)

Vowel Team Syllables

contain 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)

Consonant + LE Syllables

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EL 312A Narative Reflection (#3) Print Awareness