WGU D669 Early Literacy Methods: Comprehensive Lesson Notes 100
%correct & verified
Name: Viridiana Gutierrez Date: 07/14/25
Topic: Section 1 Class: D669 Early Literacy Methods
Categories: Section 1, Lesson 1
Print awareness and assessing students early helps them get ready for
reading by teaching them about letters, words, and the function and
purpose of books.
One way to help students understand that sentences are made of
different parts is by counting the words. Print concepts teach them how
to follow words on a page.
Print Awareness falls under the Language Comprehension section of
Scarborough’s Reading Rope.
Print awareness helps with book awareness (understanding how books
work), word awareness (understanding that letters make words), and
letter awareness (understanding that sounds are represented by letters).
Some ways to assess print awareness is by giving them a book and ask
questions such as:
• Locate the front and back cover of the book.
,• Identify the title of the book.
• Determine where to start reading.
• Determine the direction in which to read and where to go at the end of a line.
,• Point out a letter.
• Recognize capital and lowercase letters.
• Identify a word.
• Recognize the first and last word of a sentence.
• Locate the first and last words on a page.
• Identify punctuation marks.
Below are some strategies to support the student’s understanding of
directionality:
• left-to-right directionality activities to help the student understand that a text is read
from left to right
• top-to-bottom directionality to help the student understand that test is read from top
to bottom
• return sweep activities to support the student in understanding that when reading the
end of a sentence, the reader moves to the beginning of the next sentence to continue
reading
• Use directional terms, such as “left,” “right,” “up,” and “down.”
Sounds are categorized by where the sound is made in your mouth and
how your mouth, teeth, tongue, and voice work together to make the
sounds.
Sounds are also made with your voice, mouth, and breath together. How those
all work together are categorized into the following:
• Stops: Consonant sounds produced by momentarily stopping the airflow in the
vocal tract. Examples include /p/, /b/, /t/, /d/, /k/, and /g/.
• Nasals: Consonant sounds produced with the nasal passage open, allowing air
to escape through the nose. Examples include /m/, /n/, and /ŋ/.
• Fricatives: Consonant sounds produced by forcing air through a narrow
opening or passage in the vocal tract, creating friction. Examples include /f/,
/v/, /s/, /z/, /ʃ/, and /ʒ/.
• Affricatives: Consonant sounds that begin as stops but are released as
fricatives. They involve a brief stoppage of airflow followed by a slow release
with friction. Examples include /tʃ/ (as in "ch") and /dʒ/ (as in "judge").
• Glides: Consonant sounds produced with a smooth transition from one vowel
sound to another. Also known as semivowels. Examples include /j/ (as in "yes")
and /w/ (as in "we").
• Liquids: Consonant sounds characterized by a partial closure of the vocal
tract, allowing for the relatively free flow of air. Liquids include /l/ and /r/.
, Sounds are also either voiced or unvoiced, depending on whether you use
your vocal cords.
Phonological awareness is a literacy skill under the Word Recognition
strand of Scarborough’s Reading Rope. Phonological awareness refers to
the ability to recognize and manipulate the sounds of spoken language.
Phonemic awareness involves the ability to identify, isolate, manipulate,
and substitute individual phonemes in spoken words.
Decoding is a method used to teach reading and spelling by associating
letters or groups of letters with the sounds they represent. It involves
teaching students the relationship between letters (graphemes) and the
sounds (phonemes) they make in spoken language.
Phonics instruction typically starts with basic letter-sound. The goal of
phonics instruction is to help students decode words accurately and
fluently, enabling them to become proficient readers and spellers.
Orthographic mapping is individuals learn to recognize and store the
visual representations of words in their long-term memory. It involves
%correct & verified
Name: Viridiana Gutierrez Date: 07/14/25
Topic: Section 1 Class: D669 Early Literacy Methods
Categories: Section 1, Lesson 1
Print awareness and assessing students early helps them get ready for
reading by teaching them about letters, words, and the function and
purpose of books.
One way to help students understand that sentences are made of
different parts is by counting the words. Print concepts teach them how
to follow words on a page.
Print Awareness falls under the Language Comprehension section of
Scarborough’s Reading Rope.
Print awareness helps with book awareness (understanding how books
work), word awareness (understanding that letters make words), and
letter awareness (understanding that sounds are represented by letters).
Some ways to assess print awareness is by giving them a book and ask
questions such as:
• Locate the front and back cover of the book.
,• Identify the title of the book.
• Determine where to start reading.
• Determine the direction in which to read and where to go at the end of a line.
,• Point out a letter.
• Recognize capital and lowercase letters.
• Identify a word.
• Recognize the first and last word of a sentence.
• Locate the first and last words on a page.
• Identify punctuation marks.
Below are some strategies to support the student’s understanding of
directionality:
• left-to-right directionality activities to help the student understand that a text is read
from left to right
• top-to-bottom directionality to help the student understand that test is read from top
to bottom
• return sweep activities to support the student in understanding that when reading the
end of a sentence, the reader moves to the beginning of the next sentence to continue
reading
• Use directional terms, such as “left,” “right,” “up,” and “down.”
Sounds are categorized by where the sound is made in your mouth and
how your mouth, teeth, tongue, and voice work together to make the
sounds.
Sounds are also made with your voice, mouth, and breath together. How those
all work together are categorized into the following:
• Stops: Consonant sounds produced by momentarily stopping the airflow in the
vocal tract. Examples include /p/, /b/, /t/, /d/, /k/, and /g/.
• Nasals: Consonant sounds produced with the nasal passage open, allowing air
to escape through the nose. Examples include /m/, /n/, and /ŋ/.
• Fricatives: Consonant sounds produced by forcing air through a narrow
opening or passage in the vocal tract, creating friction. Examples include /f/,
/v/, /s/, /z/, /ʃ/, and /ʒ/.
• Affricatives: Consonant sounds that begin as stops but are released as
fricatives. They involve a brief stoppage of airflow followed by a slow release
with friction. Examples include /tʃ/ (as in "ch") and /dʒ/ (as in "judge").
• Glides: Consonant sounds produced with a smooth transition from one vowel
sound to another. Also known as semivowels. Examples include /j/ (as in "yes")
and /w/ (as in "we").
• Liquids: Consonant sounds characterized by a partial closure of the vocal
tract, allowing for the relatively free flow of air. Liquids include /l/ and /r/.
, Sounds are also either voiced or unvoiced, depending on whether you use
your vocal cords.
Phonological awareness is a literacy skill under the Word Recognition
strand of Scarborough’s Reading Rope. Phonological awareness refers to
the ability to recognize and manipulate the sounds of spoken language.
Phonemic awareness involves the ability to identify, isolate, manipulate,
and substitute individual phonemes in spoken words.
Decoding is a method used to teach reading and spelling by associating
letters or groups of letters with the sounds they represent. It involves
teaching students the relationship between letters (graphemes) and the
sounds (phonemes) they make in spoken language.
Phonics instruction typically starts with basic letter-sound. The goal of
phonics instruction is to help students decode words accurately and
fluently, enabling them to become proficient readers and spellers.
Orthographic mapping is individuals learn to recognize and store the
visual representations of words in their long-term memory. It involves
