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When I taught 1st grade, there were students who were still working on learning the letters of the alphabet. While we worked on these skills, most of my students were strengthening their orthographic processing skills by studying word families. Using word families helped things to just "click" with my students

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While I worked on phonemes with my students during "rug time" for a few minutes a day, I did this because it was just part of the curriculum that my school was using. At the time, I didn't understand how important phoneme awareness is to reading development. As an adult, phonemes just seemed like something that should be picked up quite easily. Over the last few years, I have really understood the need to teach phonemic awareness.

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While I think there are other models we will learn about that carry weight in the classroom, I believe that this particular model is helpful when looking at the very basics of reading development.

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We often see this model touted as "THE" model of how children learn to read. While I think there is great value in Adams's model, I do think it's important that as reading specialists we understand that there are other theories out there!

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Remember that PHONOLOGICAL awareness is not just about phonemic awareness (although ultimately, that's the one that's the important bridge to phonics). There are a ton of graphics out there - here's one I really like that shows the progression of phonological skills acquisition.

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While I think that this model is helpful and beneficial, I think that we also have to remember that we can't follow the "one size fits all" type of teaching. In order to fit all of the needs of our learners, different models might have to be used and applied in our classroom instruction as Dr. Shettel pointed out.

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Developing the orthographic processor is a big part of kindergarten! We test whether the students have knowledge on the concepts of print at k registration (the Spring before they come to us). One way I help students associate the common digraphs (sh, ch, th, wh) is by using student names from the class or by using pictures of things they are familiar with. For example, while learning the digraph /th/, I hung up a picture of a student named Matthew, and highlighted that digraph in his name. We also use visuals when introducing the letter "q" and her buddy "u". The qu belong together, because the "q" tail reaches up to say hi to the u. There are also visuals with digraphs, like the "ch" digraph. The "h" eats chocolate chips from the "c." Once students have these visuals in their head, they can better understand them.

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In kindergarten, I work with the basics. I teach students all the letters and how to write them. We do only teach lower-case letters although I expose them to what upper-case letters look like. I always incorporate the letter sound with identification. I know this is not part of Adam's theory but I believe they need to be interchangeable. We also learn picture cards that go with the letter sound.

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Jamie Olphin
As a special educator at the middle school level, I feel that I am still working on this with my student due to cognitive levels. I am seeing success after repeated practice. I believe due to such language delays I have experienced that my students have the inability to identify letters as words. I think they memorize words and when we test them they have them memorized in the specific order. My job is to shuffle them and teach them ways they can recognize words and word sound. They are so visual so it can be very challenging .

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I believe an example of developing the phonological processor in my classroom occurs through the Wilson quick drill. Our text states sounds that frequently occur together have faster connections (p. 211). During the Wilson quick drill, students practice a letter-keyword-sound drill but they also practice "welded" sounds. Some examples of "welded" sounds are: all, am, an, ing, ink, ang, ank. I ha

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I believe an example of developing the phonological processor in my classroom occurs through the Wilson quick drill. Our text states that

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For my ELs this year, it is very important that my students know their phonemes. Many of my English Learners this year are beginners, so it is important that they know their sounds. Most have mastered basic sounds, but many need more work with digraphs and diphthongs. These sounds are confusing to students, especially because they don't have any sounds similar in their own language.

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To help my students develop print knowledge, I would incorporate various activities like sorting pictures (match beg. sounds to letter cards), rhyming activities, and CVC activities (practice hearing the sound and knowing the letters.

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Fundation drill cards help my students remember and apply letter-sound understanding. I use phonics dances for each letter and other vowel pairs to help students remember in unique ways.

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I think it is important to understand that students learn the various aspect of reading in different stages and speeds. I think teachers need to understand that students need various aspects of instruction to help them learn. I try my best o use a variety of visuals, manipulatives, and interactive activities to help my students learn the various components; print, sound, meaning, and comprehension.

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I do see students that struggle quite frequently with the orthographic and phonological processors. We have a course instructed by a special ed teacher called Systems 44 ( I believe). Those students are continually working on their processors due to having such a low reading level. I personally do not do popcorn reading or read alouds unless a student volunteers. I know the anxiety that can occur in a student that isn't able to read "properly" in front of their peers.

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I use short phrases to remember the correct way to form 'b' and 'd'. In baseball, you need to be holding the bat to hit the ball, so for the letter 'b' we say, "first the bat then the ball". For the letter 'd', first we draw the donut, then toss it up and catch it in our mouths. This mimics the formation of the letter by first drawing the circle then the line up and down.

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I teach my students how to sign the letters of the alphabet. We use a song that connects the sign with the letter and a corresponding word. For example, A /a/ alligator, B /b/ bear, C /c/ cat... Often when a student is writing and can't remember the letter, I can sign the letter and they will know what it is.

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I appreciate the visual associated with this model. I think it is helpful to think about the process that students are going through to read and pinpoint the areas they may be struggling with.

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I teach word work to all of the students on our team. We study one word family a week to help students automatically recognize chunks of words instead of slowly or inefficiently breaking words down one letter at a time. We also study blends and digraphs again to build automaticity.

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Yes, there are huge struggles in my lowest levels with orthographic and phonological processors. From spelling to pronunciation, this is a weak spot for students.

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We look at word parts and practice breaking them apart to look at the meaning of the prefix, root, and suffix. We also create pictures for our vocabulary words to attach the meaning of the word to an image.

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I connect this idea with items I cover in poetry. We do repeated readings of a short poem and look for different components each time. One of those components is looking for rhyming. The students notice the sounds and spellings of the words that rhyme and how this can connect their similar sounds.