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The brain is made up of two mirrored images (hemispheres). Each hemisphere is split into 4 lobes or sections which are

frontal-speech, reasoning, planning and regulating emotions.

parietal-controls sensory perceptions and links spoken and written languages to memory.

temporal-verbal memory

occipital-identification of letters

The areas between the lobes there are areas important to reading. They are

Broca's area- important for the organization, productions and manipulation of language and speech

Parieto-temporal area-analyzes words by pulling them apart, effortful decoding

Occipito-temporal area- identifies words rapidly and automatically on sight.

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Within this module I think it showed me what is needed for kids to be able to read. Going into the brain geography as well as the reading components needed shows me what I need to focus on when teaching children as well as if a kid is not grasping reading what can I do to help. This module is helpful for the 'behind the scenes' work that is needed for reading.

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Functions of Print

*Print carries meaning

*Print can be used for different purposes

Convention of Print

*Print is print no matter in what form it appears

*Printed words are made up of letters (concept of word)

Book Conventions

*A book has a front cover and back cover

*A book has a title and a page

More information is on page 73

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With this module I learned how to really teach children to understand what books are. I did not realize students do not know especially at an early age that a book has all the elements such as an author, illustrator etc. Also, student do not know how to read, they do not know where to start, where to go and how to flip the page. This module helped me understand that and to really take the time to show students how to actually read a book.

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Letter Names and Shapes: Uppercase letters

Generally recomended that uppercase letters be taught before lowercase letters.

Handwriting uppercase form

teach letter formation with a continuous stroke

Letter Names and shapes: Lowercase letters

to develop letter recognition students should be able to match lower and uppercase letters.

Handwriting lowercase letter forms

teaching handwriting is based on how easy a letter is to form, how the letter is formed and frequency letter use.

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Throughout this chapter I learned the importance of teaching students how to identify letters and sounds. It is important because this then goes into them being able to read and write. Which then give more ways to teach students handwriting.

The chapter was helpful with giving lessons, ways to help struggling students, and corrective feedback to give students.

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Segmenting Phonemes | Phonemic Awareness Song

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This should be taught by teachers who have the knowledge about the structure of language.

*Structure should be explicit, clear and to the point as well as teachers modeling task asking to be done.

*In pre-k or KG instruction should focus on phonological sensitivity.

*A phonemic lesson should target no more than one or two skills at a time.

Phonological awareness instruction should be engaging, interesting, and make use of games and activities.

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Throughout this module I learned a lot about how as teachers we have to teach students to understand phonemes, to segment words, blend sounds together to eventually get the students to start reading words. This module was very insightful on all the "prerequisites" that are needed for when students begin to read and write. This chapter also showed us many examples on how to get students involved and engaged when learning phonological awareness. Phonological awareness is very important for students starting as young as Pre-k/KG.

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ABC Phonics Chant for Children  |  Sounds and Actions from A to Z

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General Sequence for Teaching Phonic Elements

*Single consonants and short vowels

*consonant diagraphs

*long vowels with silent e (CVCe Pattern)

*long vowels at the end of words or syllables

*y as a vowel

*r- controlled vowels

*silent consonants

*vowel digraphs (vowel teams)

*variant vowel digraphs and dipthings

Pg 178

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Throughout this chapter I learned a lot about Phonics. I learned about how students learn that letter sounds work together to make words.

This then allows them to understanding reading. "Letters and sounds work together in a systematic ways to allow spoken language to be written and written language to be read."

Pg 170

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Word Frequency- Introduce high frequency irregular words before low frequency words.

Word Similarity- Some pairs of irregular words are frequently confused by students such as of-off there-their and were-where. These pairs of words should not be introduced to close to each other.

Word Relationship- Some pairs of irregular words belong to the same word family: they contain similar letter patterns, or phonograms.

PG 246

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Irregularly Spelled Words | 1st Grade Foundational Reading | eSpark Instructional Video

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Throughout this chapter I learned how words that come naturally to us, it was not always like that. We learned to put the sounds and letters together to create some of the words we speak today. I really enjoyed this section of the chapter and will continue to look into it more.

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Morphemes- the meaningful part of words

Suffixes-affixes that follow root words

Affixes- prefixes and suffixes

Prefixes-affixes that come before root words: a single word that cannot be broken into smaller meaningful word parts

PG266

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What is a Syllable? | Open and Closed Syllables | Kids Academy

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With this chapter it was nice to learn about how to divide syllables. Since I do want to teacher the younger kids it is nice to have this information and be able to look back on, segment syllables and the official 'rules' of segmenting multisyllabic words.