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Word Work, Listening Comprehension, Paired or Assisted Reading, Vocabulary, Classroom Library and reading comprehension station, Writing

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Blending each individual sound in a single syllable word by separating them and then saying them all together
C-A-T becomes CAT

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Blending multi-syllabic words by breaking up the word into pieces and then blending it together. "Pho-Net-Ics"becomes "Phonetics".

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-most common affixes: re-, un-, con-, -ness, -ful, and -ion
-prefixes un-, re-, in-, im-, ir-

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smallest unit of meaning
-free > can stand on it's own
-bound > can't stand on their own

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remainder of word

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initial consonant

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The number of words in a sentence by listening to the sentence being read aloud

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-extensive
-explicit
-system

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-focus on comprehension
-trade books
-first read and enjoy books
-observe how language works

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-Phonics (Bottom-Up = Easy to hard)
-Whole Language (Top-Down = expose to books)
**USE BOTH**

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-focus on reading
-commercial materials
-first learn sound, then learn rules

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-content, genre, text structure, vocabulary
-number of story lines, maturity of theme

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-algorithm calculates text difficulty and grade level
-number of words in a sentence, syllables in a sentence, word fluency

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1: teacher knowledge
2: classroom assessment
3: evidence based teaching
4: RTI (Response to Intervention)
5: motivation and engagement
6: teaching and new literacies
7: family and community connections

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1. Sequential Blending 2. Hierarchical Blending

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1. Sequential Blending 2. Hierarchical Blending

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Three Tiers
1. Basic Vocabulary - everyday speech
--- come, see, happy, table
2. High Frequency Words
--- hilarious, endure, despise, arrange, compare, contrast
3. Low-Frequency Words
--- atom, molecule, metamorphic, sedimentary, continent

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Students segment spoken words into individual phonemes and white letters that correspond with those sounds to spell the word

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"Deliberate efforts by a reader to better understand or remember what is being taught"

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Students study previously learned whole words to discover letter-sound relationships

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Students use their previous knowledge of word families in order to identify new words that have the same word parts.

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"When instruction in phonemic awareness is equally paired with phonics instruction involving letters, it strengthens both the student's phonological awareness skills as well as their knowledge of the alphabetic principle."

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Embedding phonics instruction in texts selected for reading; relies on incidental learning through authentic reading experiences

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Students learn how to change letters or letter combinations into speech sounds and then blend these sounds together to pronounce known words

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Requires direct, explicit instruction followed by repetition

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The ability to distinguish individual speech sounds. Oral language only