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Phonemic Awareness refers to the knowledge of phonemes, which are the smallest units of sounds in a spoken language. This is specifically oral, and not part of written language. A student who has phonemic awareness can focus on and manipulate phonemes.

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Phonological awareness includes hearing and manipulating the parts of spoken language. Learners start by recognizing individual words, then syllables. Next, they become aware of onsets and rimes, to be followed by phonemes. The final stage is the ability to manipulate the phonemes.

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Phonics is a teaching method that helps learners connect spoken sounds to written symbols in systematic and predictable ways. This knowledge can be used to decode words in print. The alphabetic principle is part of phonics instruction.

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The types of vocabulary are listening, speaking, reading and writing. The three levels are tier 1, tier 2, and tier 3. Tier 1 vocabulary words are the most frequent words in our language. Tier 2 are fairly high in frequency but are more domain specific. Tier 3 are low in frequency and are in specific domains.

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Comprehension refers to understanding the authors message. It requires intentional thinking to construct meaning between the text and reader. There are two phases. One is construction, where the reader constructs meaning from a text. The second is integration, where the reader integrates their new knowledge with their prior knowledge.

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Reading Fluency is characterized by four identifiers: 1. Accurate, effortless and automatic word identification. 2. appropriate age/grade level reading speed. 3. appropriate use of expression (prosody) out loud. 4. correct text phrasing. Fluent readers can corrects decode text effortlessly, read at the correct rate, volume phrasing, intonation, and their reading is automatic.

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For example, “Susie sold six salami sandwiches.” Later, phonological awareness moves from noticing to doing. Kids can come up with rhyming words, and they can break words apart into syllables or single sounds by listening rather than clapping.

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Word: Comprehension- breaking this word into its individual sounds.

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An example of this would be the use of outlines, maps, and notes to help create a better, more concrete understanding of a text.

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Two letters that represent one speech sound. Examples: sh, ch, th, ph. Two letters that together make one vowel sound. Examples: ai, oo, ow.

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Quality fluency: reading with speed, accuracy, and proper expression.

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She may be delayed in acquiring the vocabulary of her classmates.

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Summarzing, imaging, and predicting. Explain, explore, expand.

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Blending, segmenting, and memorizing sight words.

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Oral and Aural (listening) activities. Naming and identifying letters of the alphabet. Modeling phonemic awareness activities.

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Group assisted reading, and writers workshops.

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Identifying and making rhymes, identifying and working with syllables in spoken words, identifying and working with onsets and rimes in spoken syllables or one-syllable words, and identfying and working with individual phonemes in spoken words.

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It helps students understand the relationship between letters and sounds.

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Assists students in recalling information.

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Helps students read to self and read aloud equally as well.

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A rich vocabulary improves a students ability to communicate through speaking, listening, and writing.

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Allows students to read aloud and spell correctly.

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It helps children learning to read and allows them to pronounce sounds correctly.