Mia's EL 312 Padlet by Mia Manley

What is the Science of Reading

mmanley27 — 2024-01-25 14:50:09 UTC

Science of reading is research that incorporates insights from disciplines including developmental psychology, educational psychology, cognitive science, and cognitive neuroscience (Really Great Reading).

Source for Science of Reading Information AKA: (Really Great Reading)

mmanley27 — 2024-01-25 15:00:56 UTC

Very helpful overview of The Science of Reading

Five Key Elements of Scientific Instruction

mmanley27 — 2024-01-25 15:01:05 UTC

Comprehension
Fluency
Vocabulary
Phonics
Phonemic Awareness
Source: Really Great Reading

Narrative Reflection

mmanley27 — 2024-01-25 15:01:15 UTC

Understanding what the science of reading is and what it consists of is extremely important when diving deeper into each individual subgroup of the research. The science of reading is a broad definition of the research and principles found that make it up. The source I have linked into this portion of the Padlet is very beneficial to understanding the concepts of the Science of Reading. Gathering this baseline knowledge will help my understanding as we dive into more specific areas in the science of reading.

Science of Reading

mmanley27 — 2024-01-25 22:28:24 UTC

"Demonstrates methods that best help children learn to read, from the earliest steps in spoken language to being able to successfully decode unfamiliar words" (Really Great Reading).

Alphabetic Principle in Science of Reading

mmanley27 — 2024-01-25 22:38:23 UTC

"The alphabetic principle is the idea that words are made of sounds, and that our letters represent those sounds.
The alphabetic principle is a key concept for developing reading skills. We believe in moving from speech to sound, from phonemes to graphemes." (Really Great Reading)

mmanley27 — 2024-01-30 14:23:39 UTC

phon=sound

eme= unit of language structure

44 phonemes with 26 letters

Decoding- reading

encoding-writing

Phoneme

mmanley27 — 2024-01-30 14:24:17 UTC

the smallest segment of spoken language

phonemic awareness skill

mmanley27 — 2024-01-30 14:34:14 UTC

being able to count how many sounds are in a word.

Phonemic Awareness Skills

mmanley27 — 2024-01-30 14:35:57 UTC

Segmenting- taking the whole word and breaking it down into sounds

Isolating- What the first/last/medial sound in a word

Categorize- which word has a different first/last/medial sound

Blending-given a series of sounds and putting them together to make a whole word

Deleting-taking out a phoneme from a word

Substituting- putting in a different phoneme in place of another

Reversing phonemes- flip flop the first and last sound

Elkonin Box Templet

mmanley27 — 2024-01-30 15:11:10 UTC

Elkonin Box Templet

mmanley27 — 2024-01-30 15:12:13 UTC

Video Examples of Utilizing Elkonin Boxes

mmanley27 — 2024-01-30 15:13:35 UTC

Phonemic Awareness Lesson

mmanley27 — 2024-01-30 15:16:05 UTC

Narrative Reflection

mmanley27 — 2024-02-06 20:19:36 UTC

Phonemic Awareness is an essential part of a child's learning curriculum. It is how they begin breaking up and putting words together using phonemes or sounds. They also begin learning other phonemic awareness skills like categorizing, deleting, and reversing. During this unit I have learned so much about why phonemic awareness is so important and how it is a foundational skill in our curriculum. During the activities we tried out in class, I was able to practice what I might be using in my future classroom and I really enjoyed getting to see from both a teachers and students perspective when it came to phonemic awareness.

Phonological Awareness

mmanley27 — 2024-02-13 14:13:42 UTC

an overall awareness of the sounds in spoken language.

ability to think about and recognize larger chunks in words
ability to recognize and manipulate the spoken parts of words.
includes phonemic awareness

Early Phonological Awareness Skills

mmanley27 — 2024-02-13 14:19:24 UTC

Counting words in sentences
Rhyming
Syllables
Alliteration : words that begin with the same sound.
Initial (first) Sounds : Isolating first sounds
Onset-Rime

mmanley27 — 2024-02-13 14:27:48 UTC

Explicit instruction

mmanley27 — 2024-02-13 14:35:14 UTC

explicit- there is no room for students to guess their way through it. It is very intentional and you are leading and coaching students through the skill.

Rhyming Awareness Skills

mmanley27 — 2024-02-13 14:41:56 UTC

Recognition: recognizing that words rhyme with one another.
Odd word out: Picking out a word in a sequence that doesn't rhyme with the others.
Production: Able to give a word that rhymes with another.

Syllables Awareness Skills

mmanley27 — 2024-02-13 14:43:31 UTC

Counting
Blending
Segmenting
Adding
Deletion

What is Phonological Awareness?

mmanley27 — 2024-02-13 14:46:26 UTC

Onset-Rime

mmanley27 — 2024-02-13 14:55:45 UTC

Onset: letter(s) before the vowel
Rime: the vowel and everything that follows
Blending
Segmenting
Adding
Deletion
Substitution

Narrative Reflection

mmanley27 — 2024-02-15 16:23:45 UTC

Phonological Awareness is so important because if children are not able to recognize these phonological skills such as counting words, rhyming, and syllables. They will lack foundational skills that are necessary for them to advance in their reading skills and knowledge, which will set them back significantly. It is nice to be able to associate a name with these skills because prior to this weeks discussions in class, I knew about rhyming and syllables, but I wasn't aware that they fit under the same umbrella called Phonological Awareness.

David Kilpatrick Video

mmanley27 — 2024-02-15 16:28:30 UTC

Games for Phonics skills

mmanley27 — 2024-02-29 15:15:50 UTC

Phonics refers to:

mmanley27 — 2024-03-05 14:02:39 UTC

The system of phoneme-grapheme correspondences that are the basic structure of an alphabetic orthography.

A strategy necessary for decoding new words and for storing those words in orthographic memory.

An essential component of effective reading instruction-one of the five big ideas or pillars that should be addressed by effective reading programs.

Decoding

mmanley27 — 2024-03-05 14:05:13 UTC

The ability to translate a word from print to speech using sound-symbol (phoeme-grapheme) correspondences.

Can be in or out of context

Orthography

mmanley27 — 2024-03-05 14:08:41 UTC

a writing system for representing language.

English orthography has many patterns and constraints that help to speed the decoding process up.

The letter x is never doubled
English words do not end in the letter v

Consonant Digraphs

mmanley27 — 2024-03-05 14:30:28 UTC

One grapheme comprised of two letters that together represent one phoneme.

Grapheme ch = phoneme /ch/
Grapheme sh = phoneme /sh/

Orthographic Mapping

mmanley27 — 2024-03-05 14:34:06 UTC

Rapid recognition of all relevant layers of word structure in a mental process.

To accurately and automatically read the word unkind, the brain will need to recognize:

Syllables : un-kind (2)
Morphemes: un-kind (2)
Graphemes: u-n-k-i-n-d (6)
Phonemes: /u/ /n/ /k/ /i/ /n/ /d/ (6)

Synthetic Approach

mmanley27 — 2024-03-05 14:36:48 UTC

letter names taught
sound letters stand for taught & reviewed (some rules or generalizations might be discussed)
Principle of blending sounds to form words taught
Opportunities to blend unknown words in context are provided (decodable texts)

Consonant

mmanley27 — 2024-03-05 14:42:20 UTC

a basic speech sound in which the breath is at least partly obstructed and which can be combined with a vowel to form a syllable. (Oxford Dictionary)

mmanley27 — 2024-03-05 14:47:02 UTC

Narrative Reflection

mmanley27 — 2024-03-05 14:50:57 UTC

Understanding phonics for single-letter consonants is one of the building blocks for reading comprehension. It is very important for us as teachers to help guide student understanding and learning of parts of phonics (phonemes, graphemes, consonant digraphs, orthography, decoding...) Learning about orthography patterns in the english language can also be very helpful for language comprehension and understanding. After students have an understanding of how individual letters sound, they can begin to blend letters together to form words.

mmanley27 — 2024-03-27 17:46:25 UTC

Complex consonants

mmanley27 — 2024-03-27 17:48:13 UTC

Letters that are combined and pronounced as a single sound.

Consonant Blends

mmanley27 — 2024-03-27 17:52:02 UTC

Two or three consonants present in the same syllable of a word and not separated by vowels.

Most commonly found at the beginning or end of a word.

Consonant Blend Examples

mmanley27 — 2024-03-27 17:55:37 UTC

/Br/ in Bright or Bring or Brain

/Cr/ in Crumble or Crust or Cream

/St/ in Stop or Stand or Stash

/Spr/ in Spring or Sprain or Sprint

mmanley27 — 2024-03-27 17:56:50 UTC

mmanley27 — 2024-03-27 17:58:28 UTC

mmanley27 — 2024-03-27 18:01:14 UTC

Narrative Reflection

mmanley27 — 2024-03-27 18:07:51 UTC

Awareness of complex consonants is essential for decoding and comprehension. Students must know when a group of letters work together to make one sound like /dge/ or if they are just consonant blends in which each letter makes a sound like /spr/. Utilizing the websites, images, and activities I have found and we discussed in class will be extremely helpful when teaching students about complex consonants.

mmanley27 — 2024-04-09 13:25:47 UTC

Classified Vowels

mmanley27 — 2024-04-10 18:50:30 UTC

a, e, i, o, u, and sometimes w and y.

Vowel Diphthongs: oi, oy, ou, ow

A diphthong is a single-vowel phoneme, represented by two letters, resembling a glide from one sound to another.

A vowel digraph is a two-letter grapheme that represents one vowel phoneme.

Y and W

mmanley27 — 2024-04-10 18:51:50 UTC

Y represents no vowel sound of its own. When y is a vowel, its pronunciation is shown by the key symbols we associate with the i or the e.

As a vowel, the W represents no distinct phoneme of its own. W is always used in combination with another vowel, as in few, cow, and grow.

Directional marks

mmanley27 — 2024-04-10 18:56:55 UTC

Breve- indicated the pronunciation of a short vowel sound.

Macron- indicates the pronunciation of a long vowel sound.

Schwa-indicate the soft vowel sound found in unaccented syllables. (soft "uh" sound)

Vowel-Consonant or VC

mmanley27 — 2024-04-10 18:58:39 UTC

The most common vowel-consonant pattern is that of VC, in which the V represents its short sound.

The VC pattern gives clues to the pronunciation of unknown words. We would expect the vowel to represent the short vowel sound.

Accented Syllable

mmanley27 — 2024-04-10 19:02:32 UTC

The accented syllable in a multisyllable word receives greater stress than other syllables.

You will notice that the vowel in the unaccented syllable represents more of an "uh" sound.

A single vowel in a closed accented syllable usually represents the short sound of the vowel.

An open syllable ends with a vowel phoneme.

We tend to shorten the vowel sounds in unaccented syllables.

A single vowel in an open accented syllable usually represents its long sound. (CV)

VCCe

mmanley27 — 2024-04-10 19:04:58 UTC

When a word (or a syllable) has two vowels, one of which is a final e, and the two vowels are separated by two consonants, the first vowel often represents it's short sound and the final e is silent.

VCe

mmanley27 — 2024-04-10 19:06:34 UTC

When a one-syllable word has two vowels, one of which is the final e, the e is silent and the first vowel usually represents its long sound.

R Controlled Vowels

mmanley27 — 2024-04-10 19:15:51 UTC

If the only vowel letter in a word or syllable is followed by r, the vowel will be effected by that r.

If the only vowel in a word or syllable is followed by l or w, the vowel will be affected by that l or w.

CVVC

mmanley27 — 2024-04-10 19:20:48 UTC

When two vowels appear together in a word or accented syllable, the first may represent the long sound and the second is usually silent.

Narrative Reflection

mmanley27 — 2024-04-10 19:26:26 UTC

Understanding the pronunciation of words and decoding of words is much easier when you are taught and understand the generalizations of vowels and vowel patterns. Directional markings will increase my pronunciation knowledge and ability. Giving our students access to this knowledge and these rules/generalizations will help them so much in their path to reading comprehension and decoding of words. Being able to recognize when vowels are short or long based on the letters they are surrounded by will make decoding faster which will in turn increase comprehension.

mmanley27 — 2024-04-10 19:29:15 UTC

mmanley27 — 2024-04-10 19:31:20 UTC

https://www.myteachingstation.com/long-vowels-sound-picture-reference

mmanley27 — 2024-04-16 13:12:53 UTC

Our Language can be decomposed into:

mmanley27 — 2024-04-16 13:22:12 UTC

Smallest unit of sounds: Phonemes

Larger units of sounds: Syllables

There are 6/7 syllable types in our language. This code/generalization can be largely applied to English text to aid in decoding with a higher degree of automaticity.

This is part of structured literacy instruction.

Structured Literacy

mmanley27 — 2024-04-16 13:23:17 UTC

The method Orton and Gillingham devised was phonics-based, systematic, explicit, and highly structured, with multisensory elements to help learners retain the concepts that eluded them. This is the same method we call Structured Literacy today.

In Structured Literacy lessons:

mmanley27 — 2024-04-16 13:24:11 UTC

teachers work on phonemic awareness, decoding skills (blending phonemes to make words), encoding skills (segmenting words into phonemes or morphemes), sight words, and reading fluency. Teachers follow the scope and sequence, covering one syllable at a time until all six syllable types are taught (closed, open, vowel-consonant-e, r-controlled, vowel pair/diphthong, and consonant-le).

Closed Syllables

mmanley27 — 2024-04-16 13:28:57 UTC

Make up approx. 53% of all English syllables (Really Great Reading, 2021)
Contain one vowel letter that represents a short vowel sound
End in one or more consonants (consonants = closed sounds)
Many academic words are just a series of closed syllables (and nonsense words)
est-ab-lish
trans-at-lan-tic
un-in-hab-it-ed

Open Syllables

mmanley27 — 2024-04-16 13:30:06 UTC

Contain one vowel letter that represents a long vowel
Ends with the vowel letter (vowels = open sounds)

VCE Syllables

mmanley27 — 2024-04-16 13:33:35 UTC

Generally represent long vowel sounds
- Example exceptions; give, have, love
- English orthography- words in the English language do not end in the letter v so the letter e is added.
End with a silent e (the Bossy E)

Vowel Team Syllables

mmanley27 — 2024-04-16 13:35:31 UTC

Contain two (or more) letters that represent long (or short) vowels, variant vowels, or diphthongs (vowel digraphs)
Ends with the vowel sound (e.g. high, clay, snow) OR a consonant (e.g. boat, moon)

R-Controlled Syllables

mmanley27 — 2024-04-16 13:37:47 UTC

When a vowel is followed by r, the letter affects the sound of the vowel (the Bossy R)

Consonant + LE Syllables

mmanley27 — 2024-04-16 13:45:19 UTC

When -le appears at the end of a word and is preceded by a consonant, the consonant +le form the final syllable
- Exceptions: pick/le
Limited number of Consonant +le syllables
- -ble, -cle, -dle, -fle, -gle, -tle, -ple, -zle, -kle
Always make the schwa sound
Keep the consonant +le together when dividing syllables (exposes the first syllable as closed, open, or r-controlled

Syllables and Accent Patterns

mmanley27 — 2024-04-16 13:51:51 UTC

In multisyllabic words, at least one syllable receives more emphasis, or greater stress, than the other syllables.
- In multisyllabic words, more than one syllable can be stressed.
The vowel phoneme is the most prominent part of the syllable. Vowels behave differently in accented and unaccented syllables.
- Your con' duct is exemplary.
- She will con duct' the orchestra tonight.
Note: we identify the accented syllable by placing an accent mark (') after the syllable.

Syllables and Accent Patterns Cont.

mmanley27 — 2024-04-16 14:03:19 UTC

Affixes (prefixes and suffixes) typically form separate syllables. The accent usually falls on or within the root.
- un like' ly, cold' est, un bend' able, move' ment
In compound words, the primary accent usually falls on or within the first word.
- snow' man, some' thing, cow' boy
The placement of the accent will differ in homographs (spelled the same) that are a noun or a verb. The accent usually falls on the first syllable or a noun.
- What is this object? (noun) = ob' ject
- Do you object? (verb) = ob ject'

Syllables and Accent Patterns Cont.

mmanley27 — 2024-04-16 14:08:47 UTC

If a word contains a double consonant (VCCV), the accent usually falls on the syllable that closes with the first letter of the double consonant.
- bet' ter, thun' der, trum' pet
Most multisyllabic words ending with the suffix -tion -sion or -ic, the primary accent will fall on the syllable preceding the suffix
- ex ten' sion, mag net' ic, men' tion
If the last syllable contains a vowel team followed by a consonant, the syllable is most often accented
- main tain', con ceal', com plain'
When there is no other clue, the accent will usually fall on the first syllable of a two syllable word.
- fin' ish

mmanley27 — 2024-04-16 14:17:16 UTC

Narrative Reflection

mmanley27 — 2024-04-23 00:39:39 UTC

Syllable types and generalizations are very helpful in decoding and processing word recognition. When we understand how to split words into syllables, we are better able to understand how to read the word. For example, knowing that in the accented syllable, the vowel is most likely to say its long sound, can be very helpful to students who are struggling to pronounce or decode that word. We also have some words in the english language that are spelled the exact same way, but pronounced two or more different ways. Knowing which syllable is accented, helps students to determine which way to pronounce the word given context.

mmanley27 — 2024-04-23 00:42:28 UTC

mmanley27 — 2024-04-25 13:07:25 UTC

Morphology

mmanley27 — 2024-04-25 13:08:09 UTC

the study of how words are created in a language. Morphemes are the smallest, meaningful parts in a language.

mmanley27 — 2024-04-25 13:09:03 UTC

Morphology

mmanley27 — 2024-04-25 13:13:09 UTC

More than just word parts.
Can be categorized by both language of origin and grammatical role.
The study of meaningful units of language and how they are combined in word formation.

Free vs. Bound

mmanley27 — 2024-04-25 13:15:55 UTC

Free Morpheme: A morpheme that can stand alone.

Example: Tree

Bound Morpheme: A morpheme that must be attached to another morpheme in order to have meaning.

Examples: Prefixes (re), suffixes (ful), Plurals (s, es)

Word Types

mmanley27 — 2024-04-25 13:21:21 UTC

Simple: one free morpheme. (chair, boat)

Compound: Two free morphemes. (teacup, houseboat)

Complex: One free and at least one bound. (tables, undone)

Compound-Complex: Two free and one or more bound. (bookkeepers, unforgettable)

Morphological Awareness

mmanley27 — 2024-04-25 13:23:30 UTC

explicitly thinking about the smallest units of meaning in language, which are called morphemes, and how they come together to provide meaning about the words we hear and read.

These units include: Prefixes, suffixes, root words, and bound roots

mmanley27 — 2024-04-25 13:25:05 UTC

Narrative Reflection

mmanley27 — 2024-04-25 13:31:47 UTC

Morphology provides base skills that can benefit students in many ways. These ways include but are not limited to decoding, spelling, vocabulary, fluency, comprehension, and phonology or pronunciation. By giving students access to morphology, we are setting them up for key skills that they will carry with them for the rest of their lives. By teaching students about morphology, we are giving them the "why" behind the actions we take when understanding the smallest parts of words and how to decode and encode them.

mmanley27 — 2024-04-25 13:35:41 UTC