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The ability to notice, think about, and work with individual sounds.

(phonemes- the smallest parts of spoken language that combine to form words. ) in spoken words. This includes blending sounds into words.

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Long vowels- pronounced for a longer duration.

When producing long vowels, the tongue position is typically held steady for a greater period, resulting in a prolonged sound. combinations:

1. A as in "cake" or "make"

2. E as in "be" or "scene"

3. I as in "time" or "like"

4. O as in "bone" or "rope"

5. U as in "cute" or "rule"

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Said shortly and without a change in tongue position.

Short vowels are characterized by their quick and clipped pronunciation.

1. A as in "cat"

2. E as in "bed"

3. I as in "sit"

4. O as in "hop"

5. U as in "cup"

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Is a body of research that dives into how children learn to read and what instructional approaches are most effective.

Education Research Focuses on:

Pedagogy: instructional methods, instructional materials, teacher knowledge, and student outcomes.

Psychology: study of thinking and learning

(Memory attention, perception, and problem-solving)

Linguistics: Study of language structure

(Semantics, syntax, morphology, phonology, phonetics)

Neuroscience: Study of the function and structure of the brain

(Development, patterns of activity)

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The product of decoding and linguistic comprehension.

( D x LC = RC )

They use this mathematical equation to show that you cannot have good

RC (reading comprehension) without decoding and linguistic comprehension.

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I learned that learning comprehension and word recognition go hand and hand in creating reading skills. Pedagogy, Psychology, linguistics, and neuroscience all play a huge role in the science behind reading.

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Ex. Phone, megaphone, Phonic

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Isolate- what is the first/final/ medial sound in fish (breaking down one sound)

Categorize- which word has a different first/final/ medial sound

Blending phonemes- /c/ /a/ /t/ = cat; /m/ /e/ /t/ = met

Segmenting phonemes- chat= /ch/ /a/ /t/ (breaking the whole word down)

Counting each /e/ /ach/ [2]

Adding phonemes- jump+s=jumps

Deleting phonemes- say sleep without the "s" (leep)

Substituting phonemes- change the [ch] in chose with [th] (those)

Reserving phonemes- cat-> flip flop the first and last sound= tack

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Helpful to use manipulatives. Move blocks into boxes to separate the sounds of a word.

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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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The smallest segment of speech

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The written representation of a phoneme.

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Phonemes and grapheme play huge roles. It's mostly about breaking down words and blending letters and sounds together. It is crucial to know phonemic awareness in the classroom. There are many fun ways to teach this topic by the link above. The Google doc is some activities to do with students.

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Overall awareness of the sounds in spoken language.

Ability to think about and recognize large chunks in words.

Ability to recognize and manipulate the spoken parts of words.

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Counting Words in Sentences

Rhyming-

recognition (lace/race)

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)

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Alliteration-

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

Initial (first) Sounds

Isolating first sounds (clap /c/, jump /j/, zipper /z/)

Onset-Rime- c*ake, w*ave, d*esk, ch*air, fl*at

Onset- letter(s) before the vowel

Rime- the vowel and everything that follows

blending ( l + eaf= leaf)

segmenting (cape = /c/ and /ape/)

Adding (ake, adding /f/ = fake

deletion ( mice without /m/ = ice)

Substitution ( d-en -> change /d/ to /p/ = p-en)

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Knowledge of letter names, letter sounds, and letter shapes is essential and supports the development of phonological awareness

Tailor instruction according to what students know and can do.

Small group instruction provides the most effective instructional environment.

No single best way or program for teaching phonological awareness

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The umbrella to all of the others. Everything falls under it. Phonological awareness is the overall awareness of the sounds in spoken language, the ability to think about and recognize large chunks in words, and the ability to recognize and manipulate the spoken parts of words.

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The system of phoneme-grapheme (sound-symbol) correspondences that are the basic structure of an alphabetic orthography

or

A strategy necessary for decoding new words and for storing those words in orthographic memory

or

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

Can be in or out of context

Phoneme: smallest unit of speech sound

Grapheme: represents a phoneme

Orthography: writing systems from representing language

English orthography has many patterns and constraints that help to speed the decoding process up

/k/: kiss or click

The letter x is never doubled

English words do not end in the letter v

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A grapheme is the letter(s) that represent a single phoneme (sound)

The grapheme (or letter) k represents the phoneme (or sound) /k/

grapheme m = phoneme /m/

grapheme t = phoneme /t/

grapheme l = phoneme /l/

Consonant Blends: two or three graphemes, each one representing a phoneme and maintaining their own sounds (before OR after the vowel sound in a syllable)

The graphemes (or letters) c-l represent the sounds /c/ /l/ or /cl/ (clean)

graphemes s-t-r = phonemes /s/ /t/ /r/ or /str/ (stream)

graphemes l-k = phonemes /l/ /k/ or /lk/ (milk)

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E, I, Y

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Phonics is the system of phoneme-grapheme (sound-symbol) correspondences that are the basic structure of an alphabetic orthography. There are many rules that I wish I had known when I was learning about phonics. An example of this is that the letter c usually represents the sound associated with the s when it is followed by e, i, and y (cell, mice, cymbal). The c and g have some similarities. The consonants c and g represent their hard sound when followed by a, o, and u. They represent their soft sounds when followed by e, i, and y.

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Consonant Digraphs: on graphene comprised of two letters that together represent one phoneme (before OR after the vowel sound in a syllable).

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

The grapheme (or letters) ch represents the phoneme (or sounds) /ch/

grapheme sh = phoneme /sh/ (shut)

grapheme th =phoneme /th/ (throw) OR phoneme /th/ (that)

grapheme ck =phoneme /k/ (pick)

grapheme gh =phoneme /f/ (rough)

Consonant Trigraphs: one grapheme comprised of three letters that together represent one phoneme (after a short vowel sound at the end of a syllable).

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Blend is two consonants together that each make a sound. For example, in the word "s to p" the /s/ and the /t/ each make a sound. A blend is different than a digraph, which has two letters but only one sound.

Diagraph- Examples include "ch," "sh," "th," and "wh." Vowel diagraphs: These are pairs of vowels that form a single sound. Examples include "ai," "ee," "oa," and "ue."

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Y and W

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There are 25 constant sounds in the American-English Language

21 constant letters in the alphabet.

18 of them have their own sound

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Consonant sounds are formed by combining two or more consonant letters or digraphs. These combinations create unique sounds that may not be directly represented by individual letters.

Ex.

"ch" as in "chair"

"sh" as in "shoe"

"th" as in "thumb"

"wh" as in "whale"

"ph" as in "phone"

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Example of an Blending/Digraph Activity 

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Example of an Blending/Digraph Activity 

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Working in small groups the students will blend letter sounds with a digraph ending to create a word.

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Understanding complex consonant sounds is important for students because they play a significant role in decoding and encoding words during reading and spelling activities.

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Y can also function as a vowel, particularly in words like "cry" or "gym." It often represents the sound of the long E or long I.

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the 's' is shell is a part of a constant digraph

How many vowel phonemes/ more than vowel names?

19

5 concrete plus W and Y

Key symbols represent many of the vowel phonemes in unaccented syllables called Schwa Y and W

Diphthongs are vowel phonemes ex boil boy

Vowel digraph-two vowels that when placed together generate one sound. ex out owl

A vowel team- when you have two vowels that work together to make one sound. (long vowel)

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two vowels that when placed together generate one sound

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Diagraph- 2 long vowels= 1 sound

Team- (slay, beet, feet) long vowel

Diphthong- creates a new vowel sound (out, owl, boy)

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Understanding long and short vowel sounds is important for students because they play a significant role in understanding how words can be written and how to pronounce different words. It is important to learn these vowel rules!

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Approx. 53% of all English syllables

Contain one vowel letter that represents a short vowel sound

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

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

EX.-

est-ab-lish

trans-at-lan-tic

un-in-hab-it-tic

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Contain one vowel letter that represents a long vowel

Ends with the vowel letter (vowels= open sounds)

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Generally represent long vowel sounds

Ex. exceptions: give, have, love

English orthography- words in the English language do not end in the letter v

Ends with a silent e

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Contains two or more letters that represent long or short vowels, variant vowels, or diphthongs (vowel digraphs).

Ends with the vowel sound ( high, clay, snow) or a consonant (boat, moon).

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When a vowel is followed by r, the letter affects the sound of the vowel

Ex- Her first nurse

and or

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When -le appears at the end of a word and is preceded by a consonant, the consonant =le forms the final syllable

(Exceptions: pick/le)

Limited number of Consonant =le syllables

-ble -cle -dle

-fle -gle -tle

-ple -zle -kle

Always make the schwa sound

Keep the consonant +le together when dividing syllables

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In multisyllabic words, at least one syllable receives more emphasis, or greater stress, than the other syllables.

(More than one syllable can be stressed)

The vowel phoneme is the most prominent part of the syllable. Vowels behave differently in accented and unaccented syllables.

Your con' duct is exemplary

She will con' duct the orchestra tonight.

We identify the accented syllable by placing an accent mark (') after the syllable

Affixes typically form separate syllables. The accent usually falls on or within the root.

Compound words- the primary accent usually falls on or within the first word.

snow' man, some' thing, cow' boy

Placement- will differ in homographs (spelled the same) that are a noun or verb. The accent usually falls on the first syllable of a noun.

What is this object? = noun ob' ject

Do you object? = verb ob ject'

If a word contains a double consonant (VCCV), the accent usually falls on the syllable that closes with the first letter of the double consonant.

bet' ter, thun' der, trum' pet

For most multisyllabic words ending with the suffix -tion, -sion, or -ic, the primary accent will fall on the syllable preceding the suffix.

ex ten' sion, mag net' ic, me' tion

If the last syllable contains a vowel team followed by a consonant, the syllable is most often accented.

main tain', con ceal'

When there is no other clue, the accent will usually fall on the first syllable of the two-syllable word.

fin' ish

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I feel like this would be fun to teach in class. It is important to teach so the students can break down words into syllables. This will help the students with spelling and reading.

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The smallest unit of meaningful parts in our language.

Ex. Cat+s morpheme because the s makes it plural.

It is more than word parts

Can be categorized by both language of origin and grammatical role.

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Free morpheme- can stand alone. ex. tree

Bound morpheme- must be attached to another morpheme to have meaning. ex. prefixes (re), suffix (ful), plurals (s,es)

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Simple

*One free morpheme (chair, boat)

Compound

Two free morphemes (teacup, houseboat)

Complex

One free and at least one bound (tables, undone)

Compound Complex

Two free and one or more bound (bookkeepers, unforgettable

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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 by sound

Morphological- We also spell by morphemes (smallest units of meaning)

Ex- past tense of spill

sounds like spilld

spelled like spilled

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Morphological Awareness: One Piece of the Literacy Pie - International Dyslexia Association

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

These units include prefixes, suffixes, root words, and bound roots.

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Decoding

Spelling

Vocabulary

Fluency

Comprehension

Phonology (pronunciation)

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Morphological awareness is a skill that helps students read and spell. It helps students problem-solve words they do not know how to read and how to spell.

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Oral conversation

It is just the sound that you hear. Once you put letters down it becomes phonics.

phon= sound

eme= unit of language structure