an “umbrella” term that includes phonemic awareness. It is the awareness that oral language is composed of smaller units, such as spoken words and syllabels.

phonological awareness includes:

• words within sentences;

• rhyming units within words;

• beginning and ending sounds within words;

• syllables within words;

• phonemes, or sounds, within words (phonemic awareness); and

• features of individual phonemes such as how the mouth, tongue, vocal

cords, and teeth are used to produce the sound.

A specific type of phonological awareness involving the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words.

• A strong understanding of spoken language is critical to the development of basic reading and writing skills.
• Phonemes are represented in writing language by letters, learning to read requires that children become consciously aware of the phonemes as individual elements of words.
• Phonological awareness refers to all different types of word awareness... *Rhyming, awareness of syllables in a word, knowledge of letter sounds, and identifying individual words within a sentence. *Segmenting phonemes, example realizing the word "cat" contains 3 individual sounds. * Blending phonemes, example when hearing the sounds  d-o-t realizing that they an be blended into the word dot. *More advanced would be a listener identifying the first, middle, and last sound they hear in a word or manipulating sounds (if you take /s/ out of stop what word it left).

Phonics is the understanding that there is a predictable relationship between phonemes and graphemes, the letters that represent those sounds in written language.

• Awareness of rhyming words (3-4)
• Awareness of syllables (4-5)
• Awareness of onsets and rimes- sound substitution (6)
• Sound isolation- awareness of beginning, middle and ending sounds (6)
• Phonemic blending (6)
• Phonemic segmenting (6-7)
• Phoneme manipulation (7+) is able to omit or substitute phonemes to make new words.

Hearing a word and then saying the individual sounds in the word.

ex. how many sounds are in the word grab?

/g/ /r/ /a/ /b/ four

Segmenting exercises being with a focus on syllables, which are easier to distinguish than individual sounds. Segmentation exercises will lead to spelling, segmenting words into their component sound in order to write them.  

To combine the sounds represented by letters to pronounce a word

ex. What word is D-O-G

Dog

Blending exercises begin with blending words part, such as syllabels, and progress to blending onset and rimes, and then whole words sound by sound.  

Recognizing the word that remains when a phoneme is removed from another word.

ex. What is smile without the /s/

mile

Child substitutes one phoneme for another to make a new word.

Ex. The word bug. Change the /g/ to /n/. what is the new word? bun.

Onset is the initial sound of a syllable

Sh is the onset on ship

Rime is the vowel plus any consonants that come after

ip is the rime of ship

A syllable is a part of a word that contains a vowel or, in spoken language a vowel sound.

Ex. e-vent, news-pa-per, ver-y

Is print in everyday life. The name given to print that apprears on signs, labels and logos.

Environmental print helps to build a bridge connecting letters and first efforts to read.

The understanding that spelling represents words by relating written words to spoken words.Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.

The goal of phonics instruction is to help children to learn and be able to use the Alphabetic Principle.

Children cannot apply and understand the alpahetiv principle until they can recognize and name letters.

Children appear to acquire alphabetic knowledge in a sequence that begins with letter names, then letter shapes, and finally letter sounds.

• Write down what children say on chart.
• Highlight the meaning of posters and products in class
• practice how to turn pages, find tops and bottoms of pages, parts of a book
• Have children echo chorus words from a story book.

• How to turn the pages
• Finding the top and bottom of a page
• how to find the front and back cover.

examples of ways to promote the development of book handling skills...

• Have student identify front, back cover.
• modeling story by holding the book so the audience can see.
• Discuss additional part of a book.  

• model directionality for students on a chart and choose a student to point to words as class reads aloud.
• copy a rhyme and post it in the room at the child's eye level for them to read independently.
• Copy a rhyme on word cards and have students reassemble sentences on a pocket chart
• create sing song repetitions for using capitals, periods, commas, etc.

• Have students circle specific letters in a story.
• Use names, cut them up then reassemble them.
•  pass out word cards with targeted letter on them and ask children to come up and display answers about the letters (words starting with r, ending with r, etc.)

• Teach letter-sound relationships explicitly and in isolation.
• Provide opportunities for children to practice letter-sound relationships in daily lessons.
• Provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships.
• Give children opportunities early and often to apply their expanding knowledge of sound-letter relationships to the reading of phonetically spelled words that are familiar in meaning.

• Children learn how to convert letters or letter combinations into sounds, and then how to blend the sounds together to form recognizable words. Children have learned the letters m, a, n and the corresponding sounds /m/ /a/ /n/. They blend them to make the word man.
• Part to whole
• Most effective approach to teaching phonics.

• Children learn to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation. Children see and say the word man. The teacher tells the students that the letter m makes the beginning sound in man.
• Whole to smallest part

• Oral reading fluency is the ability to read with accuracy, and with an appropriate rate, expression, and phrasing.

• More fluent readers focus their attention on making connections among the ideas in a text and between these ideas and their background knowledge. Therefore, they are able to focus on comprehension.

• Less fluent readers must focus their attention primarily on decoding and accessing the meaning of individual words. Therefore, they have little attention left for comprehending the text.

Decoding

• The process of translating a printed words into sounds (Reading)
• The ability to apply your knowledge of letter sound relationships, including knowledge of letter patterns to correctly pronounce written words. Understanding these relationships give children the ability to recognize familiar words quickly and to figure out words they have not seen before. Phonics is one approach to reading instruction that teaches students the principle of letter-sound relationships, how to sound out words, and exceptions to the principle.

Is the smallest meaningful unit of sound in language. A meaningful sound is one that will change one word into another.

ex. Fat and Cat only one sound is different, the first sound.

A combination of sounds that have a meaning. A morpheme does not necessarily have to be a word.

Ex. Cats has 2 morphemes, Cat + S

runners- 3 morphemes- run+(n)er+s

Roadrunners-4 morphemes- Road-run-(n)er-s

Every morpheme is either a base of an affix. An affix can be either a prefix or suffix

Ex. Cat is the base and S is the suffix

Single-consonant phonemes that are spelt with two letters.

Ex. THen     SHirt    CHip

Two consonant letters in a digraph make only one sound, they are not pronounced separately.

Semantic Cues

• Meaning cues
• Evidence taken from the context in which an unknown word is found that aids a reader in decoding and comprehending an unknown word. General information from the surrounding text that gives the reader clues to an unfamiliar word's meaning.  

• Word order cue
• Hints based on syntax that helps the reader decode and comprehend text. Also known as grammatical cues. Good readers become aware of the relationship among words and phrases, sentences, and paragraphs. They use their knowledge of these relationships and language structure (syntax) to help understand meaning of text.  

Vowel patterns

CVC, CVCC, CVCe

• CVC is when a single vowel is between two consonants, the vowel is pronounced short
• CVCC is when a single vowel is followed by two consonants, the vowel is pronounced short.
• CVCe is when the letter e follows the second consonant, the vowel will be pronounced long.  

Also called "Phonics" and "decoding"

The process of learning more abut word meanings by studying their origins and parts.

A word that has the same spelling as another, but differ in meaning, origin, and sometimes pronunciation. In order to wrod out which pronunciation and which meaning is appropriate you need to be aware of the context.

Ex. Bow, the front of a boat

Bow, to bend

Bow, a decorative knot

Prefix and suffix

Prefix Is an affix which is placed before the root word.

Suffix is an affix which is placed at the end of the root word.