Components of print awareness:

Recognizing print in the environment

• understanding that print is everywhere (books, sig, labels, menus).

Understanding the functions of print

• knowing that print has purpose, such as telling a story, providing info, or giving directions.

print directionality

• recognizing the left-to-right, top-to-bottom sequence of reading English text.

understanding letters and words

• differentiating between letters, words, and sentences.

• understanding that spaces separate words.

Development of Print Awareness

stages of development

• infant/toddlers: exposure to print through shared reading experiences.

• preschoolers: beginning to notice and asl about letters and words in their environment.

• Kindergarteners: developing a more refined understanding or print functions and directionality.

Influencing Factors:

• home environment: availability of books, exposure to reading.

• teacher interaction: classroom print-rich environments, read-aloud.

Strategies for teaching print awareness:

interactive read aloud:

• point out print elements during read-aloud sessions (e.g., tracking text with a finger, discussing punctuation).

labeling the classroom:

• label objects in the classroom (e.g., "window", bookshelf") to help children connect written words with objects.

Print-Rich Environment:

• create a classroom environment full of print (posters, charts, word walls) to encourage print recognition.

Shared Writing:

• engage in shared writing activities where the teacher models writing and involves students in composing text together.

• 26 uppercase letters

• 26 lowercase letters

• relationship between letter shapes and letter names is not straightforward. Students must memorize this information.

• Handwriting can and does reinforce this skillset.

Letter-Name Iconicity

• when the name of a letter contains the squad that the letter represents.

• there are only two totally nonionic letter names; w and h

Connect to Theory

according to researchers, it is easier for students to lear a particular letter-sound correspondence if the letters sound happens to be in the letters name.

Phonemic is just the individual sound. "cat" /c/.

Ability to recognize and manipulate the spoken parts of words.

Includes phonemic awareness

phoneme=the smallest unit of speech in a language.

Early Phonological Awareness Skills

early phonological awareness (pre-k or k).

counting words in sentences.

rhyming:

• recognition

• odd word out

• production

syllables:

• countins

• blending

• segmenting

• adding

• deletion

Alliteration:

• words that begin with the same sound (lazy Lindsey likes licorice).

Initial sounds:

• Isolating first sounds (clap /c/).

Onset-Rime:

• onest= letters before the vowel

• rime= the vowel and everything that follows

The term is used several different ways and refers to;

• The system of phoneme-grapheme (sound-symbol) correspondences that are the basic structure of an alphabetic orthography.

• A strategy necessary for decoding new words and for storing these 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

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

Can be in or out of context

• Phoneme: smallest unit of speech

• Grapheme: represents a phoneme

• Orthography: a writing system for representing a language

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

• /k/ kiss or click

• the letter x is never doubled

• English words do not end in the letter v or j

Graphemes

Site Word - common misconception- have a certain # of words memorized by a certain time.

definition - a word in someones vocabulary that they recognize on site.

each persons is different based on what they do daily. i.e. brain surgeon vs teacher, farm girl vs city girls.

High Frequency Word (pg244) - common misconception- high frequency words are the only site words.

definition; a word that happens with an increased amount of frequency in text.

Irregular Words- common misconception- often interchanged with site words and high frequency words.

definition; a word contains at least one spelling feature that is not predictable. i.e. was, 3 sounds, the w is the only predictable feature in this word. often why children spell it wuz. i.e. one, the n is sort of predictable. two, the t is predictable.

over 50% of the words in our language are 100% predictable

80+% of our words are predictable minus one feature.

12% are completely irregular. i.e. army cornol.

our language can be decomposed into:

smallest sound units(phonemes)

larger sound units (syllables)

there are 6 or 7 syllable types in our language

this code/generalization can be largely applied to English test to aid in decoding with a higher degree of automaticity

this is a part of structured literacy instruction

Closed Syllables

Make up approximately 53% of all English syllables

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 or closed syllables (and nonsense words)

est-ab-lish

trans-at-lan-tic

un-in-hab-it-ed

sit

Open Syllables

Contain one vowel letter that represents a long vowel

Ends with the vowel letter (vowels=open sounds)

Vowel-Consonant-E Syllables (Magic E, Sneaky E)

Generally represent long vowels 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

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

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

Consonant + LE Syllables