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

Ability to think about and recognize larger chunks in words.

Ability to recognize and manipulate the spoken parts of words

Includes phonemic awareness (the ability to recognize and manipulate individual sounds)

Phoneme: the smallest unit of speech in the language

skills begin in preschool

Early Phonological Awareness Skills

Counting words in sentences

Rhyming

recognition (lace/race, best/nest, plan/bike)

odd word out (cake, corn, shake)

production (a word that rhymes with man)

Syllables

counting (crick-et [2], e-ra-ser [3])

blending (ta+ble=table)

segmenting (football= foot and ball)

adding (pill, add /o/=pillow)

deletion (cupcake without cup= cake)

Onset-Rime: sk/unk= sk (onset) unk (rime) Rime is the vowel and everything after.

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

Initial first sound: Isolating first sounds (clap /c/)

Phonemic Awareness: Awareness of individual speech sounds in spoken syllables. Ability to manipulate those sounds

Phoneme: The smallest segment of speech

Example:

isolate

categorize

blending phonemes

segmenting phonemes

adding phonemes

deleting phonemes

substituting phonemes

reversing phonemes.

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Scientifically based reading instruction involves rigorous, systematic, and objective procedures.

Evaluating Research: peer reviewed, replication, and consensus

The Big 5

Phonological Awareness

Phonics

Fluency

Vocabulary

Comprehension

Phonemes are the smallest units of sound in a language that
can distinguish one word from another. For example, the difference between the words "bat" and "cat" is the initial phoneme /b/ versus /k/. There are 42-44 phonemes.

Vowel Phonemes (about 18): Sounds produced without any significant constriction or blockage of airflow in the vocal tract.
Examples include /a/ as in "cat," /e/ as in "bed," and /i/ as in "sit."

Consonant Phonemes (about 25): Sounds produced with some degree of constriction or closure in the vocal tract. Examples include
/p/ as in "pat," /s/ as in "sat," and /m/ as in "mat."

Voicing refers to whether or not the vocal cords
vibrate during the production of a consonant sound.

Voiced sounds: Occur when the vocal cords vibrate (e.g., /b/,
/d/, /g/).

Voiceless sounds: Occur when the vocal cords do not vibrate
(e.g., /p/, /t/, /k/).

Place of articulation refers to the location in the
vocal tract where the airflow is constricted to produce a
consonant sound. This involves different parts of the mouth and throat coming into contact or near-contact.

Bilabial: Both lips touch (e.g., /p/, /b/).

Alveolar: The tongue touches the alveolar ridge just
behind the upper front teeth (e.g., /t/, /d/).

Velar: The back of the tongue touches the soft part of
the roof of the mouth (velum) (e.g., /k/, /g/).

Manner of articulation refers to how the airflow is
modified as it passes through the vocal tract to produce a
consonant sound. This can involve different degrees and types of constriction.

Plosive (Stop): Complete closure of airflow followed by
a release (e.g., /p/, /t/).

Fricative: Partial blockage of airflow, creating friction
(e.g., /f/, /s/).

Nasal: Airflow is directed through the nose (e.g., /m/,
/n/).

Grapheme: Letters or letter combinations used to represent
spoken sounds.

Syllable: A word or part of a word pronounced as a unit. Every syllable contains only one vowel sound

Onset: The part of the syllable that comes before the vowel.

Rime: The vowel and everything after it. Phonograms: A nonlinguistic term sometimes used in place
of ‘rime’.

Morphemes: The smallest units of meaning in a language.

Free Morphemes: Can stand alone as words (e.g., book, run).

Bound Morphemes: Cannot stand alone and must be
attached to other morphemes (e.g., -s in books, un- in undo).Every word consists of one or more morphemes.

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How We Learn to Read-Video

The Reading Brain-Video

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By doing a sound sort students are able to put together the sound the vowel makes and examples of it in words. Students will arrange the squares in the order as shown above. They will then use pictures to place them under the correct vowel sound. This will help them practice identifying vowel sounds and knowing the difference between the two.

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This will be helpful for me in the future to be able to fully understand what I am teaching. Having the knowledge of how your mouth should be shaped when saying letter sounds, knowing when to add voice, some of the rules for the English language, and more is super helpful when teaching that to kids. It explains the why behind language that should help them better understand how to read and hopefully make their fluency better.

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Print Awareness: Print awareness refers to a child's understanding that print carries meaning and that it is used in everyday contexts like books, signs, and labels.

It is often considered the first step towards reading.

Print awareness is foundational for reading and writing
development.

It helps children recognize that print represents spoken language and that there is a connection between written and spoken words

Components of Print Awareness:

Recognizing Print in the Environment

Print is everywhere

Understanding the Functions of Print

Print has a purpose, such as telling a story, informing, or giving direction.

Print Directionality

Recognizing the left-to-right, top-to-bottom sequence of reading English

Understanding Letters and Words

Differentiating between letters, words, and sentences

Understanding that spaces separate words.

Stages of Development

Infants/Toddler: Exposure through shared reading experiences

Preschoolers: Begin to notice and ask about letters and words in their environment

Kindergarteners: Developing a more refined understanding of print functions and directionality.

Teacher-Interactions: Classroom print-rich environment, read alouds,etc.

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Becoming Aware of Print

Mira's experience with print awareness:

https://youtu.be/2Yti78OGxg0

Concepts of Print

How to assess Print Awareness

https://youtu.be/h1l9pZSDTiM

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Strategies for Teaching Print Awareness

Interactive Read Aloud

Point out print elements during read-aloud sessions

Labeling the Classroom

Label objects in the classroom (door, window, book) to help children connect written words with objects

Print-Rich Environment

Create a classroom environment full of print (posters, word walls, charts, etc.) to encourage print recognition

Shared Writing

Engage in shared writing activities where the teacher models writing and involves students in composing text togethers.

Assessment:

https://docs.google.com/document/d/1YMKm0vamGTt0-5ujekwFcDw4buHGrvJq1pEP_Zme0Jc/edit?usp=sharing

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This is helpful for the future because print awareness is an important skill for children to understand before they start to read. Students may come into your classroom not knowing these things and it is important to know how to test it and how to help those who don't understand. Students have to know the structure of a book is essential to learn how to start reading. Print awareness also important in knowing punctuation, uppercase/lowercase letters, difference in letters vs words, etc. This is primarily used in lower grades but may be used in upper elementary in certain scenarios (ELL students for example).

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Letter Knowledge: a student's overall knowledge of letter names, shapes, sounds, and formation.

Letter-Name Iconicity: When the name of a letter contains the sound that the letter represents

The way that you write and utilize handwriting can help student differentiate between letters

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This is a lesson plan sample for kindergarten aged students practicing the letter "P". This lesson goes through how to write the letter "P", identifying the letter "P", and recognizing already taught letters. This lesson also had the students sing the alphabet song to a different tune to ensure they look at the individual letter name, not just memorizing the traditional song.

Another activity is a sensory letter identification game. Students close their eyes and grab a letter from the cup. They have to identify the letter while having their eyes closed to work of the formation of the letters.

Letter Recognition Sample Lesson - Google Slides

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This is important for teachers to know because it explains what aspects of teaching this content may be confusing for students to understand. It says that letters with similar shapes and names may be confusing for students to differentiate. This is important for teachers to keep in mind when they are teaching. This chapter is important for teachers to know so they can accurately teach it to their students.

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What is Phonemic Awareness? (youtube.com)

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This is a video of how it would look to do a lesson in phonological awareness.

Using sound blocks is a helpful tool when doing a lesson in phonological awareness. -Literacy Strategy- Elkonin Sound Boxes - YouTube

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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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This will be helpful for teachers to know in order to understand the difference between similar terms like phonological awareness or phonemic awareness. This is also helpful for showing examples of how to do a phonological awareness lesson. Students need to know how to do these skills and teachers need to know what that should look like and how to monitor if those skills are being done properly.

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Phonics:

System of phoneme-grapheme correspondences

Strategy 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 that should be addressed by effective reading programs.

Decoding: Ability to translate a word from print to speech

Orthography: A writing system for representing a letter. A language has patterns and rules to help speed up the process of decoding.

/k/: kiss or click

The letter x is never doubled

English words do not end in the letter v

Grapheme: is the letter(s) that represent a single phoneme

Consonant Blends: two or three graphemes, each one representing a phoneme and maintaining their own sounds

Consonant Digraphs: one grapheme comprised of two letters that together represent one phoneme

Diagraphs can make a unique sound such as /sh/ or be another spelling for a single-consonant letter such as ph for /f/

ck = /k/

gh = /f/

sh = /sh/

th = /th/

Consonant Trigraph: one grapheme comprised of three letters that together represent one phoneme

tch = /ch/

dge = /j/

Orthographic Mapping: proficient word reading requires rapid recognition of all relevant layers of word structure in a mental process

The more students learn about the structure of words, the better they will be able to read them independently

The brain will need to recognize:

syllables, morphemes, graphemes, phonemes, and part of speech

Synthetic Approach (code-based, direct, systematic, explicit phonics)

bottom-up model

Sequence:

letter names are taught

sound letters stand for taught and reviewed (some rules or generalizations might be discussed)

Principle of blending sounds to form words in taught

Opportunities to blend unknown words in context are provided (decodable texts)

Analytic Approach (meaning-based, indirect or implicit phonics)

meaning-emphasis programs

students begin with words and are asked to deduce the sound-spelling relationship that is the focus of this lesson

Sequence:

List of words with common phonic element

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

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

Verbalize a generalization about the sound and spelling

WE ARE MOVING AWAY FROM THIS APPROACH

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Mallory Diaz-Small Group Activity: Phonics A - Google Docs

Phoneme-Grapheme Mapping with Elkonin Boxes:

Talk about phonemes and graphemes.

phoneme is the smallest unit of speech sound

grapheme is a letter or letter combination that spells a phoneme

Students should draw out two Elkonin Boxes. Students will pick a word and break up the sounds and put a dot in each of the boxes that they hear a sound in. Next, they will write the letters associated with those sounds.

Ex:

The word in this

* * *

th i s

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Mallory Diaz-Small Group Activity: Phonics A

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Phonics are a great thing to teach students because it is essential for decoding and learning how to read. Teachers need to know about phonics because it is a foundational part of teaching and learning how to read. Phonics teaches students the important steps to learn how to comprehend what they read and overall make them better readers.

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Irregular Words

one or more feature that is not regular or predictable

"of" is an example of a word that is 100% irregular

High Frequency Words

Words that are used often in spoken language and written language

Sight Word

Unique to each individual person

"Heart Words" are words that students need to know by heart and are irregular.

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

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

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

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

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

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

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Irregular and High Frequency Words | UF Literacy Institute

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

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pg 525-254

Introduce the irregular word and have students sound it out phonetically (/w/ /a/ /s/) then say that it is a "tricky word" and should be pronounced as (/w/ /u/ /z/). Do this for many different irregular words. Practice them and have students read them.

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This is an essential thing to teach students because these are words that they do not have tools to figure out on their own. Irregular words are words that do not follow the rules and are therefore unable to sound out. This concept is important for teachers to know how to teach because it is such a foundational part of reading. Many irregular words are high frequency words too, so they are seen a lot in written and spoken language.

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Syllable: A part of a word pronounced as a unit

Every syllable must have one vowel sound

Syllabication: The division of a multisyllabic word into separate syllables with each containing one vowel sound

1. using syllable types and division principles

2. identifying affixes or word parts

3. using flexible syllabication strategies

Syllables Types

1. Closed: A syllable ending in one or more consonants and having a short-vowel sound spelled with one vowel letter.

1. VC, CVC, CCVC, CVCC

1. Example single syllable: dump, fish, men

2. Example multisyllable: picnic, rabbit

2. Open: A syllable ending with a long-vowel sound spelled with one vowel letter.

1. CV, CCV

1. Example single syllable: me, she

2. Example multisyllable: robot, veto

3. Vowel Combination(Vowel Team): A syllable with a short-vowel, long-vowel, or diphthong sound spelled with a vowel combination

1. Vowel combination: ai, ea, ee, oi, or oo

2. CVVC, CCVVC, CVVCC

1. Example single syllable: boil, bread, rain, spoon, teeth

2. Example multisyllable: baboon, canteen, complain, heavy, poison

4. r-Controlled: A syllable containing a letter combination made up of a vowel followed by the letter r, such ar, er, ir, or, and ur. The vowel-r combination is one welded sound that cannot be segmented.

1. Example single syllable: far, fern, first, for, fur

2. Example multisyllable: perfect, purchase, snorkel, target, thirsty

5. Vowel-Consonant e: A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e

1. VCe, CVCe, CCVCe

1. Example single syllable: fuse, hide, mole, Pete, race

2. Example multisyllable: amuse, erase, provide, stampede, tadpole

6. Consonant -le: A final, separate syllable containing a consonant followed by the letters le

1. Example single syllable: n/a

2. Example multisyllable: apple, table

Doublette: a consonant that is doubled. Ex: hopper

When working with doublettes in syllabication, they must be separated.

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Divide the paper into fourths and write m and e on the front first and second spot and n on the back of the fourth spot. When you "close the door" the paper reads men, and it is a closed vowel sound. When you "open the door" it now reads me and uses an open vowel.

This is a great visual representation for kids to know when to use a long vowel and when to use a short vowel.

pg 272

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Mallory Diaz- Small Group Activity_ Phonics C

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This concept is very important for teachers to understand. Multisyllabic words are seen from around second grade all the way through the rest of your life. Because this is such a prominent piece of information that students need to know and understand it is important that teachers know how to teach it.