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system of phoneme-grapheme (sound-symbol) correspondence that is the basic structure of the English language

essential component for effective reading

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an irregular word is a word that the student doesn't have the phonics skills to read or decode.

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child's understanding of print carries meaning and that it is used in everyday contexts like books, posters, and labels

foundational for reading/writing development

helps kids recognize print represents spoken language

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despite a focus on reading, scores haven't really improved

issue- ineffective teaching methods and strategies lacking research

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students' overall knowledge of letter banes, shapes, sounds and formation

26 upper and lowercase letters

know the relationship b/w letter shapes and letter names aren't straightforward

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recognizing print in their environment

understanding the functions of print (print has a purpose)

text directionality (left to right/ up and down reading)

understanding letters and words (combine letters to make words)

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" The sooner intervention occurs, the more likely the student regains ground"

poor readers at the end of 1st grade rarely acquire average- level reading skills

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When the name of a letter contains the sound the letter represents

ex: the letter K

k - ay

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Stages:

Infant/toddler- exposure to print from someone reading aloud to them

preschoolers- begin noticing and asking about letters/ words around them

kindergarteners- developing a more refined understanding of print functions/ directionality

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Peer review- has research been in peer-reviewed journal?

Replication- has research been replicated by others?

Consensus- research findings are supported by other studies?

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Classroom is a print-rich environment

Interactive read aloud

labeling objects in the classroom

shared writing (teachers model writing and students replicate

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Because the phoneme that a letter represents is usually heard in its name, knowing the names of letters makes it easier for students to master the sound/spelling correspondences necessary for efficient decoding

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List of potential things you could ask

Where is the front cover?

Where do we start reading?

Can you point to a word?

Can you point to a capital letter?

Where is the name of the author?

Can you point at each word as I read it aloud?

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mapping where all the process of reading come into play

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letter names

letter shapes/ formation

letter sounds

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It's truly fascinating how many different parts of the brain are activated during reading. It's sad to see the reading scores so low and knowing that kids are slipping past without intervention. Hearing that about 20% of a class has dyslexic tendencies is wild- I think I have dyslexic tendencies haha

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There is so much that goes into beginning to teach letters and sounds! This chapter provided me with many ideas on how to start this topic with students.

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There are so many ways to test a child on their print awareness with just a simple book. I have never really seen these types of tests and I'm sure I never had this done to me. I think easy testing like this gives great immediate evaluation of the student. There are a lot of powerful components that need to be introduced early!!

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

voiced

voiceless

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straight line over top- long vowel sound

rounded curve on top- short vowel sound

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overall awareness of the sounds in spoken language

ability to think about sounds in larger chunks

can recognize and manipulate the spoken parts of words

includes phonemic awareness

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Pre-K/ K

counting words in a sentence (no written text just speaking the sentence)

rhyming

syllables

blending, adding, deletion

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Every pupil response- a quick way to assess every student, keeps all students engaged

ex- everyone listen and put thumbs up or down if these two words rhyme

Gives teacher chance to see if students are understanding and keep brains working

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onset= letter(s) before the vowel

rime= the vowel and everything that follows

c*ake, w*ave, ch*air

sometimes words don't have an onset but have a rim

at, it

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awareness and understanding of individual speech sounds (phonemes) like consonants and vowels in spoken syllables (auditory)

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phonemes, or speech sounds, combine to form syllables and words. The word can have either one or more phonemes.

ex- read has 3 phonemes (/r/ /e/ /d/)

remember to think about the sounds, not the letters

44 phonemes but only 26 letters

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I learned a lot during this section, it really helped me understand the difference between phonological awareness and phonemic awareness. Phonological is dealing with the words as a whole while phonemic is breaking the word down into sounds. I really like the umbrella image, it's so useful!

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There are more letter sounds then there are letters. Think about the word six- how many sounds is there in that would?

s-i-ck-s there is four even though there is only 3 letters

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The ability to translate a word from text to speech using sound syllable correspondence

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ability to listen to a sound/ word and be able to write the word

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consonant digraph is comprised of two letters to represent a single sound

sh, gh, ck, th

Trigraph uses three letters to represent one sound

dge- make j sound

tch

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Synthetic approach to Phonic Instruction

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Synthetic approach to Phonic Instruction

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direct, systematic, or explicit phonics

Typical sequence:

1. teach letter names

2. sound letters stand for taught/reviewed

3. principle of blending sounds to form words is taught

4. opportunities to blend unknown words in context are provided

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Analytic approach to Phonics instruction

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Analytic approach to Phonics instruction

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meaning-based, implicit, or indirect phonics

Typical sequence:

1. list of words with common phonic elements (sat, sun, send)

2. examine words and discover what they have in common (focus on similar sounds)

3. when a common sound is found, the spelling of the sound is discussed

4. verbalize a generalization about the sound and spelling (letter s stands for /S/ sound)

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Blending is combining multiple individual letter sounds to create one word, while digraph is two or three letters combining to make one sound that's a part of a word. I never knew about this concept but it makes a lot of sense to break it down this way.

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Permanently irregular- contains one or more sounds/spellings that are unique and not pronounced conventionally therefore are not introduced (ex- of)

Temporarily irregular- contains one or more sounds/spellings in a word that have not been introduced to students yet, therefore at the time are unable to decode

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Often irregular words are high-frequency words, but that doesn't mean that every high-frequency word is irregular.

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great example of teaching irregular words and making strong connections

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Little slide to walk through a potential way of addressing irregular word sounds

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permanently: said, of, was

temporary: light, take, phone, for

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It is important that we review high frequency irregular words several times so that students are able to retain them to memory! It's good to take a step back and remember that for us adults the words are easy to read but for young kids learning new works without being able to sound them out takes a lot of effort!

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Syllables are larger sound units

6/7 syllable types in our language!

These types/generalizations can be largely applied to text to help decode!

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53% of English syllables

has one vowel

ends with a consonant

makes short vowel sound

ex) cat, it

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one vowel

ends with a vowel

long vowel sound

ex) so, flu, she

ex) even - e[ven], the e is open and the ven is a closed syllable

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e is silent

vowel makes long vowel sound

ex) bake, save, cake

ex-exceptions) give, have, love

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two vowels (letters) work together

1 long vowel sound

ends with the vowel sound or consonant

ex) tie, day, sea, clay, boat

if ends in -tion or sion aren't vowel teams since sound doesn't change

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

er, ir, ur- hardest to learn

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

-le pick up the consonant before it

bubble: bub/ble

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(prefixes and suffixes) typically form separate syllables

un like'ly , cold' est, un bend' able

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The 7 Best (& Most Effective) Ways to Teach Decoding Multisyllabic Words

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I never learned about these syllable rules to help break up words before. I think these rules/ tips help students visualize and explain why the words are broken up the way they are.