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Chapter 2: Phonemic Awareness
Becoming aware of the sounds of language

Phonemic awareness Phonics refers to letters' sounds in relation to one another, reciprocal relationship with phonemic awareness Phonome: smallest unit of sound--s, r, t, i, etc... Phonological awareness is a larger concept Rhyme awareness Phonemic awareness demonstrated by: Taught by:
 * think analytically about sounds and words, separate words into sounds, blend sounds into words
 * awareness of words, rhymes, syllables and sounds; a subset of using phonics to sound out new words
 * awareness of words, rhymes, sounds in a predictable sequence
 * good awareness makes for better readers, spellers and word learners
 * sequential learning process--first children can break apart sentences, then sentences into syllables, etc
 * important for reading and spelling
 * for some, knowing that the spoken word 'top' begins with the sound 't' will help recognize this sound-letter
 * others, knowing the sound/letter 't' will help them recognize words like 'top'
 * awareness that a sentence is made of words, words of syllables, some rhyme, words are made of sounds, blending sounds creates meaningful words
 * identify rhyming words
 * think of rhyming words
 * separating words into beginning sounds and rhyming sounds
 * separating the beginning sounds from the word (ch-illy)
 * isolating sounds
 * manipulating sounds
 * blending sounds
 * teach awareness of beginning, middle and end sounds
 * letter names and sounds together
 * one or two skills at a time
 * early teaching, in kindergarten
 * teach in small groups
 * instruction needs catered to the child
 * show when reading and writing new words
 * start with short, two-sound words

Chapter 3: Early Word Identification

 * Prealphabetic learners:
 * Environmental cues: using familiar words in context, such as stop sign, M in McDonalds
 * Picture cues: using a picture to make an assumption about a word
 * Configuration: bed = shape of a bed
 * Partial alphabetic
 * one letter name: they know the names of one or two letters
 * two letter sound
 * letter-sound connection
 * misidentification: using known letters to assume word (they might think other "m" words are "mother")

Chapter 4: Analogy-based Phonics

 * End of kindergarten through second grade
 * Onset & rime = /h/ + /at/
 * Word families: words with the same rime, pronounced the same, ex. hat, cat, mat, etc.
 * Substitute new onsets within word families to create new words (but teaching word families because not all similar letter combinations have same sound, /kn/ + /ow/ is not same as /n/ + /ow/

Chapter 5: Letter-sound Phonics

 * Letter sound patterns: letters that represent sounds in words, letter combinations
 * Teach letter sound based phonics in a direct way and early on
 * Patterns:
 * single consonants
 * VC short vowels, ex. 'at'
 * consonant digraph, creates a unique sound, ex. ch, sh, th
 * consonant cluster (or blend), blended sounds, ex. cl, str
 * VC+e, long vowel, ex. time
 * rules about C and G with vowels

Chapter 6: Structural Analysis

 * Teaching K - 6, increasing in complexity
 * Analyzing structure of words into large, multi-letter chunks, including compound words
 * When a child reads, they might want to use the following techniques:
 * Split it up into letter chunks, or syllables, or into words, prefixes and suffixes they already know
 * Compound words
 * Contractions
 * Prefixes, suffixes
 * Syllable patterns (as seen in Ch. 5)
 * Greek and Latin roots, such as bio (life), logy (word)
 * Base words/morphemes: the smallest unit of meaning, ex. shady = shade + y (meaning having that quality)