EL312ZA by Robynn Gouldner

Module Facts

rgouldne — 2025-08-31 19:34:44 UTC

The Consonant Phonemes include continuous sounds and stop sounds.

The continuous sounds include: /f/, /l/, /m/, /n/, /r/, /s/, /v/, /w/, /y/, /z/

The stop sounds include: /b/, /d/, /g/, /h/, /j/, /k/, /p/, /t/

Credit from Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Consonant Phoneme Articulation Chart

rgouldne — 2025-08-31 19:35:07 UTC

Credit to Teacher Reading Sourcebook by Bill Honig, Linda Diamond, and Linda Gutlohn

Reflection

rgouldne — 2025-08-31 19:35:12 UTC

There are many different parts to the structure of English. There are syllables, morphemes, different sound/spellings, vowel phoneme classifications, consonant phoneme classifications, and phonemes. These categories branch off into different sections. Before reading the chapter I did not know of the word morphemes, and now I know that a morpheme can be free or bound. Free morphemes can be stand alone words, and bound morphemes cannot stand alone as words.

Module Facts

rgouldne — 2025-09-07 18:57:12 UTC

Print knowledge begins during the preschool years. The children begin building concepts about print through literacy based interactions with adults in their lives. In preschool and Kindergarten, enhancement of print awareness should be a central goal for the students.

Credit from Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Elements of Print and Book Awareness Chart

rgouldne — 2025-09-07 18:57:48 UTC

Found on page 73 of the Teacher Reading Sourcebook. Credit to Teacher Reading Sourcebook by Bill Honig, Linda Diamond, and Linda Gutlohn

Sample Resource

rgouldne — 2025-09-07 18:57:55 UTC

Credit to https://www.youtube.com/watch?v=Hrq_kzZ7u4o

Reflection

rgouldne — 2025-09-07 18:58:00 UTC

Print awareness is one of the earliest introductions to literacy. Print awareness includes the understanding of how to hold a book, print conveys meaning, and which direction printed text should be read. Print awareness is knowing the forms and the functions of print. The ability to understand how print works does not emerge automatically and unaided for most children. I knew that in Kindergarten assessments happen three times throughout the school year to assess their print awareness. If they need extra support the students may need intervention.

Module Facts

rgouldne — 2025-09-14 20:37:08 UTC

The relationship between the shapes and the names of the letters is largely arbitrary. The result of that is young students have no choice but to memorize the links between letter shapes and names. One way to help students learn and recall letter shapes is through handwriting practice.

Credit from Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Visually Similar Letters

rgouldne — 2025-09-14 20:37:26 UTC

Found on page 86 of the Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Sample Resource

rgouldne — 2025-09-14 20:37:33 UTC

Reflection

rgouldne — 2025-09-14 20:37:46 UTC

Letter knowledge can be a great tool for students to learn reading and writing. Letter-name iconicity is when the names of the letters contain the sound that the letter represents. In English, only two letters are noniconic which is the letter h and the letter w. Another part of letter knowledge is letter characteristics which can include letter shapes that are visually similar. There are also letters that are phonologically similar. There are even letters that are phonologically and visually similar. Letter knowledge is a foundational role in literacy development.

Module Facts

rgouldne — 2025-09-29 02:18:22 UTC

Phonological awareness can be broken into four developmental levels: words, syllable, intrasyllable, and phoneme. As students progress they learn to blend, segment, and manipulate words. Phonological sensitivity lays a strong foundation for the development of phonemic awareness. Phonemic awareness is the most important level.

Credit to Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Phonological Awareness Skills by Level

rgouldne — 2025-09-29 02:18:31 UTC

Credit to Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Sample Resource

rgouldne — 2025-09-29 02:18:43 UTC

Reflection

rgouldne — 2025-09-29 02:18:48 UTC

Phonological awareness and phonemic awareness go hand in hand. First, a student must understand phonological awareness which includes words, syllables, intrasyllables, and phonemes. Phonological awareness instruction should have clear explanations and teacher modeling of tasks. It should also be systematic so it should progress from easier to more difficult in tasks. Segmenting words or syllables is easier than segmenting phonemes, isolating initial phonemes in words is easier than isolating final or medial phonemes in words, and blending or segmenting words with two phonemes is easier than blending or segmenting words with three or four phonemes.

Module Facts

rgouldne — 2025-10-26 17:00:38 UTC

Phonics is a method of instruction that teaches students the systematic relationship between the letters and letter combinations (graphemes) in written language and the individual sounds (phonemes) in spoken language and how to use these relationships to read and spell words. Phonics instruction is intended for beginning readers in primary grades and for older students who are struggling to read.

Credit from Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Explicit Phonics Lesson Sequence

rgouldne — 2025-10-26 17:00:51 UTC

Sample Resource

rgouldne — 2025-10-26 17:00:58 UTC

Reflection

rgouldne — 2025-10-26 17:01:05 UTC

A good phonics instruction includes developing understanding of the alphabetic principle, incorporating phonemic awareness, providing sufficient practice in reading words, leading to automatic word recognition, and is one part of a comprehensive reading program. In order to have effective instructional techniques corrective feedback should be given immediately, students should be monitored to make sure they are paying attention and responding correctly, the pacing should be lively to keep attention of students, and the use of effective signals makes it clear when students are to respond in unison.

Module Facts

rgouldne — 2025-11-09 23:06:11 UTC

Irregular words contain one or more sound/spelling correspondences that a student does not know and therefore cannot use to decode the word. Students have to learn to identify these words as wholes, or automatically by sight. Many of the most common high-frequency words in English are irregular. There are two types of irregular words. There are permanently irregular words and temporarily irregular words. Temporary words may be irregular to start with, but will become regular once the sound/spellings are taught. Permanent irregular words contain one or more sound/spellings that are not pronounced conventionally and are unique to that word or a few words.

Credit from Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Word Recognition Grid

rgouldne — 2025-11-09 23:06:18 UTC

Credit to Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn

Sample Resource

rgouldne — 2025-11-09 23:06:28 UTC

Reflection

rgouldne — 2025-11-09 23:06:35 UTC

Irregular words should be taught in a reasonable order, practiced, and reviewed. Irregular words should be introduced after students can read regular CVC words at a rate of one word every three seconds. If irregular words are not taught in a timely manner, then students will rely on sounding a word out rather than identifying it as a whole word. An irregular word should be taught at least one lesson before students read it in the connected text. Each irregular word should be monitored separately. Irregular words should be monitored every four to six weeks for students at or above grade level. If students are below grade level, then they should be monitored every two weeks.

Module Facts

rgouldne — 2025-11-23 18:32:40 UTC

Syllabication is the division of multisyllabic words into separate syllables with each syllable containing a vowel sound. A syllable may contain more than one vowel letter, but the letters will represent only one vowel sound. There are three different research-based approaches to teaching students how to decode longer multisyllabic words. One is using syllables types and division principles, another is identifying affixes or word parts, and the third is using flexible syllabication strategies.

Credit to Teacher Reading Source Book by Bill Honig, Linda Diamond, and Linda Gutlohn.

Syllable Types

rgouldne — 2025-11-23 18:32:48 UTC

Credit to https://sarahsnippets.com/syllable-types/

Sample Resource

rgouldne — 2025-11-23 18:32:56 UTC

Reflection

rgouldne — 2025-11-23 18:33:04 UTC

Students knowing how to decode multisyllabic words is essential because most of the words students will encounter in print are words of seven or more letters and two or more syllables. The common types of syllables are closed, open, vowel combination, r-controlled, vowel-consonant e, and consonant -le. Open and closed syllables make up almost 75 percent of syllables in english words. The most useful syllable division principles are VC/CV, V/CV, VC/V, VC/CCV, VCC/CV, and consonant -le.