1. SPED 366

2. Vocabulary To Learn Onset Rime: Taking the initial consonant or blend and adding a group of letters to make a word. EXAMPLE: B = onset at = rime B at P at S at M at C at

3. More Vocabulary Phonemes: Smallest unit of sound. There are 24 consonant phonemes and 16 vowel phonemes. Phonemic Awareness: Awareness of sounds that make words Phonemic Segmentation: Pronouncing single sounds EXAMPLE: /c/ /a/ /t/ saying each sound separately Phonemic Blending: Putting the sounds together to make a word. EXAMPLE: /c/ /a/ /t/ cat

4. Phonetic Analysis Rules used to decode words. Two types of phonetic analysis Analytic phonics – teaching students to analyze letter- sound relations in previously learned words. EXAMPLE: Know: “battle Use “battle” to point out parts to learn the word, “batter.” Synthetic phonics – Teaching students to covert letters into sounds and then blend the sounds to form words.

5. Sequence for Phonics Instruction From textbook: by Orton (1964); page 127 /b/, /s/, /f/, /m/, /t/ in initial and final positions Short /a/ All consonants except the five mentioned above Short vowels /o/, /i/, /u/, and /e/ Consonant diagraphs /sh/, /ch/, /th/, /wh/ Initial consonant blends /bl/ etc., /dr/ etc., /st/etc. Final consonant blends /nd/, /nk/, /ck/ etc. Long vowels (i.e. silent e; double vowels) R-influenced vowels /er/, /ir/, /ur/, /ar/ Suffixes (e.g., s, ed, ing, es, etc.) Vowel teams /ai/, /ea/, /ow/, /oa/ Vowel dipthongs /oi/, /oy/, /au/ Prefixes (e.g, pre, re, dis, pro, mis, etc.

6. Before You Teach Determine Discrimination of Sounds Auditory Discrimination: The ability to differentiate and process sounds correctly. This is also known as auditory processing Students experiencing auditory discrimination problems also have difficulty Paying attention and remembering information presented orally Carrying out multi-step oral directions Listening Often need more time to process information Often ask for clarification of what was said

7. Structural Analysis Breaking words into parts or syllables, prefixes, suffixes, etc. There are 6 syllable rules: Divide between two consonants Bat tle, mid dle, mon key Divide between two words (compound words) Truck/load, lip/stick, cup/board Divide after a syllable that ends in a long vowel sound To/ma/to mi/ner o/bey Divide after a syllable that contains a short vowel sound Lim/it min/ute met/ al If you have a vowel team, divide between two vowels Ra/di/o cas/u/al con/gru/ent Divide after prefixes (e.g., re/tell, mis/spell) and BEFORE suffixes (e.g, bus/es, sleep/ing, hap/pi/ness)

8. Phonics Instruction MUST BE EXPLICIT Model Guided practice Independent practice For young children, instruction should be maximum 20 minutes daily. Older children can learn how to decode, but instruction should be VERY explicit Make instruction fun by including games. Use anchor charts

9. Syllabication Divide these words into syllables. State the syllable rule Multiply Comfortable Hostile Position