Foundations of Reading Pearson #190

Foundations of Reading Pearson #190

Phonological awareness - -The ability to words/segmenting spoken words into syllables
recognize and work with sounds in a spoken (/mag/ /net/ /pa/ /per/)
language. ***ONLY SOUND*** -Sits under phonological awareness
- 4th on the complexity level of phonological
awareness

Rhyme - --End sounds (cat, hat, bat, sat)
-Sits under phonological awareness
-Easiest phonological awareness skill Onset and Rime - --O- initial consonant
-R-vowel sound after (/m/ /ice/ /sh/ /ake/)
-Sits under phonological awareness
- 5th on the complexity level of phonological
Alliteration - --Same beginning sound (Ten awareness
Tiny Tadpoles)
-Sits under phonological awareness
-Second easiest phonological awareness skill
Phonemes - --(phonemic awareness)
individual sounds in words
- /k/ /a/ /t/ /sh/ /i/ /p/ /s/ /t/ /o/ /p/
Put the PHONOLOGICAL AWARENESS skills in -Sits under phonological awareness
order from LEAST complex to the MOST - Hardest phonological awareness skill to obtain
complex:

- Alliteration
- Sentence segmentation Phonemic awareness - --ability to identify
- Syllables and manipulate sounds in words
- Rhyme
- (Phonemes) Phonemic Awareness
- Onset-Rime - -1-Rhyme
2-Alliteration Put the PHONEMIC AWARENESS skills in order
3-Sentence segmentation from LEAST complex to the MOST complex:
4-Syllables -segmentation
5-Onset-Rime -isolation
6-(Phonemes) Phonemic Awareness -blending
-deletion
-substitution - -1-isolation
2-segmentation
Sentence Segmentation - --Word sounds 3-blending
in sentences (The[1] dog[2] ran[3] away [4]) 4-substitution
-Sits under phonological awareness 5-deletion
-3rd on the complexity level of phonological
awareness

Phonics - -Letter to sound relationship to
determine pronunciation (spelling)
Syllables - --Blending syllables to say


, Foundations of Reading Pearson #190


Decoding - --ability to apply your
knowledge of letter-sound relationships and letter Vowel teams - -1) Digraph (mouth does not
patterns to correctly pronounce written words move)- ai,ay,ee,ea,ey
***Phonics Skill*** 2)Dipthong (mouth moves)- oi,oy,ou,ow
***Phonics Skill***


Sound-letter recognition - --See the letter,
hear the sound Multisyllabic Words - --Reading and
-Consonants are easiest (/s/ is s) , then Vowels spelling (learning chunking)
(/a/ is a) -Dis-pute, Chat-ter, Dis-rupt, Pic-nic, Cat-nip,
-Sound-> print-> letter Cup-cake
***Phonics Skill*** ***Phonics Skill***



Blending and Reading short vowel words - Put the PHONICS skills in order from LEAST
--VC (at) complex to the MOST complex:
-CVC (cat) -consonant diagraph/blend
***Phonics Skill*** -sound-letter recognition
-blending and reading short vowel words
-vowel teams
-English language rules
Consonant Digraphs - --2 letters that make -multisyllabic words - -1-sound-letter
one sound (mouth doesn't move) recognition
-wh, ch, sh, th, ck, ff, ll, ss, s, ing, ong 2-blending and reading short vowel words
***Phonics Skill*** 3-consonant diagraph/blend
4-English language rules
5-Vowel teams
6-Multisyllabic words
Consonant Blend - --2 consonants (mouth
moves)
-fl, st, bl, cl, dr, pl, pr, br, fr, gr, str
***Phonics Skill*** Concepts of print - --before phonics and
after phonological awareness
-all the activities that START to build awareness
that printed letter carries meaning
English Language Rule - --Long vowel, -Print rich environment- print carries meaning
silent e (CVCe- ade, ide, ode, ube, ote, one)
-R- controlled vowels (reading ony) ar, or, er, ir,
ur -> car
-Advanced consonant (tch, dge, x, qu, soft c, soft Book handling - --Holding books
g, kn, gh, rw) -turn pages correctly
***Phonics Skill***