# data[].attributes.body
The Science of Reading is the body of research that incorporates insights and research from disciplines that includes developmental psychology, educational psychology, cognitive science, and neuroscience.

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

# data[].attributes.body
https://www.youtube.com/watch?v=cnkJ6VvDr2M&t=21s

# data[].attributes.headline
Reading can be decoded like a math formula

# data[].attributes.subject
Reading can be decoded like a math formula

# data[].attributes.body
D x LC = RC

D: decoding
LC: linguistic comprehension
RC: reading comprehension

You cannot have higher RC than D or LC

(University of Florida Literacy Institute)

# data[].attributes.body
Language Comprehension and Word Recognition are woven together to create Skilled Reading

Language recognition: Increasingly strategic

background knowledge

vocabulary knowledge

language structures

verbal reasoning

literacy knowledge

Word Recognition: Increasingly Automatic

phonological awareness

decoding

sight recognition

(University of Florida Literacy Institute) (Hollis Scarborough)

# data[].attributes.body
Pedagogy: The methods and the practices of a teacher

instructional methods

instructional materials

teacher knowledge

student outcomes

(University of Florida Literacy Institute)

# data[].attributes.headline
The Science of Reading is built up by Education, Psychology, Linguistics, and Neuroscience working together

# data[].attributes.subject
The Science of Reading is built up by Education, Psychology, Linguistics, and Neuroscience working together

# data[].attributes.body
Education

Pedagogy

Psychology: thinking/learning

memory

attention

perception

problem solving

Linguistics: Language Structure

semantics - meaning or truth

syntax - the order/arrangement of words and phrases to create sentences in a language

morphology - how words are formed

phonology - the sounds of speech

phonetics - the study of those sounds of speech

Neuroscience: Human brain

structure

function

patterns of activation

development

(University of Florida Literacy Institute)

# data[].attributes.body
Print concepts

Phonological Awareness

Phonics/Word Recognition

Fluency

Barbra J. Fox pg 14

# data[].attributes.headline
The material for each grade/year builds upon the last grade/year

# data[].attributes.subject
The material for each grade/year builds upon the last grade/year

# data[].attributes.body
Barbra J. Fox pg 14

# data[].attributes.body
what to teach beyond the standards

methods/materials

how to access learning

Barbra J. Fox pg 14

# data[].attributes.headline
Phonics: the relationship of sounds and letters

# data[].attributes.subject
Phonics: the relationship of sounds and letters

# data[].attributes.body
identify/learn

spell

read independently

develop vocab

Barbra J. Fox pg 12

# data[].attributes.headline
Students who learn earlier tend to learn faster

# data[].attributes.subject
Students who learn earlier tend to learn faster

# data[].attributes.body
Barbra J. Fox pg 12

# data[].attributes.body
Barbra J. Fox pg 13

# data[].attributes.body
hands-on

moving from presentation to practice

showing direct application to reading and spelling

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

# data[].attributes.headline
Key to decoding is to helps students have cognitive automaticity

# data[].attributes.subject
Key to decoding is to helps students have cognitive automaticity

# data[].attributes.body
With this, students are able to know certain sight words

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

# data[].attributes.body
Sight word memory is called orthographic lexicon. Students develop this by successfully decoding words.

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

# data[].attributes.body
Decoding words leveraging phoneme-grapheme relationships

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

# data[].attributes.body
Alphabetic Principle is the idea that words are made of sounds and letters represent those sounds.

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

# data[].attributes.body
Word with one vowel, usually a short vowel sound

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

# data[].attributes.body
Phonetic approach to learning sight words.

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

# data[].attributes.body
identifying and manipulating oral language parts like words, syllables. onsets, and rimes

https://www.reallygreatreading.com/content/scarboroughs-reading-rope

# data[].attributes.body
I never actually knew what phonics was. It is better to see what reading is consisted of because of the reading rope. I also think it is interesting how the science of reading is made of of four things; education, psychology, linguistics, and neuroscience.

# data[].attributes.body
Phonological Awareness is the ability to recognize, work with, and manipulate the phonological structure, or sound structure, within words.

# data[].attributes.body
phon = sounds

eme = unit of language

The phoneme is the smallest segment of speech

# data[].attributes.headline
Phonemic Awareness includes the skills of...

# data[].attributes.subject
Phonemic Awareness includes the skills of...

# data[].attributes.body
the conscious awareness of phonemes in spoken syllables

ability to conspicuously manipulate sounds

being able to represent individual phonemes in //. For example, /m/ or /k/

being able to decipher between long and short vowel sounds

PHONOLOGICAL AWARENESS PRACTICE IS DETACHED FROM TEXT

# data[].attributes.body
isolating phonemes

categorizing phonemes

blending phonemes

segmenting phonemes

adding phonemes

deleting phonemes

reversing phonemes

substituting phonemes

# data[].attributes.headline
The Phonemic Awareness meaning for students

# data[].attributes.subject
The Phonemic Awareness meaning for students

# data[].attributes.body
sentences can be broken into parts

spoken words can be broken into parts

letters can be rearranged

order of the letters matter

# data[].attributes.body
Teachers should spend at least about 20 hours per school year with their students on phonemic awareness skills

# data[].attributes.headline
Kansas Standards for English Language Arts

# data[].attributes.subject
Kansas Standards for English Language Arts

# data[].attributes.attachment_link.title
Phonemic Awareness Activities Emma Laughary

# data[].attributes.body
https://fcrr.org/student-center-activities

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
The English language has 26 letters but 44 phonemes

# data[].attributes.headline
Example of phonemic awareness in the classroom

# data[].attributes.subject
Example of phonemic awareness in the classroom

# data[].attributes.body
https://www.youtube.com/watch?v=w7sMcpsh9Ao

# data[].attributes.attachment_link.authors[].name
National Center on Intensive Intervention

# data[].attributes.attachment_link.title
Video Example: A teacher demonstrates teaching phonemic awareness

# data[].attributes.body
I am learning more about phonics. I never thought about how adding, substituting, or isolating sounds in words can help students be able to learn language itself. It seems simple but it is very important. A couple things I thought were really interesting is that how phonics practice should be detached from text and just focus on the speech and sounds, and that there are almost double the amount of phonemes in the English language compared to how many letters are in the alphabet. I think realizing these different things will help me teach my class better about the sounds in words and how to pronounce them rather than just spelling.

# data[].attributes.body
awareness of sounds spoken in language

think and recognize larger chunks in words

recognize and manipulate the spoken parts of words

includes phonemic awareness

# data[].attributes.body
begins in pre-k

counting words in sentences

rhyming (recognition, add word, production)

syllables (counting, blending, segmenting, adding, and deletion)

Alliteration: words that begin with same sounds

isolating sounds

onset-rime (onset: letters before the vowel) (rime: the vowel and everything that follows) (blending, segmenting, adding, deletion, and substituting)

# data[].attributes.body
words in sentence

rhyme

alliteration and beginning sound

syllables

onset rhymes

phonemic awareness

# data[].attributes.body
5-10 minutes daily

Instruction should be explicit

# data[].attributes.body
process of remembering words for later

as students sound out words, orthographic connections are made in the brain

we anchor spoken language at the phoneme-grapheme level, so those letter sequences become familiar

orthographic learning occurs one word at a time

we teach ourselves most of the words we know

# data[].attributes.body
Phonic decoding (sounding out)

Orthographic mapping (remembering)

# data[].attributes.body
I think this week I was really able to grasp onto the difference between phonemic awareness and phonological awareness. I thought going over at alliterations was fun. I also learned what an onset is and what a rime is. I also thought the information about the orthographic content was interesting.

# data[].attributes.body
phonics is a system of phoneme-grapheme correspondence that is the basic structure of an alphabetic orthography

it is a necessary strategy for decoding words/storing information in orthographic memory

essential for effective reading instruction

it is one of the big five pillars that should be addressed by effective reading programs

# data[].attributes.body
decoding is the ability to translate word from print to speech using sound-symbol connection/correspondences

grapheme: represents a phoneme

orthography: a writing system for representing a language

The English language has many patterns/rules that help speed decoding up

# data[].attributes.body
Consonant blends are 2 or 3 graphemes representing a phoneme and maintaining their own sounds

# data[].attributes.body
A grapheme represnts one single phoneme

Examples:

grapheme k -> phoneme /k/

grapheme m -> phoneme /m/

graphemes c&l -> phonemes /cl/, /c/, or /l/

graphemes s&t&r -> phonemes /s/, /t/, /r/, or /str/

# data[].attributes.body
Consonant digraphs are one grapheme comprised of two letters that together represent one phoneme. Digraphs can make unique sounds such as /sh/ or be another spelling for single-consonant letters.

# data[].attributes.body
Consonant Trigraphs are one grapheme comprised of 3 letters that together represent one phoneme

grapheme dge -> phoneme /j/

# data[].attributes.body
Morphemes are the smallest unit of meaning

cat -> 1 morpheme

cats -> 2 morphemes

# data[].attributes.body
Syllables: un-kind (2)

Morphemes: un-kind (2)

Graphemes: u-n-k-i-n-d (6)

Phonemes: /u/ /n/ /k/ /i/ /n/ /d/ (6)

# data[].attributes.body
Provide a word to students. Have students sound out the phonemes in the word. Place a chip in each box for each phoneme, then have them blend the word together. Can also do this for graphemes

# data[].attributes.body
this is the suggested approach based on numerous studies

follows a bottom-up model

the typical sequence of this is:

1. letter names taught

2. the sound the letter stands for is taught and reviewed

3. the principle of blending sounds to form words is taught

4. opportunities to blend unknown words in context is given

# data[].attributes.body
this is referred to as the "discovery method"

meaning-emphasis programs

students begin with words and are asked to deduce the sound-spelling relationship

the typical sequence is:

1. list of words with common phonic elements is given

2. students are asked to examine the words/discover what they have in common

3. when common sounds are discovered, the spelling might be discussed

4. verbalize a generalization about the sounds and spelling

# data[].attributes.body
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension

# data[].attributes.body
https://www.youtube.com/watch?v=J608Dbhs6J8

# data[].attributes.headline
Information about phonics in grade levels 

# data[].attributes.subject
Information about phonics in grade levels 

# data[].attributes.body
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice

# data[].attributes.body
https://funlearningforkids.com/tons-of-free-phonics-activities-for-kids-learning-to-read/

# data[].attributes.attachment_link.title
100+ Free Printable Phonics Activities for Kids Learning to Read

# data[].attributes.attachment_link.description
Are your students working hard on phonics skills? These printable phonics activities will make your literacy lessons a blast!

# data[].attributes.body
https://www.edutopia.org/article/using-games-help-improve-students-phonics-skills

# data[].attributes.body
These last few weeks I was able to learn more about the rules and specific details about phonics. I was able to learn about different resources and techniques that I could use in my future classroom when teaching about phonics. All of the different concepts embedded in phonics is really interesting to me.

# data[].attributes.headline
How many vowels and consonants in the alphabet?

# data[].attributes.subject
How many vowels and consonants in the alphabet?

# data[].attributes.body
We have 26 letters in the alphabet. Five of which are vowels, and 21 are consonants. Three of these have no distinctive phonemes of their own, which means there are 18 consonants with single-letter graphemes.

# data[].attributes.body
There are 25 consonant sounds

# data[].attributes.body
A consonant digraph is two consonant letters that stand together to make a new phoneme/sound. The consonant digraphs stand for the 7 phonemes not represented by single-letter graphemes.

Barbra J. Fox pg 72

# data[].attributes.body
A digraph is a two-letter combination that represents a single phoneme

Barbra J. Fox pg 72

# data[].attributes.body
ch

sh

th

th

zh

wh

ng

# data[].attributes.body
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

# data[].attributes.body
Yes. The sh digraph is very reliable. When we see sh, we can be sure we will hear /sh/.

Barbra J. Fox pg 75

# data[].attributes.body
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.

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
One-syllable words may not have an onset. However, a one-syllable word must have a rime.

Barbra J. Fox pg 163

# data[].attributes.body
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

# data[].attributes.body
synthetic phonics

analogy phonics

analytic phonics

embedded phonics

Group 1 slides

# data[].attributes.body
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

# data[].attributes.attachment_link.description
Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

# data[].attributes.body
https://campusweb.howardcc.edu/ehicks/YE618/Mastering%20American%20Pronunciation/Voiced_Voiceless_Sounds/Voiced_Voiceless_Sounds_print.html

# data[].attributes.body
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.

# data[].attributes.body
There are 44 phonemes all together and 19 of them are vowel phonemes.

# data[].attributes.body
a,e,i,o,u and sometimes w and y

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
A can represent at least 5 different phonemes

Barbra J. Fox pg 95

# data[].attributes.body
a: apple
e: edge
i: igloo
o: ox
u: umbrella

These have a breve

Barbra J. Fox

# data[].attributes.body
These make the same sound as their name. These have a macron.

# data[].attributes.body
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

# data[].attributes.body
A syllable only has one vowel phoneme

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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