-It helps the students recognize new words and how to spell them.

-Smallest sound units in English language.

-To produce a consonant sound, vocal airflow is either partially or completely obstructed as it moves through the mouth.

• Manner of Articulation:

  • Stops - airflow is stopped completely for a short time.

  • Nasals - air is forced through the nasal cavity; mouth is closed.

  • Fricatives - air is forced through a narrow space, creating friction.

  • Affricates - a sequence of a stop and a fricative; airflow is stopped completely and then released.

  • Glides - glides immediately into the vowel that always follows; airflow is not obstructed.

  • Liquids - seem to float in the mouth; difficult to produce in isolation or to separate from the preceding vowel sound.

• Voiced or Unvoiced:

  • Voiced - the vocal cords vibrates.

  • Unvoiced - the vocal cords do not vibrate.

• Consonant Phonemes:

  • Continuous sounds - sounds that can be produced for several seconds without distortion.

  • Stop Sounds - sounds that can be produced for only an instant.

-Phonological processing difficulties

-Language barriers

-Parents’ low reading abilities

-Biological or psychological learning deficits.

-Successful approach that includes direct teaching of phonemic awareness and phonics as well as an abundance of rich and varied literature and writing practice. (balanced and comprehensive literacy programs - requires understanding which skills need to be developed at which points and shifting the curricular emphasis overtime, while using all literacy strategies.

-Ability to decode words

-Automaticity with enough words

-Acquisition of vocab along with the application of reading comprehension strategies

-Extensive reading of both narrative and expository texts

-Maintaining the motivation to learn

-Adequate teacher preparation and materials.

-Every syllable must have a sound.

-Awareness of syllables helps students to:

• Break words into manageable parts or chunks.

• Helps students understand how a vowel sound should be pronounced.

• Spell words by thinking of the different word parts they hear.

-Closed syllables ends in one or more consonants and has a short vowel sound.

-VCE Syllables (Vowel-Consonant-e) have long vowel sounds and ends in a silent e.

-Open Syllable ends with a long vowel sound, spelled with a single vowel letter.

-Vowel Team long or short vowel spellings that use two to four letters to spell the vowel. Dipthongs ou/ow and ol/oy are included.

-R-Controlled Syllables: A syllable with er, ir, or, ar, or ur, vowel pronunciation often changes before the /r/.

-Consonant -le Syllables are unaccented final syllables that contain a consonant before /l/, followed by a silent e.

-Leftovers/Odd and Schwa Syllables are usually final, unaccented syllables with odd spellings.

• Dividing Words by Syllable

  • Two consonants between two vowels (VC-CV) When vowels have two adjacent consonants between them, divide between the consonants. The first syllable will be closed (with a short vowel).

  • One consonant between two vowels (V-CV and VC-V) a. First, try dividing before the consonant. This makes the first syllable open and the vowel long. This strategy will work 75% of the time with VCV syllable division. B. If the word is not recognizable, try dividing after the consonant. This makes the first syllable closed and the vowel sound short. This strategy will work the remaining 25% of the time with (VCV) syllable division.

  • Consonant blends and diagraphs stick together. Don't separate them when using the first two principles for dividing words by syllables.

Tips for Teaching Syllables:

• Look for any compound words.

• Look any prefix or suffix and divide between the and the root word.

• Look for the vowels and any consonants in between them and split the word.

• Attempt to read the word trying the vowel sounds that matches the syllable pattern (open = Long vowel sound / closed = short vowel sound).

-As students learn the alphabet they need to…

• Recognize that each letter has a name and a sound.

• Recognize the visual features of different letters in words.

• Notice that each letter has two forms (uppercase and lowercase).

• Become aware that some letters may be associated with more than one sound.

• Recognize that words are made up of a series of letters.

-Activities to Support Alphabet Knowledge:

• Singing the alphabet song.

• Matching and Naming letters.

• Letter and Sound Sorts using pictures.

• Reading and Reviewing Alphabet books.

• Name building activities.

• Letter poems, chants, and songs.

• Practicing letter formation.

• Letter games.

-52 letters

-Upper and lower case

-16 upper- different from lowercase

-150 spellings

-44 sounds

-Punctuation

-Directionality

-Decoding Involves:

• Phoneme, Knowledge, Grapheme, Knowledge, Orthographic Knowledge, Morphological Knowledge, and Syntax Knowledge.

What is decodable text?

• Uses phonics pattern words.

• Represent sound-symbol correspondences that have already been taught.

• Few non-phonetic high-frequency words.

• Requires students to apply their knowledge and skills to decode words.

-Help to identify which letters and letter sounds students know automatically.

• Allows teachers to analyze students' ability to recognize and manipulate individual sounds in spoken words accurately and/or automatic.

• Including segmenting, blending, and manipulating phonemes for students to show their understanding of sounds and how different letters together can create different sounds with the same beginning or ending sound.

• Milestones for oral language.

• Listen carefully for the sounds students are able to produce.

• Second Language Acquisition:

  • Pre-production

  • Early production

  • Speech Emergence

  • Intermediate Language Proficiency

  • Advanced Language Proficiency

• MyLanguages.org to find cross connections.

• Transparent language - a language, such as Spanish, where every sound is represented by one letter.

• Cognate - is a word that is similar across languages in spelling or meaning.

• Morphology and Comprehension - Many words can be broken down into smaller units of meaning, such as prefixes, roots, and suffixes.

• Evidence Based Strategies for Reading Comprehension:

  • Comprehension monitoring

  • Cooperative learning

  • Graphic and semantic organizers

  • Story structure

  • Question answering

  • Question generation

  • Summarization

  • Multiple Strategy Use

• 3PV3RQ

• 3PV

  • Purpose

  • Prepare

  • Predict

  • Vocabulary

• 3RQ

  • Read

  • Review

  • Retell

  • Question

• Develop Fluent Readers:

  • Read to

  • Read with

  • Listen to

  • Read alone

• Create fluency cues for students.

• Principles of Effective Fluency Instruction:

  • Scaffolding->Incorporation of Prosodic Elements->Modeling ->Extensive Opportunity for Practice->

• Teaching/Practicing Fluency:

  • Echo Reading

  • Choral Reading

  • Paired Reading

  • Readers Theater

  • Audio Recordings

  • Repeated Recordings

  • Using a Fluency Phone

    
    

High Frequency Word: Regular AND Irregular words that appear most often in printed text.

• Regular Words: Words that can be decoded by sounding them out.

• Irregular Words: Words that cannot be decoded by sounding them out.

• High Leverage Instructional Routines:

  • Prioritize high-frequency words for instruction

  • Focus on phonology

  • Connect speech to print through orthographic mapping both in and out of context

  • Deepen lexical quality by connecting phonological, orthographic, meaning, and context knowledge

  • Repeated readings

• Explicitly Teaching Sight Words and High Frequency Words:

  • Step 1: Introduce the word in context.

  • Step 2: Say and count the sounds in word.

  • Step 3: Spell the word (aligning the letters and sounds.)

  • Step 4: Practice writing and reading the word.

  • Step 5: Connect meaning and context.

• Practicing and Reviewing Sight and High Frequency Words:

  • LOOK! SAY! COVER! WRITE!

  • Build a word

  • Going on a word hunt

  • Mystery word

  • CLOZE Activity

  • Word Rings

  • Sentence Building

  • Word scramble/games

• Our brain uses letter sound relationships PLUS our knowledge of phonemes to segment and blend spoken sounds.

  
  

• Suggests the reader knows the proper tone to match the text.

• Intonation: Rise and fall of the voice - the music of language

• Pacing

• Stress: Emphasis given to certain syllables, words, or phrases.

• Rhythmic Patterns of Language: Sense of movement in speech or writing.

-Receptive Vocabulary: Meanings recognized in the context of oral or written language.

-Expressive Vocabulary: Meanings known well enough to use in speaking and writing.

-Foundational for reading comprehension

-Supports speaking, writing, thinking

-Crucial for ELL's and early readers

Effective Instruction:

-Teach specific words

-Encourage word-learning strategies

-Multiple exposures

-Active engagement

-Fostering word consciousness

1. Introduce the word

*Use student-friendly definitions

*Give meaningful examples

*Reinforce new vocabulary through multiple modalities.

2. Students use the word meaningfully

   -Use a sentence frame

   -Give students time to think of examples

   -Share some of your own examples

   -Students share with a partner

   -Students share with the class

3. Check for Understanding

   -Give examples that match and don't match the word

   -Invite students to use the word on their own

-Critical for understanding more complex topics.

-How to teach:

-Pre-teach before reading

-Use visuals and real-world examples

-Teach in context

-Use multiple exposures

-Encourage word consciousness

4 Components:

-Definition

-Characteristics

-Examples

-Non-Examples

Uses:

-Identify vocab

-Define Vocab

-Develop meaning

-Determine Relationships

-Deeper Understanding

-Analyze the concept/word synthesize

-Provides visual representation

-Activates prior knowledge

-Builds connections

-Provides examples/non-examples

etc.

Steps to Teach:

1. Explain the model using a common word to demonstrate the components.

   -Model the stratgegy and quality desired when giving examples.

   -Think out loud as you provide examples, non examples.

2. Review a pre-selected list of key concept words before reading about the topic.

   -Choose a key concept word from the topic read and have students help complete the model.

3. Provide blank

Word Instruction:

• Teaching how words work in language.

• Focus on vocabulary, spelling, and word meaning.

Why is it important?

• Builds a strong vocabulary foundation

• Supports reading comprehension and writing skills.

Word-learning strategies:

Key Focus:

• Strategies for independent word learning.

• Encouraging self-sufficiency in decoding and understanding words.

Effective Strategies:

• Use of dictionaries and thesauruses.

• Word maps and semantic mapping.

• Word association and mnemonic devices.

Word consciousness:

Word Consciousness:

• Awareness and appreciation of words and their meanings.

• Motivating students to actively engage with words in reading and writing.

Build Word Consciousness:

• Encourage curiousity about words.

• Celebrate word play.

• Expose students to rich language in literature.

-Builds upon a reader's strengths and abilities in other skills so students can make meaning of the text.

-Good Readers:

• Use word level skills

• Have a strong vocabulary

• Have and use a broad conceptual knowledge

• Know how texts work

• Can think and reason well

• Are motivated to understand and work toward academic goals.

-Goals/Standards:

• Require regular practice with complex texts and academic language.

• Reading, writing, and speaking are grounded in evidence from text both literary and informational.

• Build knowledge through content-rich non-fiction.

-Teaching Strategies:

• Monitoring strategies

• Connecting to world knowledge

• Predicting

• Recognizing text structure

• Answering Questions

• Asking Questions

• Constructing mental images/Visualizing

• Summarizing

• Making Inferences

-Questions to consider:

• What do I want to know?

• Why do I want to know this?

• How can I discover this information?

• What do I do with what I discover?

-Types of Assessments:

• Diagnostic - Based on grade level and time of the year. Provides a screening of knowledge and skills at the start of instruction or the instructional year. Identifies strengths and areas for growth.

• Formative - Used to monitor students learning and adjust ongoing instruction. A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.

• Interim - Measures students progress toward a specific set of skills at different points in the year. Helps identify needs or supports, and curriculum needs.

• Summative - Measures mastery of standards at the end of a unit or grade level. Helps to identify needs or supports, and curriculum needs.

-Is a record of errors or miscues that readers make as they read.

• To evaluate text difficulty

• To group students together with similar needs

• To monitor progress of the reader

• To allow different children to move through different books at different speeds and keep track of individual progress.

• To observe particular difficulties in particular children

• To guide classroom instruction

Challenges:

• Sophistication of the vocab

• Length of sentences

• Levels of meaning

• Themes of subjects presented