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Explicitly thinking about the smallest units in language, which are called morphemes, and how they come together to provide meaning about the words we hear and read.

Examples:

prefixes

suffixes

root words

bound roots

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Morphemes are the smallest unit of meaningful parts in our language.

Example:  cats = 2 morphemes

cat --> means one

s --> means more than one

Morphology is the study of meaningful units of language and how they are combined in word formation.

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Free:  a morpheme that can stand alone

ex. tree

Bound:  a morpheme that must be attached to another morpheme in order to have meaning

ex. prefixes (re), suffixes (ful), plurals (s, es)

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Simple - one free morpheme

ex. chair, boat

Compound - two free morphemes

ex. teacups, houseboat

Complex - one free and at least one bound

ex. tables, undone

Compound Complex - two free and one or more bound

ex. bookkeepers, unforgettable

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

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Syllable Types & the Order of Introduction

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Syllable Types & the Order of Introduction

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Closed Syllables (1)

makes up 53% of all English syllables

contains one vowel letter that represents a short vowel sound

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

Open Syllables (2)

contains one vowel letter that represents a long vowel

ends with the vowel letter (vowel = open sounds)

VCe Syllables (3)

generally represents long vowel sounds

ex. exceptions:  give, love, have

words in the English language cannot end in v or j

ends with silent e (bossy e, magic e, final e)

Vowel Team Syllables (4)

contains 2+ 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 (5)

when a vowel is followed by 'r', the letter affects the sound of the vowel (bossy r)

Consonant + LE Syllables (6)

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

exceptions:  pick/le

examples:  bub/ble --> buble

limited number of consonant +le syllables

-ble

-cle

-dle

-fle

-gle

-tle

-ple

-zle

-kle

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This is an example of a worksheet that could be provided to students to help them learn their syllables.

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This article discusses an effective approach to reading instruction called structured literacy. Within structured literacy, teachers start with the foundation of reading (phonemes), and then help students build off of that knowledge. Structured literacy is not only beneficial for struggling readers, but all students.

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A research-based method of instruction that helps struggling readers is appropriate to use with all students.

The first time I met my adult student Mary, she was skeptical but desperate. She was a treasured bus driver for the local school district and had recently received word that the route she had driven for 20 years was about to change. She would have to navigate a new route filled with unfamiliar street signs. Mary had come to the literacy council where I worked to confront the secret she had kept for decades from coworkers, friends, and family: She couldn't read.

At first, she doubted I could help, and I have to admit, so did I. I had to imagine other, more qualified teachers had tried and failed before.

Although this was my first formal teaching position, I wasn't totally lacking in experience. The prior summer I had prepared for teaching at the literacy council by taking a workshop in the Wilson Reading System, a literacy program based on the Orton-Gillingham method. I practiced the method with students at the Children's Dyslexia Center in New Jersey and found that the approach, when followed with fidelity, effectively taught reading to children in even the most difficult cases. Nothing had seemed to work for Mary before, but maybe no one had given this method a try.

To our amazement, in a few short sessions the concepts that had eluded Mary for decades began to stick, until she was reading and spelling on her own for the first time in her life.

More than once we ended sessions with tears welling, touched by her newfound access to print. But equally palpable was the realization that she could have learned to read all along but hadn't been exposed to the right approach.

What Is Structured Literacy?

Structured Literacy is a term coined in 2016 by the International Dyslexia Association to unify the many names for this research-based approach. Also known as Orton-Gillingham, phonics-based reading instruction, systematic reading instruction, and synthetic phonics (among others), this method has been around for nearly a century.

In the late 1920s, physician Samuel T. Orton partnered with Teacher's College educator Anna Gillingham to create a method of reading instruction that would better support the needs of his patients with reading difficulties. He believed that these difficulties were brain-based and not supported by the popular rote memorization method used to teach reading at the time.

The method Orton and Gillingham devised was phonics-based, systematic, explicit, and highly structured, with multisensory elements to help learners retain the concepts that eluded them. This is the same method we call Structured Literacy today.

Because Structured Literacy was originally devised to support students who struggle with reading, many educators assume that the approach is only for remedial instruction. But Structured Literacy is appropriate for the general education classroom because it supports the reading acquisition of all students.

When a Structured Literacy program is taught in general ed classrooms, teachers may find that 5 to 10 percent of students will still struggle to master the concepts and need to be referred to intervention to intensify instruction. A unified Structured Literacy approach within a school's Response-to-Intervention (RTI) framework allows teachers in each tier to use the same curriculum to scaffold the learning and intensify the instruction as needed, with extra repetition, smaller group sizes, and/or increased instructional time.

How It Works

In Structured Literacy instruction, teachers guide students through systematic mastery of the smallest units of sounds (phonemes) and build upon that knowledge by introducing new, more complex material (morphemes and lexemes) in a structured and cumulative way. Structured Literacy teachers are explicit about the ways English is predictable and unpredictable by teaching the linguistic rules behind spelling and the exceptions to those rules.

In Structured Literacy lessons, teachers work on phonemic awareness, decoding skills (blending phonemes to make words), encoding skills (segmenting words into phonemes or morphemes), sight words, and reading fluency. Teachers follow the scope and sequence, covering one syllable at a time until all six syllable types are taught (closed, open, vowel-consonant- e, r-controlled, vowel pair/diphthong, and consonant- le).

Teachers cover these key components of reading instruction: phonemic awareness, phonological awareness, reading (decoding), spelling (encoding), sight words, reading fluency, and comprehension.

Why It Works

In Structured Literacy instruction, teachers review previously taught concepts in each lesson and introduce new material to keep the student stimulated and engaged. Built into this design is the understanding that while a student who doesn't struggle with reading difficulties can master a concept in one to five exposures, a student who struggles with reading difficulties may take upward of 25 exposures to master a concept.

Structured Literacy teachers are also diagnostic, evaluating concept mastery both informally in each lesson (through reading observation and written dictation) and formally at the end of each step in the scope and sequence. Teachers respond to student progress or lack thereof by moving at a pace led by student progress, not the curriculum.

There are many published programs that make implementing Structured Literacy in your classroom easier by providing lesson plan maps, scope and sequence, and detailed explanations of the spelling rules that you'll need to explicitly teach to your students. Some of the programs popular with districts, schools, and teachers are:

I stopped working with Mary after a year due to a cross-country move. I helped her new tutor get training and left my materials with him so Mary could continue the program. A few years ago, I received an email written by Mary herself: "Dear Jessica, the seed you planted all those years ago is still growing. Just thought you'd like to know."

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A Powerful Approach to Reading Instruction

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A research-based method of instruction that helps struggling readers is appropriate to use with all students.

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I didn't realize that there were so many different syllable types. I also don't recall learning about syllables or syllable types other than clapping the syllables in words.

Learning about syllables in this class opened my eyes to a world of syllable types, and how I could implement this type of learning in my class to better help my students.

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This consists of open and closed vowel patterns, final -e (silent -e, magic -e), and long and short vowels.

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This resource can benefit teachers in identifying where in spelling students are struggling in order to help them, rather than just marking them wrong on a word without doing something about it.

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This article explains more about spelling, the importance, and best practices to help students rather than just assessing whether or not they know how to spell a word, and end it there.

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Differentiating spelling instruction using evidence-based approaches helps students develop a skill that is vital to their reading ability.

©iStock/monkeybusinessimages

We live in a literate society, where conventional spelling is a necessity if a person wants to be taken seriously at work. But spelling instruction is often neglected-taught as an isolated task primarily consisting of whole group instruction, a uniform spelling list, and weekly tests.

There is solid research demonstrating that spelling is important. Explicit, systematic spelling instruction has been shown to improve performance in reading fluency and comprehension. In fact, practice at spelling helps a student's reading ability more than practice at reading helps spelling.

And spelling ability is a reliable predictor of reading ability. In " How Spelling Supports Reading," Louisa Moats discusses research showing that learning to spell and learning to read are connected-they draw on similar cognitive practices and on the same knowledge, such as the relationships between letters and sounds.

There is also a strong correlation between ease with spelling and writing fluency. Students who must dedicate a lot of time to basic skills like handwriting, spelling, and grammar when they're drafting lose valuable cognitive resources needed for fluent writing. Ultimately, they lose their voice because all too often they get stuck trying to spell a word. Before children can give attention to planning, organizing, and constructing written pieces, they must first become fluent in handwriting skills and spelling.

So being able to spell well is important. As Moats says, "The benefits go well beyond good spelling. For young children, research clearly indicates that spelling supports learning to read, and for older children, it's likely that learning about meaningful relationships between words will contribute to vocabulary growth and reading comprehension."

To meet students where they are, we must understand the progression of spelling development and determine their needs and how to develop their spelling abilities.

Understanding Spelling Development

The alphabetic layer represents letter and sound correspondences.

The pattern layer looks beyond letter-sound relationships and focuses on patterns that guide the grouping of letters such as vowel categories. Understanding letter patterns helps students develop fluency in oral reading and writing.

The meaning layer relies on groups of letters (prefixes, suffixes, and Greek and Latin stems) to provide meaning.

As students learn to spell, they advance in their understanding of three so-called layers of words: the alphabetic, pattern, and meaning layers. Spelling is not a skill of rote memorization, but instead requires an understanding of the spelling system.

Following this progression allows students to build upon their word knowledge, become more informed and flexible with spelling strategies, and make connections between spelling and meaning.

Spelling Assessment

When looking at students' spelling, it is essential to go beyond their mastery of the weekly word list. This is an opportunity to dig a little deeper and evaluate students' understanding of sounds and patterns.

For example, what do students do correctly? What words do they frequently misspell? Are there common errors? The diagnostic possibilities of examining students' spelling include allowing the teacher to construct small, homogenous groups for word study and to truly understand the relationship between the students' development and the instructional opportunities.

Quick Phonics Screener is an informal phonics assessment that can be used to identify a student's abilities and instructional needs in phonics and decoding.

Primary Spelling Inventory considers a student's spelling skills to determine the developmental level and spelling stage. It brings together what the student has mastered and what skills need attention.

Spelling inventories are an effective tool in identifying mastery of word elements and specific weaknesses.

Developmentally Appropriate Word Study

Word study is an evidence-based approach that can be used during small group instruction. It's an explicit, systematic approach to teaching word structure based on letter-sound relationships, word patterns, and word meaning. Word Sorts from Words Their Way are one effective means of exploring words during word study (word games and word hunts are two others). In Word Sorts, students explore words by comparing pictures, sounds, and meanings. This helps students use what they know about words and related patterns, which can be helpful in analyzing unknown words in reading and spelling. Word Sorts are directed at the student's instructional level, and are hands on, flexible, and efficient.

Understanding the spelling system and an individual student's needs gives teachers the opportunity to differentiate and design an appropriate instructional plan for all students. Utilizing small groups to deliver explicit and organized word study provides students with the foundational skills and strategies they need to become better spellers, readers, and writers.

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Differentiating spelling instruction using evidence-based approaches helps students develop a skill that is vital to their reading ability. ©iStock/monkeybusinessimages We live in a literate society, where conventional spelling is a necessity if a person wants to be taken seriously at work.

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Ineffective Use of the Gradual Release Model

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Ineffective Use of the Gradual Release Model

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This section of the book A Fresh Look at Phonics by Wiley Blevins does a great job at explaining what an ineffective use of the gradual release model looks like, and what an effective use should look like.

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This video explains the Gradual Release of Responsibility, as well as each component within.

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This is a resource that provides some information about Costa's levels of questioning.

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Costa's Levels of Questioning - designed by educational researcher Art Costa - feature three tiers of questioning designed to promote higher-level thinking and inquiry.

Similar to Bloom's taxonomy, Costa's lower level prompts students to use more basic faculties; as students move up in levels, the questions prompt them to use more complex thinking skills. Through decades of research on human resilience, Dr. Costa also identified the 16 Habits of Mind, a set of behaviors that support students in navigating the challenges that often occur in school and life, in general. Several of Dr. Costa's 16 habits - thinking interdependently, innovating, gathering data, and applying past knowledge to new situations - both require and reinforce higher levels of questioning.

There is a substantive amount of research that supports Dr. Costa's schema. Newmann (1993) found that higher-order thinking compels students to "manipulate information and ideas in ways that transform their meaning," and "expects students to solve problems and develop meaning for themselves," which aligns with a constructivist view of education.

Costa's Levels of Questioning are typically illustrated using the metaphor of a house with three floors:

Level 1 questions mainly require students to work with information 'on the page.' Answers to level 1 questions are typically literal; meaning, a student can literally point to the answer on a page.

We've previously written about Bloom's Taxonomy power verbs, so you can predict that Costa's levels have their own set of power verbs, as well. Here are a few that you might find at the start of Level 1 questions:

Level 1 questions by content area might look like these examples:

Science: Label the parts of an animal cell.

Math: Recite the formula for finding the volume of a cylinder.

Social Studies: Match the name of the monarch to their respective country.

English Language Arts: Locate the place in the plot where the climax occurs.

You can see how most of these Level 1 power verbs require students to recall information, which is an important skill in its own right. Nonetheless, teachers should strive for the majority of their questions to fall in Level 2 or 3, which challenge students to use higher-order thinking skills.

Level 2 questions go a step further than Level 1, prompting students to process information by 'reading between the lines.' While students may need to use literal information to formulate their responses, Level 2 requires them to process that information with what they already know in order to make new connections.

Here are some examples of Level 2 power verbs:

Level 2 questions by content area might show up in the following ways:

Science: Compare the processes of mitosis and meiosis.

Math: Classify the geometric shapes according to their number of sides and angles.

Social Studies: Assemble the following historical events in the order of significance, from most to least.

English Language Arts: Analyze the impact that the author's tone has on the overall meaning of the text.

Can you see how Level 2 questions go a step further than Level 1? More than simply regurgitating information, learners take it and 'do something' with it. They categorize, make distinctions, and compare/contrast it against another part to see how it affects the whole. These kinds of skills can stimulate curiosity and build a bridge to the questions that really generate creativity and higher-level thinking.

While Level 1 questions prompt students to work with input, and Level 2 questions challenge them to process that input in order to make new connections. Here, students engage in the highest-level thinking skills to create an output. This could result from making evaluations and analyses, testing solutions to various problems, or making predictions.

We've included some examples of Level 3 power verbs below:

Level 3 questions by content area might look like the following:

Science: Based on data from the last decade of hurricane activity in the southeast U.S., predict how the frequency of hurricane activity will change in the next ten years.

Math: Rate the probability of a presidential candidate winning the election based on securing the electoral votes from the following U.S. states: Florida, California, Virginia, New York, Illinois.

Social Studies: Create a social compact that considers the effects of globalization and technological advancement in the 21st century.

English Language Arts: Build an argument that defends or refutes mandatory employee vaccination policies in the United States.

Whether planning for discussion-based activities, project-based learning, or independent inquiry, teachers should strive to orient the majority of student thinking and engagement at Levels 2 and 3. Assessments that prompt students to recall basic facts (such as the date of a historical event, or the name of an author, or the formula for an equation) don't really assess students' ability to apply new skills or information to new contexts. A Level 2 or 3 question would challenge students to make connections with basic information. For example, instead of recalling a mere date, a more open-ended question would ask students to predict, based on the time in history that a particular event occurred, the likelihood of it recurring, given a similar sociopolitical atmosphere. Along the same lines, rather than recalling the names of famous authors, a teacher might challenge students to make an argument for how an author would write about a particular modern issue.

In "A Talk to Teachers," James Baldwin described the paradox of education: "As one begins to become conscious, one begins to examine the society in which [they] are educated." Level 2 (and mainly, level 3) questions aim to foster this kind of reaction in students, to cause them to tilt their heads, do double-takes, point out discrepancies, disrupt the status quo, identify flaws in current institutions, and create innovative solutions for those flaws. These are the questions that inspire us to come up with more questions, to think about our thinking, and to evolve - both as individuals and societies.

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Costa's levels of questioning feature three tiers of questioning designed to promote higher level thinking and inquiry.

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I remember substituting in classrooms, and having to work with students on CVC worksheets. I curious what CVC was as I don't recall it from my personal experience in elementary school. This unit opened my eyes to CVC more, and I was able to recall those worksheets from substituting and put them together.

Another thing that I really enjoyed learning about during this unit was spelling list, and what effective spelling lists and testing looks like. I plan to implement the "Spelling Inventory Information" in my future classroom, as I believe that it will help me with knowing what each student is struggling on specifically, as well as help my students because I am pinpointing their struggle(s) and doing something about it.

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Phonics involves matching letters to their sounds in order to decode words.

Phonics is important for students because it helps with alphabetic principles and learning to read.

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Phonics v. Balanced Literacy:  A Classroom Comparison

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Phonics v. Balanced Literacy:  A Classroom Comparison

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This presentation does a great job at explaining and comparing phonics and balanced literacy.

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Phonics vs. Balanced Literacy: A Classroom Comparison

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Want to know if a K-2 classroom is using explicit, systematic phonics or balanced literacy? Explore the main instructional differences.

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This activity would be great for a literacy center. I would not do all of them at once, but work on one topic at a time. Students could write down the words that they think meet the topic in a journal.

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Understanding the Causes of Dyslexia for Effective Intervention

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Understanding the Causes of Dyslexia for Effective Intervention

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This article does a great job at explaining more about dyslexia, the behind the scenes, and effective interventions for dyslexia.

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Understanding the Causes of Dyslexia for Effective Intervention

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The perception and treatment of dyslexia is shifting from a symptom-based reaction to a neurological-based understanding of what is primarily an auditory disorder.

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I personally have had a difficult time comprehending what phonics is.

I found the "12 Little Words" activity to be very useful, and would be something that I would consider implementing in my classroom.

I also really enjoyed the "Phonics v. Balanced Literacy:  A Classroom Comparison." It did a great job at explaining phonics v. balanced literacy. One thing that stood out to me within it was word walls v. sound walls. Word walls are a part of balanced literacy, and are most common in classrooms in my experience. Sound walls are a part of phonics, and I do not think I have seen those in classrooms. I believe that both are important, and would consider including both in my classroom.

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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 those 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.

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This is some information pulled from the article linked below that I felt was key to Phonics.

**click on the image to enlarge**

https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice

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Dr. Louisa Moats does a great job explaining how people struggle with differentiating how may sounds versus how many letters are in a words.

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There are a couple of things that stood out to me regarding phonics.

Consonant Blends, Digraphs, and Trigraphs:

Consonant blends are graphemes that each represent a phoneme and maintain their own sound.

A consonant digraph is one grapheme composed of two letters that represent one sound.

A consonant trigraph is one grapheme composed of three letters that together represent one sound.

Two Approaches to Phonics Instruction:

Synthetic (follows the Science of Reading; suggested approach)

Letter names are taught.

The sound letters stand for are taught and reviewed.

The principle of blending sounds to form words is taught.

Opportunities to blend unknown words in context is provided.

Analytic (does not follow the Science of Reading)

List of words with a common phonic element.

Asked to examine the words and discover what they have common.

When a common sound is discovered, the spelling for that sound might be discussed.

Verbalize a generalization about the sound and spelling.

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It is the overall awareness of the sounds in spoken language, ability to think about and recognize larger chunks in words, and the ability to recognize and manipulate the spoken parts of words. It also includes phonemic awareness.

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"How We Remember Words, and Why Some Children Don't"

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"How We Remember Words, and Why Some Children Don't"

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In this video, Dr. David Kilpatrick explains the science behind word learning and why some children struggle.

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David Kilpatrick "How We Remember Words, and Why Some Children Don't"

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This site has great examples of ways to help struggling emergent readers.

**click on the picture to enlarge**

https://www.edutopia.org/article/8-research-backed-ways-aid-struggling-emergent-readers

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8 Research-Backed Ways to Aid Struggling Emergent Readers

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Phonological Awareness Centers:

This site has a plethora of different activities for different grade levels (K-5th). These activities can help students with obtaining phonolgical awareness.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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This infographic does a great job at explaining about morphology as well as the various components that make up morphology.

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

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This video explains more about what Phonemic Awareness is.

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Demonstrates the methods that best help children learn to read, from the earliest steps in spoken language to being able to successfully decode unfamiliar words.

https://www.reallygreatreading.com/what-is-the-science-of-reading-and-phonics

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According to the National Reading Panel (NRP), the following are the 5 key elements:

Comprehension

Fluency

Vocabulary

Phonics

Phonemic Awareness

https://www.reallygreatreading.com/what-is-the-science-of-reading-and-phonics

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This video opened my eyes to what more is included within dyslexia.

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What is dyslexia? - Kelli Sandman-Hurley

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This video is a great example of teaching phonemic awareness.

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National Center on Intensive Intervention

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Video Example: A teacher demonstrates teaching phonemic awareness

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The five red strands represent the components of language comprehension, and the three white strands represent word recognition.

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This allows students to learn how to separate the sounds of a word, and then blend the sounds to make the word.

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Reading includes various different items. There are a couple of pieces of information that stood out to me. One of them is the science of reading, which consists of methods that help students learn to read.

Another is dyslexia, which I found interesting because I always thought dyslexia was reading a 'b' as a 'd' or vice versa. However, it is more than that - it can consist of taking longer to read due to having to unscramble the letters, reading words that aren't there, or changing words around. Dyslexia can also disturb the ability to memorize.

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I personally enjoyed the article regarding ways to help struggling emergent readers. The strategy within this article that stood out to me the most were 'Teaching Sound-Letter Correspondences Faster.' I found this interesting because I thought introducing letters one at a time would help students learn them better because they only have one to focus on at a time. This is something that I will consider should I be teaching kindergarten someday.

I believe that it goes without saying that the Florida Center for Reading Research site is also great, and is filled with fun activities. This is something that I plan to implement into my classroom.

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Phonemic Awareness Centers:
This site has a plethora of different activities for different grade levels (K-5th). These activities can help students with obtaining phonemic awareness.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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There are a couple of things that stood out to me regarding phonemic awareness.

- Phonemic awareness is auditory.
- Students should be able to segment, blend, manipulate, and isolate the sounds of a word.

There are also a few mechanisms for teaching phonemic awareness that I enjoyed.

- Elkonin Sound Boxes
- Activities found on the Florida Center for Reading Research Site

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English is a Morphophonological Language

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English is a Morphophonological Language

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Phonological - we spell sound by sound
Morphological - we spell by morphemes

Example:  past tense of spill

sounds like spilld

spelled like spilled

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WR * LC = RC

Word Recognition:

print concepts

letter sound knowledge

phonological awareness

phonics

morphological awareness

orthographic mapping

Language Comprehension

comprehension monitoring

inference skills

background and topical knowledge

genre structure and text structure knowledge

syntactic awareness and grammatical understanding

vocabulary

reading fluency with prosody

Reading Comprehension

skilled reading

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Decoding
Spelling
Vocabulary
Fluency
Comprehension
Phonology (pronunciation)

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I have never heard of the term morphology before until this class, and therefore, did not know what all it entailed. After learning about it, I can say that I don't recall ever learning about these different components in my elementary schooling.

I found this topic interesting.