1. Phonics and Word Identification Ch. 4 The Essentials of Teaching Children to Read: The Teacher Makes the Difference

2.  Letter sound correspondence or graphophonemic knowledge What is phonics?

3.  Skills children use to pronounce a word in print  Also referred to as word attack skills Word Identification

4.  Connecting word pronunciation with its meaning  This includes structural analysis, onset and rime (word families)  Dice game  Concentration  QRI3 Test Word Recognition

5.  Letters and letter combinations represent speech sounds  This is the first step toward learning to decode words using phonics  Alphabetic Awareness Test  Letter / Sound Identification Test Alphabetic Principle

6.  Speech is made up of individual sounds (phonemes)  Speech sounds are represented by specific letters (graphemes) and letter combinations Primary-grade Teachers help children learn the following:

7.  CVC pattern –vowel between 2 consonants, usually represents a short vowel sound (ex. Sat, let, win, mop, sun)  Vowel digraphs (CVVC) – 2 vowels come together the first vowel carries the long sound and the second is silent (ex. toad, fleet, day)  VCE (final silent e) pattern – when 2 vowels appear and 1 is a final e the first vowel is usually long and the final e is silent (ex. cape, rope, kite)  CV pattern – consonant followed by a vowel, vowel is usually long (ex. be, go, so)  R – controlled vowels – vowels appear before an r, usually neither long or short but over powered by the “r” (ex. person, player) Important Phonics Patterns

8.  Consonant blend – also known as a consonant cluster, 2 or more consonants in which you hear both sounds (ex. blue, frost, desk, splash)  Vowel digraphs – 2 vowels together produce one sound (ex. eel, head, oak)  Schwa – the vowel is in an unaccented syllable, sounds kind of like “uh” most names (ex. Debra)  Diphthongs – 2 vowels together in a word produce a single (ex. oil, flower, count) Other important Phonics Terms

9.  Basic meaning units  2 types: 1. Bound – must be attached to a root word (ex. prefixes and suffixes) 2. Free – can stand alone (ex. dog)  Some words can have both bound and free morphemes (ex. replay) Morphemes

10.  Phonics activities and group share

11. PHONEMIC AWARENESS

12. What is phonemic awareness?  The form of speech not the content of speech  Refers to an awareness of sounds in spoken, not written language  Speech is made up of a series of individual sounds that can be manipulated (phonemes) Students who are phonemically aware can:  Rhyme  Blend isolated sounds together to form a word  Identify the number of sounds heard in a word  Segment spoken words into their constituent sounds

13. Research suggests:  Phonemic awareness can be developed in individuals by experiencing language that encourages active exploration and manipulation of sounds  Researchers have concluded that children who have received training in phonemic awareness are more successful in reading and writing  Phonemic awareness has been shown to be the most powerful predictor of later reading achievement  Research article (packet pp. 79-83)

14. Components (Strategies) of Phonemic Awareness  Matching sounds to words (beginning / ending sounds) brush, car, doll  Isolate a sound in a word (initial, medial, ending sounds)  Blend individual sounds to form a word /b/, /i/, /g/ big  Substitute sounds in a word (word families)  Segment a word into its constituent sounds (Yopp)

15. Teaching Phonemic Segmentation  Rubber Band Stretch  Stretchy Names  Sound Boxes / Markers  A Song to Teach Phonemic Segmentation  Video – Strengthening Students Phonemic Awareness

16. Yopp-Singer Test of Phonemic Segmentation  Have one test sheet for each child in your class.  Assess individually in a quiet place.  Keep the assessment playful and game-like.  Explain the game to the children exactly as the directions specify (packet pp. 84-86)  Model for the child what he/she needs to do with each of the practice words. Have them break apart each word with you.

17. Websites  http://teams.lacoe.edu/documentation/classro oms/patti/k-1/activities.segment.html http://teams.lacoe.edu/documentation/classro oms/patti/k-1/activities.segment.html  http://www.educationnews.org/phonemic_ http://www.educationnews.org/phonemic_ awareness_what_does_it_.htm  http://www.kidsource.com/kidsource/ content2/phonemic.p.k12.4.html http://www.kidsource.com/kidsource/  http://www.ericfacility.net/ericdigests/ed4005 30.html