# data[].attributes.body
There are more things involved with the science of reading than your brain (neuroscience)! Education, psychology, and linguistics also play a role into this.

# data[].attributes.body
There is a math equation to this, Decoding TIMES Linguistic Comprehension EQUALS Reading Comprehension.
[Note: See Scarbrough's Reading Rope graphic for a detailed version of this]

# data[].attributes.body
Knowledge is built each year and customized to each grade level when it comes to reading. Most instruction tends to be done early and systematically.

# data[].attributes.body
Phonics: relationship of the alphabet and spoken words.
Phonemic awareness: the ability to separate into sounds, which will blend sounds into words.
Science of Reading says that teaching phonics instruction systematically and explicitly unlocks successful reading instruction.

# data[].attributes.body
The Alphabetic Principle also relates to the Science of Reading for developing reading skills. It does so by moving from speech to sound, or in this case phonemes to graphemes.

# data[].attributes.body
Decoding (white ropes) and Language Comprehension (red ropes) form the Reading Comprehension. Both must equal, or you pay attention to one side (maybe both) if it does not equal one.

# data[].attributes.body
Through this module, I learned how the Science of Reading is more than your brain being involved. It can be boiled down to a "math equation. LC times D equals RC. All of these components tether into one another to show what reading really is. As a teacher, I need to make sure students have a firm grasp on each of these concepts through the reading rope since they are the building blocks of students being successful readers.

# data[].attributes.body
Phonemic awareness is the conscious awareness of individual speech, sounds, or phonemes (consonants and vowels) in spoken syllables.

# data[].attributes.body
Skills for phonemic awareness include isolating the first, middle, and final sound in words, blending phonemes, segmenting phonemes, adding, deleting, and substituting phonemes.

# data[].attributes.body
Blending is putting individual sounds together. /c/ /a/ /t/= cat

# data[].attributes.body
Segmenting is breaking a word apart to the individual sounds. hat= /h/ /a/ /t/

# data[].attributes.body
Adding phonemes:
hop, add /s/ to the end = hops
Deleting phonemes:
eats, delete /s/ = eat
Substituting phonemes:
red, change /r/ to /b/ = bed

# data[].attributes.body
https://www.reallygreatreading.com/six-layers-phonemic-awareness
This chart shows each skill for phonemic awareness, from simple skills to the more complex skills.

# data[].attributes.body
https://docs.google.com/document/d/17eReQIQ58wiqC_XY0O_-yQJmhaGO7hG7VvaZ5QYI7EI/edit
These are three different Phonemic Awareness activities from the Florida Center for Reading Research. They include the KSDE Reading Foundational standard, the objective, what the activity is, and why the activity aligns with that standard.

# data[].attributes.body
Through this module, I learned how Phonemic Awareness is the building blocks that help students comprehend and manipulate words. The six skills that are included with Phonemic Awareness help students with their reading. This is fundamental for writing where they can break down words from sentences, or blend the words to make sentences. It is also fundamental for reading so students can comprehend words from sentences. As a teacher, I need to make sure students have each of the six skills mastered since these are skills that require comprehension of knowing words and what sounds they produce.

# data[].attributes.body
Phonological Awareness is an overall awareness of the sounds in spoken language (auditory).

# data[].attributes.body
2 abilities are included in this:
1. The ability to recognize larger chunks in words
2. Ability to recognize and manipulate the spoken part of words

# data[].attributes.body
Skills for phonological awareness include counting words in sequences, rhyming, syllables (counting, blending, segmenting, adding, deletion, substitution), alliteration, initial (first sounds) and onset-rime.

# data[].attributes.body
This chart shows different methods (backed by research) on how to teach struggling emergent readers.

# data[].attributes.body
https://docs.google.com/document/d/1_n1SIPiKlx-EvbhYONSRlQTUQQKJH87EhZp10T5w5k8/edit
These are three different Phonological Awareness activities from the Florida Center for Reading Research. They include the KSDE Reading Foundational Standard, the objective, what the activity is, and why the activity aligns with that standard.

# data[].attributes.body
Through this module, I learned that phonological awareness affects student's achievement in phonemic awareness, reading, and spelling. However, it affects how students speak and pronunciate words. If they do not have prior knowledge on letter names, sounds, and letter shapes, they will not understand the skills needed to rhyme, break words apart, and put them back together. As a teacher, I need to make sure students have prior knowledge of what letter sounds are, as well as the letters. If not, I have to start there so they can be successful in phonological awareness and build the skills entwined in that.

# data[].attributes.body
There are several different terms that fall under this umbrella:
1. A strategy to decode unfamiliar or new words
2. A key component towards effective reading.
3. The system of phoneme-grapheme (sound-symbol) correspondences that are the basic structures of an alphabetic orthography.

# data[].attributes.body
Abilities in phonics include:
1. Decoding: the ability to translate a word from print-to-speech using sound-symbol (phoneme-grapheme) correspondences.
2. Orthographic Mapping: proficient word reading require rapid recognition of all relevant layers of word structure in this mental process (Kilpatrick, 2015)

# data[].attributes.body
Two approaches to phonics instruction:
1. Synthetic Approach (code-based, direct, systematic, or explicit phonics). The suggested approach according to Science of Reading
2. Analytic Approach (meaning-based, indirect, or implicit phonics). This is referred to as the "discovery method" and does not follow Science of Reading

# data[].attributes.body
Whiteboard Poster that talked about phonics and how different grades learn phonics.

# data[].attributes.body
This is an alphabet phonics song which goes over the sound of each letter in the alphabet.

# data[].attributes.body
Through this module, I learned that phonics is a key component to effective and this skill must be addressed head on in order to be a strong reader. There are phonics lessons everywhere we see from our workbooks to Heggerty lesson plans. It does not have to be long, in fact it is preferred to be short, to the point, and done daily instead instead of once a week or once every other day. As a teacher, I need to meet students' needs who need phonics instruction and check daily to make sure students understand the words they are seeing and what they mean. If I can do that, phonics will be an effective strategy that students will be using and keep learning for years to come.

# data[].attributes.body
They are letters that are combined and pronounced as a single sound. Examples include /ch/ and /ck/.

# data[].attributes.body
Consonant blends are two or three consonants combined to form a distinct sound. Examples include /bl/, /fl/, /tr/, /sk/ ,/spr/, /str/, and /dr/.

# data[].attributes.body
Consonant digraphs are two or more consonants that together represent one sound. Examples include /ph/, /th/, /ch/, and /wh/.

# data[].attributes.body
This Prezi shows the difference of Phonics based learning versus balanced literacy in the classroom.

# data[].attributes.attachment_link.readable_text
Log in

Log in

English Español 한국어日本語Deutsch Português Français Magyar Italiano

Get started for FREE

# data[].attributes.attachment_link.description
Phonics vs. Balanced Literacy: A Classroom Comparison Want to know if a K-2 classroom is using explicit, systematic phonics or balanced literacy? Here are some signals to look for. You’ve probably heard that there are different approaches to teaching early reading—two of them WORD

# data[].attributes.body
This video explains what complex consonants, digraphs, blends, and silent letters are and the rules that apply to them.

# data[].attributes.attachment_link.title
Vowels and Consonants, Consonant Blends, Digraphs, Complex Consonants and Silent Letters

# data[].attributes.body
Through this module, I learned what complex consonants are and how they relate to phonics. I also learned the difference between balanced literacy and phonics instruction. As a teacher, I need to make sure students are learning via phonics instruction, where they can associate sounds to words. I need to meet my student's needs and see where they are at reading wise and word comprehension wise. This will help students know the difference between consonant blends and digraphs that are complex consonants.

# data[].attributes.headline
How many vowels are in the English alphabet? What are vowels? 

# data[].attributes.subject
How many vowels are in the English alphabet? What are vowels? 

# data[].attributes.body
Vowels are letters where air leaves the mouth, but not by the tongue, lips or throat. The vowels are /a/, /e/, /i/, /o/,and /u/. That means there are 5 vowels and 26 consonants in our English alphabet.

# data[].attributes.body
YES! /w/ and /y/ can sometimes be considered vowels, but how?
/y/ becomes a vowel when when its pronunciation is is shown by the key symbols /i/ or /e/. (ex. ready)
/w/ follows another vowel. (ex. thaw)

# data[].attributes.body
This cute two minute video explains the difference between short and long vowel sounds. Can be used as a warm up before beginning your lesson on vowels. Video is at a 1st grade level.

# data[].attributes.attachment_link.title
The Vowel Song: Long and Short Vowel Sounds | English Songs | Scratch Garden

# data[].attributes.body
This can help students understand what the vowel sounds are and word examples to correlate with the sound.

# data[].attributes.body
Through this module, I learned what vowels are and the exceptions of vowels. I also learned the difference between long and short vowel sounds. Vowels, I learned ties into phonics instruction. As a teacher, I need to make vowels a phonics friendly learning experience, like a vowel valley, with the mouth showing students how to say the vowel and an example word of that vowel. I also need to make sure student's can tell the difference between a long and short vowel sound. This will help students know how to pronounce different words correctly and help them be fluent readers.

# data[].attributes.body
Syllables are part of a word that contain sounds (phonemes) of a word. They usually have vowels in it. They are typically called "beats" since teachers often teach children to identify syllables by clapping the "beats" in words.

# data[].attributes.body
There are six different types of syllables:
Closed syllable- These types of syllables end in a consonant and the vowel is generally short. (ex. rabbit)
Open syllable- These end in a vowel and the vowel is generally long. (ex. robot)
Vowel+Consonant+e- These syllables have a long vowel and end with a silent /e/. (ex. cupcake)
Vowel Team Syllables- These syllables are spelled with two vowels next to each other. (ex. teacup)
R-controlled syllables- These syllables have a vowel followed by the letter /r/. The letter r will affect the vowel sound. (ex. burger)
Consonant+le syllables- The syllable shave a consonant followed by /le/ at the end of the word. These letters make the final syllable (ex. table)

# data[].attributes.body
This interactive video comes from GoNoodle where they have a song about counting out syllables in words. They get more complex as the video goes on. This is a great warmup for working with syllables. Can be used in any K-5 classroom.

# data[].attributes.attachment_link.title
Clap It Out - Learn Syllables | Songs For Kids | Dance Along | GoNoodle

# data[].attributes.body
This visual was made by a teacher, where she has rules for dividing syllables. Notice how these rules have a correspondence with the syllable types.

# data[].attributes.body
Through this module, I learned what syllables are and the types of syllables. I also learned the rules of dividing syllables in words. As a teacher, I can make learning syllables interactive, such as the GoNoodle video. The more interactive and engaging it is for students, the more they will get out of it. I need to make sure students know the different types of syllables and the rules for dividing them. This will help students with decoding and encoding they are unfamiliar with.

# data[].attributes.body
Morphological awareness is explicitly thinking about the smallest units of meaning in language (morphemes) and how they come together to provide meaning about the words we hear and read.
Examples include prefixes (re-, dis-), suffixes (-ed, -es), root words, and bound roots.

# data[].attributes.body
Free morpheme: A morpheme that can stand alone. (ex. rain)
Bound Morpheme: A morpheme that must be attached to another morpheme in order to have meaning. (ex. prefixes, suffixes, plurals)

# data[].attributes.body
The study of meaningful units of language and how they are combined in word formation. It is more than word parts and can be categorized by both language of origin and grammatical role.

# data[].attributes.body
This activity comes from FCCR (Florida Center for Reading Research), and the game is called Affix Hunt where students will look at a word and see if it has a prefix or suffix and circle the prefix or suffix and underline the word on a sheet of paper.

# data[].attributes.body
This anchor chart shows examples of prefixes, suffixes, and roots. This also shows the meaning of each underneath.

# data[].attributes.body
Through this module, I learned about morphological awareness and morphemes. They help us understand what each word mean. I also got a refresher on prefixes, suffixes, and roots with how they tie into morphological awareness. As a teacher, having an anchor chart hanging up in my classroom of prefixes, suffixes, and roots with their meanings will help students make the connection that these cannot stand on their own and will have to be attached to a free morpheme (such as cat). The more they can visualize and make that connection, the more they will be able to decode words. I need to make sure students know the difference between a free and bound morpheme, then go deeper with bound morphemes with examples. This will help them decode unfamiliar words, spelling words, being a fluent reader, and comprehending what is in the text.