18. The difference between phonemic awareness and phonics: Phonemic Awareness Ability to recognize and manipulate sounds of oral language. Understanding that spoken words are made up of sounds (phonemes) that can be segmented and blended into spoken words. Phonics The relationship between the letters of written language (orthography) and the sounds of spoken language (phonology)

19. Direct Instruction of Sounds and Symbols Teach — How to – Link to prior knowledge – Purpose and importance of the learning – Teacher models the learning Practice — Let’s do – Highly structured practice – Guided practice Apply — (after many repetitions) You do – Use the new learning to decode words

20. Approaches to Phonics Instruction Synthetic/Systematic A sound-by-sound approach. Part-to-whole Letter/sound combinations are blended into words. Ex. Program ro/ am pro/ gram Analytic/Embedded The sound is embedded in a word or sentence. Ex. Which word has a short ă ? The man walked with a cane. implicit instruction direct or explicit instruction

21. Approaches to Phonics Instruction Analogy-Based Phonics/onset-rime Using word families to learn words having similar features. If you know cap, then you can read/spell: lap Sap tap Phonics Through Spelling Extension of analogy- based phonics through spelling words that have common rimes or word families. direct or explicit instruction

22. Note the Difference Implicit Instruction After reading a story about animals, teacher asks students “what sound does cow begin with? Do you see any other animals whose names begin with that sound? What letter says /k/? Can you write the letter c?” Explicit Instruction – After a lesson in which students isolate words that begin with the /k/ sound, the teacher links the sound to the letter by showing students the letter, telling them it stands for the /k/ sound, and using c to practice making words that begin with /k/.

23. Sequence of Instruction  Lists differ slightly  Idea is to build from simple to complex  Single consonants (names and sounds; order from front to back of mouth)  Short vowels (sounds of vowels; as in cat, peg, bin)  Consonant Vowel Consonant words (CVC; e.g. cab, pic, hen)  Beginning blends (CCVC; e.g. bl, cl, sw, st)  Final blends (CVCC; e.g. ink, ang, ump)  Beginning and end consonant digraphs (two consonants, one sound; e.g. chip, sash)  Long vowels with silent e (names of vowels; e.g. fade, joke)  Long vowels in Vowel diagraphs (two vowels, one sound, e.g. ai, ay, ea, ee, oa)  Dipthongs (two vowels, two sounds –almost; e.g. boil, hook, house)  Vowels controlled by r, l, and w (e.g. card, bird, bald, lawn, cow, flew