he vowel sound and any consonants that follow ats in

the vowel sound and any consonants that follow ats in Cats ingin Spring

rimes that have the same spelling. Word families: cat, bat, sat.

Phonemic awareness is the foundation for understanding the sound–symbol relationships

rimes that have the same spelling. Word families: cat, bat, sat.

the teacher says 22 words (e.g., dog, keep, fine, no). The child

Phonemic awareness is the foundation for understanding the sound–symbol relationships

Role of phonological and phonemic Awareness in reading development.

Phonemic awareness is the foundation for understanding the sound–symbol relationships of English, which will be taught through phonics lessons.

the vowel sound and any consonants that follow ats in Cats ing in Spring

rimes that have the same spelling. Word families: cat, bat, sat.

Yopp-Singer Test of Phoneme Segmentation

the teacher says 22 words (e.g., dog, keep, fine, no). The child must provide each sound of the word in order. So when the teacher says dog, the correct response is /d/, /o/, /g/.

used to determine each child’s level of phonological awareness, including phonemic awareness, before a sequence of lessons begins.

Phonemic awareness is the foundation for understanding the sound–symbol relationships of English, which will be taught through phonics lessons.

Entry-Level Assessment

used to determine each child’s level of phonological awareness, including phonemic awareness, before a sequence of lessons begins.

will allow teachers to make two important decisions: (a) which individual students need more help, and (b) whether, at the class level, it is time to stop and reteach the entire class something Use in the middle of a 4-5 lesson unit.

basic principles about how letters, words, and sentences are represented in written language.

occur at the end of instruction and tell a teacher whether a student has not met a standard, met a standard, or exceeded

Progress-Monitoring Assessment

will allow teachers to make two important decisions: (a) which individual students need more help, and (b) whether, at the class level, it is time to stop and reteach the entire class something Use in the middle of a 4-5 lesson unit.

used to determine each child’s level of phonological awareness, including phonemic awareness, before a sequence of lessons begins.

occur at the end of instruction and tell a teacher whether a student has not met a standard, met a standard, or exceeded

basic principles about how letters, words, and sentences are represented in written language.

occur at the end of instruction and tell a teacher whether a student has not met a standard, met a standard, or exceeded

an awareness of the relationship between spoken and written language and an understanding that print carries meaning; (2) letter, word, and sentence representation; (3) the direc-tionality of print and the ability to track print in connected text; and (4) book-handling skills.

basic principles about how letters, words, and sentences are represented in written language.

will allow teachers to make two important decisions: (a) which individual students need more help, and (b) whether, at the class level, it is time to stop and reteach the entire class something Use in the middle of a 4-5 lesson unit.

basic principles about how letters, words, and sentences are represented in written language.

the ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter

an awareness of the relationship between spoken and written language and an understanding that print carries meaning; (2) letter, word, and sentence representation; (3) the direc-tionality of print and the ability to track print in connected text; and (4) book-handling skills.

4 Concepts about Print

an awareness of the relationship between spoken and written language and an understanding that print carries meaning; (2) letter, word, and sentence representation; (3) the direc-tionality of print and the ability to track printinconnectedtext;and(4)book-handling skills.

the ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter

the ability to write the uppercase and lowercase letters legibly.

the ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter

the ability to write the uppercase and lowercase letters legibly.

the ability to say the name of a letter when the teacher points to it

an awareness of the relationship between spoken and written language and an understanding that print carries meaning; (2) letter, word, and sentence representation; (3) the direc-tionality of print and the ability to track print in connected text; and (4) book-handling skills.

the ability to say the name of a letter when the teacher points to it

the ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter

the ability to write the uppercase and lowercase letters legibly.

Letter formation/Production

the ability to write the uppercase and lowercase letters legibly.

the ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter

the ability to say the name of a letter when the teacher points to it

temporary or invented spelling--what occurs when a child writes a word, but doesn’t know the accurate spelling.

the ability to say the name of a letter when the teacher points to it

the ability to write the uppercase and lowercase letters legibly.

temporary or invented spelling--what occurs when a child writes a word, but doesn’t know the accurate spelling.

the ability to read aloud, or decode, words correctly

the ability to write the uppercase and lowercase letters legibly.

the ability to read aloud, or decode, words correctly

High-frequency words, Words with irregular spellings, Words that children want to know Wordsintroducedincontent-arealessonsin social studies and science

making a connection between the word being pronounced and its meaning.

temporary or invented spelling--what occurs when a child writes a word, but doesn’t know the accurate spelling.

making a connection between the word being pronounced and its meaning.

High-frequency words, Words with irregular spellings, Words that children want to know Words introduced in content-area lessons in social studies and science

words and phrases surrounding a target word that can be used by the reading to understand the target word.

4 types of sight words

High-frequency words, Words with irregular spellings, Words that children want to know Words introduced in content-area lessons in social studies and science

temporary or invented spelling--what occurs when a child writes a word, but doesn’t know the accurate spelling.

the ability to read aloud, or decode, words correctly

words and phrases surrounding a target word that can be used by the reading to understand the target word.

goal of all reading instruction and essential for fluent reading. Word identification is swift and accurate.Readingoccursatanappropriate pace with appropriate expression.

making a connection between the word being pronounced and its meaning.

words and phrases surrounding a target word that can be used by the reading to understand the target word.

sound must be uttered quickly: b, c, d, g, j, k, p, qu, t.

hold and stretched sounds. f, l, m, n, r, s, v, and z

goal of all reading instruction and essential for fluent reading. Word identification is swift and accurate. Reading occurs at an appropriate pace with appropriate expression.

are gilded sounds made by such vowel combinations as oi in oil and oy in boy. When pronouncing a diphthong, the tongue starts in one position and rapidly moves to another

words and phrases surrounding a target word that can be used by the reading to understand the target word.

hold and stretched sounds. f, l, m, n, r, s, v, and z

Continuous consonant sounds

hold and stretched sounds. f, l, m, n, r, s, v, and z

two-letter combinations that make one sound. consonant digraphs: ph, sh, ch, th. Vowel digraphs: oa

sound must be uttered quickly: b, c, d, g, j, k, p, qu, t.

are two- or three-letter combinations, said rapidly, and each letter in a blend makes a sound. Spr, bl, ph, sk, etc.

Stopped/Clipped consonant sounds

sound must be uttered quickly: b, c, d, g, j, k, p, qu, t.

are gilded sounds made by such vowel combinations as oi in oil and oy in boy. When pronouncing a diphthong, the tongue starts in one position and rapidly moves to another

are neither long nor short. car, her, girl, hurt, for

two-letter combinations that make one sound. consonant digraphs: ph, sh, ch, th. Vowel digraphs: oa

are neither long nor short. car, her, girl, hurt, for

are gilded sounds made by such vowel combinations as oi in oil and oy in boy. When pronouncing a diphthong, the tongue starts in one position and rapidly moves to another

are two- or three-letter combinations, said rapidly, and each letter in a blend makes a sound. Spr, bl, ph, sk, etc.

are neither long nor short. chalk, help, milk, cold, and bull.

goal of all reading instruction and essential for fluent reading. Word identification is swift and accurate. Reading occurs at an appropriate pace with appropriate expression.

are neither long nor short. car, her, girl, hurt, for

are gilded sounds made by such vowel combinations as oi in oil and oy in boy. When pronouncing a diphthong, the tongue starts in one position and rapidly moves to another

are neither long nor short. car, her, girl, hurt, for

two-letter combinations that make one sound. consonant digraphs: ph, sh, ch, th. Vowel digraphs: oa

are two- or three-letter combinations, said rapidly, and each letter in a blend makes a sound. Spr, bl, ph, sk, etc.

are neither long nor short. car, her, girl, hurt, for

are neither long nor short. chalk, help, milk, cold, and bull.

1. Divide b/w compound words: in- side, foot-ball. 2. divide between the prefix and the root: un-kind, pre-test. 3. Never divide a consonant digraph: bush-el, teach-er. 4. Two consonants in the middle of a word that are not digraphs, divide between the consonants: sis-ter, but-ter. 5. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is short, divide after the consonant: cab-in, lev-el. 6. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is long, divide before the consonant: be-long, fe-ver.

Texts, written for young children, that use many single-syllable words with regular spellings

are neither long nor short. chalk, help, milk, cold, and bull.

1. Divide b/w compound words: in- side, foot-ball. 2. divide between the prefix and the root: un-kind, pre-test. 3. Never divide a consonant digraph: bush-el, teach-er. 4. Two consonants in the middle of a word that are not digraphs, divide between the consonants: sis-ter, but-ter. 5. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is short, divide after the consonant: cab-in, lev-el. 6. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is long, divide before the consonant: be-long, fe-ver.

Some words are phonetically irregular because of etymology (word origins)

are neither long nor short. car, her, girl, hurt, for

6 rules for cutting syllables

1. Divide b/w compound words: in- side, foot-ball. 2. divide between the prefix and the root: un-kind, pre-test. 3. Never divide a consonant digraph: bush-el, teach-er. 4. Two consonants in the middle of a word that are not digraphs, divide between the consonants: sis-ter, but-ter. 5. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is short, divide after the consonant: cab-in, lev-el. 6. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is long, divide before the consonant: be-long, fe-ver.

Texts, written for young children, that use many single-syllable words with regular spellings

Some words are phonetically irregular because of etymology (word origins)

precommunicative, semiphonetic, phonetic, transitional, and conventional.

Phonetically irregular words

Some words are phonetically irregular because of etymology (word origins)

also called analytic phonics. start with sentences, then look at words, and end up with the sound–symbol relationship that is the focus of the lesson.

Texts, written for young children, that use many single-syllable words with regular spellings

precommunicative, semiphonetic, phonetic, transitional, and conventional.

Texts, written for young children, that use many single-syllable words with regular spellings

1. Divide b/w compound words: in- side, foot-ball. 2. divide between the prefix and the root: un-kind, pre-test. 3. Never divide a consonant digraph: bush-el, teach-er. 4. Two consonants in the middle of a word that are not digraphs, divide between the consonants: sis-ter, but-ter. 5. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is short, divide after the consonant: cab-in, lev-el. 6. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is long, divide before the consonant: be-long, fe-ver.

Some words are phonetically irregular because of etymology (word origins)

precommunicative, semiphonetic, phonetic, transitional, and conventional.

5 stages of spelling development

precommunicative, semiphonetic, phonetic, transitional, and conventional.

sounding/blending of regular VC and CVC words reading single-syllable, regular words and some high-frequency, irregular sight words; reading decodable text for practice spellingVCandCVCwords.

In this approach, students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes.

1. Divide b/w compound words: in- side, foot-ball. 2. divide between the prefix and the root: un-kind, pre-test. 3. Never divide a consonant digraph: bush-el, teach-er. 4. Two consonants in the middle of a word that are not digraphs, divide between the consonants: sis-ter, but-ter. 5. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is short, divide after the consonant: cab-in, lev-el. 6. Single consonant in the middle of a word between two vowels, the vowel preced-ing the consonant is long, divide before the consonant: be-long, fe-ver.

Whole-to-part lessons

also called analytic phonics. start with sentences, then look at words, and end up with the sound–symbol relationship that is the focus of the lesson.

In this approach, students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes. - ick

This is teaching phonics incidentally as something that is not the central focus of a lesson. For example, after a teacher has read aloud the picture book Make Way for Ducklings, she or he might take a few minutes to work with students on the -ake rime that appears in Make by having the

precommunicative, semiphonetic, phonetic, transitional, and conventional.

also called synthetic phonics. beginwiththesoundandthenchildrenblend the sounds to build words.

In this approach, students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes.

also called analytic phonics. start with sentences, then look at words, and end up with the sound–symbol relationship that is the focus of the lesson.

Texts, written for young children, that use many single-syllable words with regular spellings

also called synthetic phonics. begin with the sound and then children blend the sounds to build words.

In this approach, students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes.

(a) regular CVCC, CCVC, and CVVC words; (b) regular CVCe words; (c) words with less common elements; (d) use of decodable text; (e) words formed by adding a common inflected ending; and (f) spelling more complex orthographic patterns

sounding/blending of regular VC and CVC words reading single-syllable, regular words and some high-frequency, irregular sight words; reading decodable text for practice spelling VC and CVC words.

In this approach, students are taught unfamiliar words by comparing them to known words, usually with onsets and rimes. - ick

sounding/blending of regular VC and CVC words reading single-syllable, regular words and some high-frequency, irregular sight words; reading decodable text for practice spelling VC and CVC words.

Embedded phonics This is teaching phonics incidentally as something that is not the central focus of a lesson. For example, after a teacher has read aloud the picture book Make Way for Ducklings, she or he might take a few minutes to work with students on the -ake rime that appears in Make by having the students generate words that rhyme.

also called synthetic phonics. begin with the sound and then children blend the sounds to build words.

Embedded phonics This is teaching phonics incidentally as something that is not the central focus of a lesson. For example, after a teacher has read aloud the picture book Make Way for Ducklings, she or he might take a few minutes to work with students on the -ake rime that appears in Make by having the students generate words that rhyme.

precommunicative, semiphonetic, phonetic, transitional, and conventional.

Some words are phonetically irregular because of etymology (word origins)

sounding/blending of regular VC and CVC words reading single-syllable, regular words and some high-frequency, irregular sight words; reading decodable text for practice spelling VC and CVC words.

4 categories of word identification lessons that should be included for beginning readers:

sounding/blending of regular VC and CVC words reading single-syllable, regular words and some high-frequency, irregular sight words; reading decodable text for practice spelling VC and CVC words.

Texts, written for young children, that use many single-syllable words with regular spellings

precommunicative, semiphonetic, phonetic, transitional, and conventional.

Some words are phonetically irregular because of etymology (word origins)

6 categories of word identification lessons that should be included for advanced readers:

(a) regular CVCC, CCVC, and CVVC words; (b) regular CVCe words; (c) words with less common elements; (d) use of decodable text; (e) words formed by adding a common inflected ending; and (f) spelling more complex orthographic patterns

An affix that appears at the end of a root word (e.g., ly in the word likely).

The process of identifying and recognizing words by analyzing syllables.

sounding/blending of regular VC and CVC words reading single-syllable, regular words and some high-frequency, irregular sight words; reading decodable text for practice spelling VC and CVC words.

Structural Analysis (morphemic analysis)

The process of identifying and recognizing words by analyzing prefixes, suffixes, and root words.

An affix that appears at the end of a root word (e.g., ly in the word likely).

(a) regular CVCC, CCVC, and CVVC words; (b) regular CVCe words; (c) words with less common elements; (d) use of decodable text; (e) words formed by adding a common inflected ending; and (f) spelling more complex orthographic patterns

sounding/blending of regular VC and CVC words reading single-syllable, regular words and some high-frequency, irregular sight words; reading decodable text for practice spelling VC and CVC words.

An affix that appears at the end of a root word (e.g., ly in the word likely).

The process of identifying and recognizing words by analyzing prefixes, suffixes, and root words.

The most elemental unit of meaning in a language. In English, there are two types of morphemes: some words and all affixes.

The process of identifying and recognizing words by analyzing syllables.

An affix that appears in front of a root word (e.g., non in the word nonsense).

The most elemental unit of meaning in a language. In English, there are two types of morphemes: some words and all affixes.

An affix that appears in front of a root word (e.g., non in the word nonsense).

An affix that appears at the end of a root word (e.g., ly in the word likely).

what a person knows about how to spell words.

The most elemental unit of meaning in a language. In English, there are two types of morphemes: some words and all affixes.

Orthographic Knowledge

what a person knows about how to spell words.

a prefix or suffix that cannot occur alone; bound morphemes must be attached to a root word (e.g., un-, -est).

The most elemental unit of meaning in a language. In English, there are two types of morphemes: some words and all affixes.

The process of identifying and recognizing words by analyzing syllables.

a prefix or suffix that cannot occur alone; bound morphemes must be attached to a root word (e.g., un-, -est).

is pronounced with a single, uninterrupted sounding of the voice. All syllables must have at least one vowel.

what a person knows about how to spell words.

An affix that appears in front of a root word (e.g., non in the word nonsense).

RICA Subtest 1 (Zarillo text)

Authored by Elissa Hurley

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonological awareness

the ability to distinguish the separate

phonemes (or sounds) in a spoken word.

the knowledge that oral English is composed

of smaller units.

knowledge of letter–sound correspondences.

Ph in phonics makes /f/. C makes /c/ and /s/

--city, cake.

are the English letter or letters that represent

phonemes

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonemic Awareness

are the English letter or letters that represent

phonemes

the knowledge that oral English is composed

of smaller units.

the ability to distinguish the separate

phonemes (or sounds) in a spoken word.

knowledge of letter–sound correspondences.

Ph in phonics makes /f/. C makes /c/ and /s/

--city, cake.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonics

speech sounds made when air leaving your

lungs is vibrated in the

voice box and there is a clear passage from

the voice box to your mouth

are the English letter or letters that represent

phonemes

speech sounds made when air leaving your

lungs is vibrated in the

voice box and there is a clear passage from

the voice box to your mouth

knowledge of letter–sound correspondences.

Ph in phonics makes /f/. C makes /c/ and /s/

--city, cake.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Graphemes

are the English letter or letters that represent

phonemes

initial consonant sound or consonant blend.

C in Cats

Spr in Spring

speech sounds that occur when the airflow is

obstructed in some way by your mouth, teeth,

or lips.

speech sounds made when air leaving your

lungs is vibrated in the

voice box and there is a clear passage from

the voice box to your mouth

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Vowels

he vowel sound and any consonants that

ats in

initial consonant sound or consonant blend.

C in Cats

Spr in Spring

speech sounds that occur when the airflow is

obstructed in some way by your mouth, teeth,

or lips.

speech sounds made when air leaving your

lungs is vibrated in the

voice box and there is a clear passage from

the voice box to your mouth

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Consonants

the vowel sound and any consonants that follow

speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips.

speech sounds made when air leaving your lungs is vibrated in the

voice box and there is a clear passage from the voice box to your mouth

initial consonant sound or consonant blend. C in Cats

Spr in Spring

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Onset

initial consonant sound or consonant blend. C in Cats

Spr in Spring

speech sounds made when air leaving your lungs is vibrated in the

voice box and there is a clear passage from the voice box to your mouth

speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips.

are the English letter or letters that represent phonemes

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RICA Subtest 1 (Zarillo text)

Phonological awareness

Phonemic Awareness

Phonics

Graphemes

Vowels

Consonants

Onset

Rime

Phonograms

Role of phonological and phonemic Awareness in reading development.

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