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This module was easier for me. I knew about prefixes and suffixes. I did not know that they were known as affixes. Something I didn't know was about the different kinds of suffixes. That was harder for me to understand, but with more practice and review I should be able to get it down. The rules about the changes to Y and I are a little difficult too, but I understood it more once I thought of some examples. Overall, I think this module went good for me.

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We usually double the final consonant before adding a suffix that begins with a vowel:

to a one-syllable word that ends in one vowel followed by one consonant (as in running)

when the last syllable of a multisyllable word is accented and begins in one vowel followed by one consonant (sucha s be gin' er)

We usually do not double the final consonant before adding a suffix:

that begins with a consonant to a one syllable word (such as sadly)

to a one syllable word that includes two vowels (such as sweet)

to a one syllable word that ends in two (such as jumped)

when the last syllable of a multisyllable word in unaccented ( such as o'pen ed)

Barbra J. Fox pg 216

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When adding a suffix to a word spelled with a final, silent e,

drop the final e before adding a suffix that begins with a vowel

keep the final e when adding a suffix that begins with a consonant

Barbra J. Fox pg 211

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Change the final Y to I before adding a suffix to a word that ends in a Y preceded by a consonant.

Do not change the final Y to I when a word ends in a Y preceded by a vowel

Do not change the final Y to I when adding a suffix that begins with an I to a word that ends in a Y preceded by a consonant

Barbra J. Fox pg 209

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Add -es to words that end in a y preceded by a consonant and to words that end in s, sh, ch, x, or x. Add -s to most other words.

Barbra J. Fox pg 207

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The spelling of a root word often does not change when we add a suffix that begins with a consonant to a root word that ends with a consonant.

Barbra J. Fox pg 206

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A contraction is a shortened form of two or more words. A contraction combines two or more words into a single word. An apostrophe denotes one or more missing letters. The word meaning does not change.

Examples:
isn't
shouldn't
she'll

Barbra J. Fox pg 202

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A derivational suffix affects meaning and may change the part of speech.

Examples:
noticeable
dirty
massive
fitness
joyous
historic

Barbra J. Fox pg 200

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The superlative suffix -est denotes a comparison of three or more things.

Barbra J. Fox pg 199

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Affix refers to either a prefix or a suffix

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The comparative suffix -er compares two things.

Barbra J. Fox pg 199

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An inflectional suffix changes number, affects verb tense, indicates comparison, or denotes possession.

Barbra J. Fox pg 199

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A suffix is a bound morpheme places at the end of a root word. It is common practice to place a leading hyphen before a suffix that is not attached to its root word.

Barbra J. Fox pg 197

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A prefix is places before a root word. It is common practice to add a trailing hyphen to a prefix when it is not attached to a root word (mis-). A prefix is a bound morpheme that is placed before a root word to change its meaning or to make its meaning more specific. Adding a prefix does not affect the spelling of the root word.

Barbra J. Fox pg 196, 197, 206

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For the purposes of teaching reading, a word may contists of a free morpheme, such as jump, or a free morpheme and one or mroe bound morphemes, such as -ing in jumping.

Barbra J. Fox pg 195

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Structural analysis is a word identification skill that involves the use of prefixes, suffixes, root words,  the 'words' in compound words, and the apostrophes in contractions to discover word meaning.

Barbra J. Fox pg 194

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decoding

spelling

vocabulary

fluency

comprehension

phonology (pronunciation)

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Word Recognition + language recognition = reading comprehension

WR

print concepts

letter sound knowledge

phonological awareness

phonics

morphological awareness

orthographic mapping

LR

comprehension monitoring

inference skills

background and topical knowledge

genre structure and test structure knowledge

syntactic awareness and grammatical understanding

vocabulary

reading fluency with prosody

RC

skilled reading

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Morphological awareness is thinking about the smallest unit of meaning in language (morphemes) and how they come together to provide meaning.

Examples: prefixes, suffixes, root word, and bound words

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English is a morphological language. It is both phonological AND morphological.

Example: past tense of "spill"
sounds like "spilt"
spelled like "spilled"

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Simple: one free morpheme

chair, boat

Compound: two free morphemes

teacup, houseboat

Complex: one free morpheme and at least one bound morpheme

tables, undone

Compound-Complex: two free morphemes and one or more bound morpheme

bookkeepers, unforgettable

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A bound morpheme is a morpheme that must be attached to another morpheme in order to have meaning

Example: prefixes (re), suffixes (ful), and plurals (s, es)

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A free morpheme is a morpheme that can stand alone.

Example: tree

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Morphology is they study is meaningful units of language and how they are combines in word formation. Morphology can be more than word parts. Can be categorized by both language of origin and grammatical.

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

Ex:
cat = 1 morpheme
cats = 2 morphemes
dogs = 2 morphemes
design = 1 morpheme
redesign = 2 morphemes

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I honestly did not know there were different types of syllables. It was a lot to take in at once, but it makes more sense more. I'm not sure if it is easier or harder to divide syllables now, but with more practice I think I can get this down. Especially because they all have their own rules. I also thought the information about structure literacy was interesting. In my opinion, I think we should have been teaching that way for a long time. Students should be able to know the rules about literacy and reading.

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Learn our best tips and tricks for teaching the six syllable types. A huge variety of activities and free teaching tools are included inside this post.

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Informational Text Structures and key words 

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Informational Text Structures and key words 

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Description

is a characteristic of

for example

most important

also

another

including

for instance

Sequence

first, second..

next

on (date)

initially

finally

later that day

before

after

preceding

Problem & Solution

the problem is

a solution is

as a result of

solve

help

one answer is

Compare & Contrast

causes

effects

as a result of

since

because

for this reason

consequently

produces

if...then...

therefore

Cause & Effect

is similar to

is different from

although

instead

however

similarly

on the other hand

likewise

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https://www.edutopia.org/article/powerful-approach-reading-instruction

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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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Another way to analyza the syllable is to divide it inot the onset and rime. The onset is the consonant letter(s) that begin the syllable, and the rime is the vowel and everything that follows the vowel.

Barbra J. Fox pg 191

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If the first vowel in a two-syllable word is followed by a single consonant, that consonant often begins the second syllable.

When two like consonants appear together, the second is generally silent (as in ribbon).

When two vowel letters are separated by two consonants, the syllable division is generally between the consonants (as in ribbon).

If the first vowel in a two-syllable word is followed by a single consonant, that consonant often begins the second syllable

Divide a compound word between the two "words" that form the compound, as in cowboy (cow boy).

Generally do not syllabicate between the letters of a consonant digraph or consonant blend (cluster).

Consonant blends (clusters) are often in the same syllable.

Generally do not syllabicate between the letters in a diphthongs or long vowel digraph that represent one phoneme

Prefixes and suffixes usually form separate syllables from the root word (-ed does not form a separate syllable when it represents /d/ or /t/).

If the last syllable of a word ends in le preceded by a consonant, that consonant usually begins the last syllable

Barbra J. Fox pg 177, 178, 179, 180, 181, 182, 183, 184

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We consider one-syllable words to have a primary accent.

In general, prefixes and suffixes (affixes) form separate syllables.

A compound word is made up of two or more words that combine to form an entire new word. The accent usually falls on or within the root word. In compounds words, the primary accent usually falls on or within the first "word".

The placement of the accent may differentiate between a noun and a verb in words that are spelled alike. The accent usually falls on the first syllable of a noun.

When there is a double consonant within a word, the accent usually falls on the syllable that closes with the first letter of the double consonant.

In most multisyllablic words ending int he suffix -tion, -sion, or -ic, the primary accent falls on the syllable preceding the suffix.

When a vowel phoneme in the last and closed syllable of a word is composed of two vowel letters, that syllable is most often accented.

When there is no other clue, the accent most often falls on the first syllable of a two-syllable word.

Barbra J. Fox pg 170, 171, 172

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One syllable in a multi syllable word receives more emphasis, or greater stress, than the other syllables. In multisyllabic words, more than one syllable may be stressed. The vowel phoneme is the most prominent part of the syllable. Vowels behave differently in accented and unaccented syllables.

Barbra J. Fox pg 169

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C-closed
L-cLe
O-open
V-vowel teams
E- silent 'E'
R- 'R' controlled

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In a multisyllabic word, there is always one syllable that receives more stress, or accent, than the other syllables.

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When -le is at the end of a word and there is a consonant before it, the final syllable in that word is the consonant+le. Consonant+le syllables always make the schwa sound. Always keep the consonant +le together when dividing syllables.

Examples:
ble
cle
dle
gle
tle
ple
zle
kle

*slides

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This type os yllable happens when a vowel is followed by the letter 'r'. The 'r' affects the sound of the vowel. These syllables are ar, er, ir, or, and ur. Some of these can be tricky because er, ir, ur, all make the same sound.

*slides

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Vowel team syllables have two or more letters that represent long (or short) vowels, variant vowels, or diphthongs. These end with the vowel sound, such as in the words high, clay, or snow, or end with a consonant such as in the words boat or moon.

*slides

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These are vowel-consonant-silent 'e' syllables. These syllables generally represent the long vowel sound. Some exceptions to this are words like give, have, love. This goes along with the English orthography in that no English words end with the letter v so there is a silent 'e' added.

*slides

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Open syllables contain one vowel that represents its long vowel sound. Open syllables always end with a vowel phoneme

Examples:
go
be
see
tie

*slides

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Closed syllables make up about 53% of all English syllables. They have one vowel letter that represents its short vowel sound. They can end in one or more cosonants.

Examples:
est-ab-lish
trans-at-lan-tic
un-in-hab-it-ed

*slides

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The English language can be decomposed into phonemes (the smallest sound units) and syllables (large sound units). We have 6/7 kinds of syllable types. The syllable is the unit of pronunciation. There is one vowel phoneme in each unit of pronunciation.

Barbra J. Fox pg 168

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Though this week was a little harder for me, I do think I learned some valuable things. It is harder for me to hear the difference in some vowel phonemes. For example, the difference between the short a and the umlaut a. I did like all the information though and I definitely understand the difference of long and short vowels a lot better now.

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https://www.teachthought.com/education/costas-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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https://www.youtube.com/watch?v=AO-EqoT60V0

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There are 44 phonemes of the English Language. The consonants call into two groups: the 18 represented by single letters and the 7 digraphs. The 19 vowel phonemes also fall into two groups: 15 represented by single vowel letters and 4  represented by two-letter combinations.

Barbra J. Fox pg 138

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A syllable must have only one vowel phoneme. When 2 vowels appear together in an accented syllable (or one syllable word), he first usually represents its long sound and the second is silent.

Barbra J. Fox pg 133

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A vowel-digraph is a two letter grapheme that represents one vowel phoneme. They are oo with a macron as in "food" and oo with a breve as in "hook".  Hook serves as a good key word for the phoneme represented by the oo with a breve is we see a resemblance between an elongated breve and a hook. A mental image of the flat surface of a stool may help you remember that the key symbol oo with a macron represents the sound heard in stool.

Barbra J. Fox pg 130 and 131

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A diphthong is a single-vowel phoneme, represented by two letters resembling a glide from one sound to another. A diphthong begins with one vowel phoneme and then changed (glides) into another phoneme. They are oi and ou. Oi as in oil and ou as in house.

Barbra J. Fox pg 127

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If the only vowel in a word or syllable is followed by l or w, the vowel will be affected by that l or w

Barbra J. Fox pg 124

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If the only letter in a word or syllable is followed by r, the vowel will be affected by that r. The five r controlled vowels represent only 3 pronunciations.

Barbra J. Fox pg 124

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û is used to represent the vowel phoneme heard in fur.

Barbra J. Fox pg 123

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Ô represents the vowel phoneme heard in "ball", "raw", "caught", "walk", "broad", "fought", "tall", and "coffee"

Barbra J . Fox pg 121

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This is an umlaut. It is a vowel with two dots on top. The a umlaut represents the sound heard in "father", "arm", "calm", "hearth", "sergeant", and "bazaar"

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The schwa is used to indicate the pronunciation of the vowel phoneme in many unaccented syllables. It looks an inverted e. It is used to indicate the soft "uh" sound in unaccented words or syllables.

Examples:

comma

chicken

family

melon

circus

diploma

Barbra J. Fox pg 116

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I want to be a Schwa (It's never stressed) Australian Version Schwa Unstressed Vowel Syllables song

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An exception to the closed-syllable generalization is found in words in which the i is follows by gh. The i represents the long sound and the gh is silent. Another exception is when i or o is followed by LD, the vowel usually represents the long sound.

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An open syllable ends with a vowel phoneme

Examples

GO

SO LO

ME

FE ver

TI ger

PA per

Open syllables will have CV pattern. a single vowel in an open accented syllable often represents its long sound. The vowel-consonant pattern for an open syllable is CV.

Barbra J. Fox pg 109

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When a one syllable word has two vowels, one of which is the final e, the e is silent and the first vowel usually represents its long sound. This is VCe pattern.

Barbra J. Fox pg 102

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When a word (or a syllable) has two vowels, one of which is a final e, and the two vowels are separated by two consonants, the first vowel often represents its short sound and the final e is silent. This is the VCCe pattern.

Barbra J. Fox pg 102

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You will notice that the vowel in an unaccented syllable represents more of an "uh" sound and not the phonemes you hear in "edge" or "igloo". We tend to shorten the vowel sounds in unaccented syllables.

Barbra J. Fox pg 101 and 111

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The accented syllable in a multi syllable word receives greater stress than other syllables. The vowel phoneme is an accented syllable is easier to hear. A single vowel in a closed accented syllable usually represents the short sound of the vowel.

Barbra J. Fox pg 101

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A closed syllable ends with a consonant phoneme.

Examples:

CHIM ney

MEN

SUN

CAN

WIN dow

WISH

beGIN

One vowel in a closed syllable usually represents its short wound.

VC and CVC

Barbra J. Fox pg 100 and 101

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A syllable only has one vowel phoneme

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The most common vowel-consonant pattern is that of VC (vowel-consonant), in which the V (vowel) represents its short sound. The VC pattern gives clues to the pronunciations of unknown word. We would expect the vowel to represent the short sound.

Barbra J. Fox pg 99 and 100

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These make the same sound as their name. These have a macron.

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a: apple
e: edge
i: igloo
o: ox
u: umbrella

These have a breve

Barbra J. Fox

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A can represent at least 5 different phonemes

Barbra J. Fox pg 95

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W is a consonant when it represents the phoneme hear in "wagon". As a vowel, the w represents no distinct phoneme of its won. W is always used in combination with another vowel, as in few, cow, and grow. The vowel w always precedes another vowel.

Barbra J. Fox pg 95

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Y only functions as a consonant when it represents the phoneme heard in "yo-yo". When Y is a consonant, it is always the initial  letter in a word or syllable. It is always found before the vowel. The vowel Y is often silent, while the consonant Y is not. Y represents no vowel sound of its own. When Y is a vowel, its pronunciation is shown by the key symbols we associate with the i or e. When y is the final letter of a two syllable word, it represents the long sound of e.

Barbra J. Fox pg 94

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a,e,i,o,u and sometimes w and y

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There are 44 phonemes all together and 19 of them are vowel phonemes.

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I feel like I have learned a lot these last couple of weeks. I learned the difference between a digraph and a blend, or cluster. I also learned that all syllables must have a vowel in them. The voice and unvoiced phonemes were interesting to me because we make the same shape with our mouths but the sounds are different. I also learned certain things about specific digraphs. A lot of things are starting to make sense to me now with the information from the recent weeks.

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https://campusweb.howardcc.edu/ehicks/YE618/Mastering%20American%20Pronunciation/Voiced_Voiceless_Sounds/Voiced_Voiceless_Sounds_print.html

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http://fcrr.fsu.acsitefactory.com/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/k1_phonics/k1_encoding_and_decoding/k1_p038_digraph_delight.pdf

http://fcrr.fsu.acsitefactory.com/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/k1_phonics/k1_encoding_and_decoding/k1_p038_digraph_delight.pdf

https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/k1_phonics/k1_phonics_onset_and_rime/k1_p026_onset_and_rime_slide.pdf

https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/k1_phonics/k1_phonics_onset_and_rime/k1_p029_rime_closed_sort.pdf

https://fcrr.org/student-center-activities/kindergarten-and-first-grade

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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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synthetic phonics

analogy phonics

analytic phonics

embedded phonics

Group 1 slides

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A 1994 poll found that 70% of teachers believe that reading is the most important skill for a child to learn

Goals of early reading instruction include: automatic word recognition (fluency), comprehension of text, development of a love of literature and a desire to read

Approximately 16% of irregular English words appear with the greatest fluency in text. Although these words are taught as sight words, the reader must pay attention to spelling patterns to store them in their memory

One of the early hurdles in teaching reading, is the teaching of the alphabetic principle

Children must understand that the series of symbols we call the alphabet maps onto the sounds of our language in roughly predictable ways

The main focus of Phonic instruction is to help students become skilled readers

To have automatic word recognition, in other words to be able to read and identify words accurately

Since phonics involves a relationship between sounds and the spelling of words, it helps students decode words

Phonics instruction helps the reader to map the sounds into spellings, which in turn helps the reader decode the words. Decoding aids in developing word recognition.

When children begin to recognize large amounts of words, their reading fluency improves. As the child sees those words repetitively, they become stored in their brains which will help the child recognize the word by sight.

Reading fluency improves reading comprehension. When a child is able to recognize the words by sight they are no longer decoding the words so their attention is now on the meaning of the words they are reading.

Group 1 slides

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One-syllable words may not have an onset. However, a one-syllable word must have a rime.

Barbra J. Fox pg 163

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A word family consists of words that are spelled with the same rime and that, when pronounced, rhyme; that is, they have the same vowel and ending consonant phonemes.
Examples of word families:

bed, red, led

cat, fat, rat

sun, fun, run

Barbra J. Fox pg 120

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The rime consists of the vowel and the consonant(s) that follow the vowel at the end of the syllable.

Barbra J. Fox pg 159

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The onset is the consonant letter(s) that precedes the vowel in a syllable. The dictionary defines an onset as a "beginning or commencement". Therefore, a syllable begins with an onset. An onset consists of one or more consonant letters.

Barbra J. Fox pg 157/158

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We distinguish a blend from a consonant digraph by the fact it represents two or more phonemes blended together. The digraph represents a single sound,

Barbra J. Fox pg 86

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The common blenders are represented by the letters r, l, and s. However, there are clusters that do not contain these letters.

Barbra J. Fox pg 86

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A consonant cluster is composed of two or more consonants that blend together when sounded to form a consonant blend.

Some people call it clusters, others call it blends

Barbra J. Fox pg 85

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The phoneme /ng/ is different from the others represented by consonant digraphs in that it is never heard at the beginning of a syllable, or to put it another way, it always follows the vowel.

Barbra J. Fox pg 81

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The wh digraph, like the consonant w, appears at the beginning of a word or syllable and is followed by a vowel

Barbra J. Fox pg 80

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A voiced phoneme is when we can feel the vibration in our throat when we pronounce it. We cannot feel the vibration with voiceless phonemes.

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Yes. The sh digraph is very reliable. When we see sh, we can be sure we will hear /sh/.

Barbra J. Fox pg 75

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No. If we do not hear the word, we cannot tell which key symbol to identify it with. It might be ch, k, or sh.
Example words:

chair

chalk

churn

character

chord

chaos

chiffon

machine

chute

Barbra J. Fox pg 74

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ch

sh

th

th

zh

wh

ng

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A digraph is a two-letter combination that represents a single phoneme

Barbra J. Fox pg 72