• 26 upper and lowercase letters

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

• ex: the letter K

• k - ay

• issue- ineffective teaching methods and strategies lacking research

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

• voiced

• voiceless

rounded curve on top- short vowel sound

• foundational for reading/writing development

• helps kids recognize print represents spoken language

• 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

• 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?

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

• rhyming

• syllables

  • blending, adding, deletion

• 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

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

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

remember to think about the sounds, not the letters

• 44 phonemes but only 26 letters

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

• essential component for effective reading

• sh, gh, ck, th

Trigraph uses three letters to represent one sound

• dge- make j sound

• tch

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

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)

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

temporary: light, take, phone, for

6/7 syllable types in our language!

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

• has one vowel

• ends with a consonant

• makes short vowel sound

ex) cat, it

ex) so, flu, she

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

ex) bake, save, cake

ex-exceptions) give, have, love

ex) tie, day, sea, clay, boat

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

• er, ir, ur- hardest to learn

• -le pick up the consonant before it

  • bubble: bub/ble

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