Evaluating Research: peer reviewed, replication, and consensus

The Big 5

• Phonological Awareness

• Phonics

• Fluency

• Vocabulary

• Comprehension

Phonemes are the smallest units of sound in a language that
can distinguish one word from another. For example, the difference between the words "bat" and "cat" is the initial phoneme /b/ versus /k/. There are 42-44 phonemes.

• Vowel Phonemes (about 18): Sounds produced without any significant constriction or blockage of airflow in the vocal tract.
  Examples include /a/ as in "cat," /e/ as in "bed," and /i/ as in "sit."

• Consonant Phonemes (about 25): Sounds produced with some degree of constriction or closure in the vocal tract. Examples include
  /p/ as in "pat," /s/ as in "sat," and /m/ as in "mat."

Voicing refers to whether or not the vocal cords
vibrate during the production of a consonant sound.

• Voiced sounds: Occur when the vocal cords vibrate (e.g., /b/,
  /d/, /g/).

• Voiceless sounds: Occur when the vocal cords do not vibrate
  (e.g., /p/, /t/, /k/).

Place of articulation refers to the location in the
vocal tract where the airflow is constricted to produce a
consonant sound. This involves different parts of the mouth and throat coming into contact or near-contact.

• Bilabial: Both lips touch (e.g., /p/, /b/).

• Alveolar: The tongue touches the alveolar ridge just
  behind the upper front teeth (e.g., /t/, /d/).

• Velar: The back of the tongue touches the soft part of
  the roof of the mouth (velum) (e.g., /k/, /g/).

Manner of articulation refers to how the airflow is
modified as it passes through the vocal tract to produce a
consonant sound. This can involve different degrees and types of constriction.

• Plosive (Stop): Complete closure of airflow followed by
  a release (e.g., /p/, /t/).

• Fricative: Partial blockage of airflow, creating friction
  (e.g., /f/, /s/).

• Nasal: Airflow is directed through the nose (e.g., /m/,
  /n/).

Grapheme: Letters or letter combinations used to represent
spoken sounds.

Syllable: A word or part of a word pronounced as a unit. Every syllable contains only one vowel sound

Onset: The part of the syllable that comes before the vowel.

Rime: The vowel and everything after it. Phonograms: A nonlinguistic term sometimes used in place
of ‘rime’.

Morphemes: The smallest units of meaning in a language.

• Free Morphemes: Can stand alone as words (e.g., book, run).

• Bound Morphemes: Cannot stand alone and must be
  attached to other morphemes (e.g., -s in books, un- in undo).Every word consists of one or more morphemes.

The Reading Brain-Video

• It is often considered the first step towards reading.

• Print awareness is foundational for reading and writing
  development.

• It helps children recognize that print represents spoken language and that there is a connection between written and spoken words

Components of Print Awareness:

• Recognizing Print in the Environment

  • Print is everywhere

• Understanding the Functions of Print

  • Print has a purpose, such as telling a story, informing, or giving direction.

• Print Directionality

  • Recognizing the left-to-right, top-to-bottom sequence of reading English

• Understanding Letters and Words

  • Differentiating between letters, words, and sentences

  • Understanding that spaces separate words.

Stages of Development

• Infants/Toddler: Exposure through shared reading experiences

• Preschoolers: Begin to notice and ask about letters and words in their environment

• Kindergarteners: Developing a more refined understanding of print functions and directionality.

Teacher-Interactions: Classroom print-rich environment, read alouds,etc.

• Interactive Read Aloud

  • Point out print elements during read-aloud sessions

• Labeling the Classroom

  • Label objects in the classroom (door, window, book) to help children connect written words with objects

• Print-Rich Environment

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

• Shared Writing

  • Engage in shared writing activities where the teacher models writing and involves students in composing text togethers.

• Assessment:

  • https://docs.google.com/document/d/1YMKm0vamGTt0-5ujekwFcDw4buHGrvJq1pEP_Zme0Jc/edit?usp=sharing

Letter-Name Iconicity: When the name of a letter contains the sound that the letter represents

The way that you write and utilize handwriting can help student differentiate between letters

Another activity is a sensory letter identification game. Students close their eyes and grab a letter from the cup. They have to identify the letter while having their eyes closed to work of the formation of the letters.

Letter Recognition Sample Lesson - Google Slides

• Ability to think about and recognize larger chunks in words.

• Ability to recognize and manipulate the spoken parts of words

• Includes phonemic awareness (the ability to recognize and manipulate individual sounds)

  • Phoneme: the smallest unit of speech in the language

  • skills begin in preschool

Early Phonological Awareness Skills

• Counting words in sentences

• Rhyming

  • recognition (lace/race, best/nest, plan/bike)

  • odd word out (cake, corn, shake)

  • production (a word that rhymes with man)

• Syllables

  • counting (crick-et [2], e-ra-ser [3])

  • blending (ta+ble=table)

  • segmenting (football= foot and ball)

  • adding (pill, add /o/=pillow)

  • deletion (cupcake without cup= cake)

Onset-Rime: sk/unk= sk (onset) unk (rime) Rime is the vowel and everything after.

Alliteration: words that begin with the same sound (lazy Lindsey likes licorice)

Initial first sound: Isolating first sounds (clap /c/)

Phonemic Awareness: Awareness of individual speech sounds in spoken syllables. Ability to manipulate those sounds

Phoneme: The smallest segment of speech

Example:

• isolate

• categorize

• blending phonemes

• segmenting phonemes

• adding phonemes

• deleting phonemes

• substituting phonemes

• reversing phonemes.

Using sound blocks is a helpful tool when doing a lesson in phonological awareness. -Literacy Strategy- Elkonin Sound Boxes - YouTube

• System of phoneme-grapheme correspondences

• Strategy 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 that should be addressed by effective reading programs.

Decoding: Ability to translate a word from print to speech

Orthography: A writing system for representing a letter. A language has patterns and rules to help speed up the process of decoding.

• /k/: kiss or click

• The letter x is never doubled

• English words do not end in the letter v

Grapheme: is the letter(s) that represent a single phoneme

• Consonant Blends: two or three graphemes, each one representing a phoneme and maintaining their own sounds

• Consonant Digraphs: one grapheme comprised of two letters that together represent one phoneme

  • Diagraphs can make a unique sound such as /sh/ or be another spelling for a single-consonant letter such as ph for /f/

    • ck = /k/

    • gh = /f/

    • sh = /sh/

    • th = /th/

• Consonant Trigraph: one grapheme comprised of three letters that together represent one phoneme

  • tch = /ch/

  • dge = /j/

Orthographic Mapping: proficient word reading requires rapid recognition of all relevant layers of word structure in a mental process

• The more students learn about the structure of words, the better they will be able to read them independently

• The brain will need to recognize:

  • syllables, morphemes, graphemes, phonemes, and part of speech

Synthetic Approach (code-based, direct, systematic, explicit phonics)

• bottom-up model

• Sequence:

  • letter names are taught

  • sound letters stand for taught and reviewed (some rules or generalizations might be discussed)

  • Principle of blending sounds to form words in taught

  • Opportunities to blend unknown words in context are provided (decodable texts)

Analytic Approach (meaning-based, indirect or implicit phonics)

• meaning-emphasis programs

• students begin with words and are asked to deduce the sound-spelling relationship that is the focus of this lesson

• Sequence:

  • List of words with common phonic element

  • Asked to examine the words and discover what they have in common

  • When common sound is discovered, the spelling for that sound might be discussed

  • Verbalize a generalization about the sound and spelling

• WE ARE MOVING AWAY FROM THIS APPROACH

Phoneme-Grapheme Mapping with Elkonin Boxes:

Talk about phonemes and graphemes.

• phoneme is the smallest unit of speech sound

• grapheme is a letter or letter combination that spells a phoneme

Students should draw out two Elkonin Boxes. Students will pick a word and break up the sounds and put a dot in each of the boxes that they hear a sound in. Next, they will write the letters associated with those sounds.

Ex:

The word in this

* * *

th i s

• one or more feature that is not regular or predictable

• "of" is an example of a word that is 100% irregular

High Frequency Words

• Words that are used often in spoken language and written language

Sight Word

• Unique to each individual person

"Heart Words" are words that students need to know by heart and are irregular.

Introduce the irregular word and have students sound it out phonetically (/w/ /a/ /s/) then say that it is a "tricky word" and should be pronounced as (/w/ /u/ /z/). Do this for many different irregular words. Practice them and have students read them.

• Every syllable must have one vowel sound

Syllabication: The division of a multisyllabic word into separate syllables with each containing one vowel sound

1. using syllable types and division principles

2. identifying affixes or word parts

3. using flexible syllabication strategies

Syllables Types

1. Closed: A syllable ending in one or more consonants and having a short-vowel sound spelled with one vowel letter.

   1. VC, CVC, CCVC, CVCC

      1. Example single syllable: dump, fish, men

      2. Example multisyllable: picnic, rabbit

2. Open: A syllable ending with a long-vowel sound spelled with one vowel letter.

   1. CV, CCV

      1. Example single syllable: me, she

      2. Example multisyllable: robot, veto

3. Vowel Combination(Vowel Team): A syllable with a short-vowel, long-vowel, or diphthong sound spelled with a vowel combination

   1. Vowel combination: ai, ea, ee, oi, or oo

   2. CVVC, CCVVC, CVVCC

      1. Example single syllable: boil, bread, rain, spoon, teeth

      2. Example multisyllable: baboon, canteen, complain, heavy, poison

4. r-Controlled: A syllable containing a letter combination made up of a vowel followed by the letter r, such ar, er, ir, or, and ur. The vowel-r combination is one welded sound that cannot be segmented.

   1. Example single syllable: far, fern, first, for, fur

   2. Example multisyllable: perfect, purchase, snorkel, target, thirsty

5. Vowel-Consonant e: A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e

   1. VCe, CVCe, CCVCe

      1. Example single syllable: fuse, hide, mole, Pete, race

      2. Example multisyllable: amuse, erase, provide, stampede, tadpole

6. Consonant -le: A final, separate syllable containing a consonant followed by the letters le

   1. Example single syllable: n/a

   2. Example multisyllable: apple, table

Doublette: a consonant that is doubled. Ex: hopper

• When working with doublettes in syllabication, they must be separated.

This is a great visual representation for kids to know when to use a long vowel and when to use a short vowel.

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