Effective reading instruction must be systematic and explicit

Broca's Area - Language production and organization

Parieto-Temporal Area - Decoding words through conscious effort

Occipito-Temporal Area - Rapid word recoognition and storage

Phonics - teaches the relationship between letters and sounds and how to use these relationships to read and spell

Phonological Awareness - awareness of the larger and smaller parts of spoken language, including phonemes

Reading Assessments - are regular and guide instructional decisions and monitor student progress

• Screening: Identifies at-risk students

• Progress Monitoring: tracks students' progress

• Diagnostic: Pinpoints specific reading difficulties

• Outcome: evaluates overall program effectiveness

Components of Print Awareness - Recognizing print in the environment, understanding the function of print, print directionality, understanding letters and words

Stages of Development for Print Awareness

• Infants and Toddlers: exposed to print through shared reading experiences

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

• Kindergarten: developing a more refined understanding of print functions and directionality

Strategies: Interactive read alouds, labeling the classroom, print-rich environment, shared writing

Vowel Phonemes (about 18) - sounds produced without any significant constriction or blockage of airflow in the vocal tract (example: a in cat)

Consonant Phonemes (about 25) - sounds produced with some degree of constriction or closure in the vocal tract (example: p in pat)

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

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

Grapheme - letters or letter combinations used to represent spoken sounds

Syllable - a word or part of a word pronounced as a unit, every syllable only has 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

• Bound Morphemes cannot stand alone and must be attached to other morphemes

Prefixes - added to the beginning of a word

Suffixes - added to the end of a word

Inflectional Morphemes - change the form of a word but not its core meaning

Derivational Morphemes - change the meaning or part of speech of a word

Compound Words - combining two free morphemes

Concepts of Print:

https://www.youtube.com/watch?v=h1l9pZSDTiM

Good News Alma Flor Ada

Teacher: Where is the front of the book?

Students point it out

Teacher: Where is the back of the book?

Students point it out

Teacher goes to the first page: Where should I start reading?

Students point it out

Teacher(page 4): Where do I go now?

Students should point in a left-to-right sweep and know the return sweep

Students follow along as teacher reads to demonstrate one-on-one word recognition

Teacher(page 6-7): Can you point to a punctuation mark?-If students are unable to do this, the teacher asks: Can anyone show me a period? (any variation of punctuation)

Students should point it out. 

Teacher (page 13): Look at these marks. These are called quotation marks. This is used to show that our characters are talking. So what do quotation marks show?

Students should respond: they show when characters are talking. 

Teacher (page 16): Can someone point out an uppercase letter? What about a lowercase letter?

Students point it out

There are 26 uppercase letters and 26 lowercase letters

Letter-name iconicity - When the name of a letter contains the sound that the letter represents (w and h are noniconic)

I also found this website that gives a lot of great ideas on how to teach these concepts: https://proudtobeprimary.com/letter-recognition/2/

Ability to think about and recognize larger chunks in words

Rhyming - be able to identify words that rhyme and words that do not match the pattern

Syllables - counting, blending (putting sounds together), segmenting, adding, deletion

Alliteration - words that begin with the same sound

Initial sounds

Onset-Rime C-AKE, W-AVE, CH-AIR

This lesson was pretty simple, but it helps students practice compound words and blending segmentation and deletion. Using picture cards, the teacher will show cards that show words that can make a compound word, like "dog" and "house". Then you show the students how you can combine the pictures to make a different word. Then in small groups you could have students make the new words by handing out picture cards and asking for students with certain cards to come up to the board and say their cards together (one student could have rain and the other has coat and they blend it together).

Phoneme - smallest unit of sound

Grapheme - represents a phoneme

Orthography - a writing system to represent language

Decoding - the ability to translate a word from print to speech using sound-symbol correspondences

A word where we can't use phonic skills to read it

There are two different types:

• Permanently Irregular - words that contain one or more sound/spellings that are not pronounced conventionally and are unique to that word or just a few words (two)

• Temporarily Irregular - Words that are irregular because the student has not learned certain sound/spellings in some words but can become regular (for)

Many of the most common words in English (High Frequency) are irregular

Examples of High Frequency Irregular words: Said, Was, Do, To, What

There are 6 common types:

• Closed: ends in a consonant and has a short vowel sound spelled with one vowel letter (picnic, rabbit)

• Open: ends in a long vowel sound and spelled with one vowel letter (robot, veto)

• Vowel Combination: has a short vowel, long vowel, or diphthong sound spelled with a vowel combination such as ai, ea, ee, oi, oo (baboon, canteen, complain)

• R-Controlled: contains a letter combination made up of a vowel and followed by r such as ar, er, ir, or, and ur. The vowel-r combination is one welded sound that cannot be segmented (perfect, target, thirsty)

• Vowel-Consonant-e: has a long vowel sound spelled with one letter followed by one consonant and silent e (amuse, erase, provide)

• Consonant-le: a final, separate syllable containing a consonant followed by the letters le (apple, table)