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.

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.

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

he vowel sound and any consonants that

follow

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

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

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

the vowel sound and any consonants that follow

ats in Cats

inginSpring

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

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

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

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

initial consonant sound or consonant blend. C in Cats

Spr in Spring

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

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

of English, which will be taught through phonics lessons.

initial consonant sound or consonant blend. C in Cats

Spr in Spring

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.

used to determine each child’s

level of phonological awareness, including phonemic awareness, before a sequence of lessons begins.

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/.

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

of English, which will be taught through phonics lessons.

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

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.

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.

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.

occur at the end of instruction

and tell a teacher whether a student has not met a standard, met a standard, or exceeded

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.

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

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

letters represent sounds

the ability to write the uppercase and lowercase letters legibly.

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

letters represent sounds

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.

letters represent sounds

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.

letters represent sounds

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

letters represent sounds

the ability to write the uppercase and lowercase letters legibly.

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.

the ability to read aloud, or decode, words correctly

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

High-frequency words,

Words with irregular spellings, Words that children want to know

Words introduced in content-area lessons in social studies and science

the study of word formation.

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

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

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.

the study of word formation.

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.

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

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

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.

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.

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

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

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

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. chalk, help, milk, cold, and bull.

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

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 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 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

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

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

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

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.

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.

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)

Texts, written for young children, that

use many single-syllable words with regular spellings

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.

precommunicative, semiphonetic, phonetic, transitional, and conventional.

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.

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

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.

precommunicative, semiphonetic, phonetic, transitional, and conventional.

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.

beginwiththesoundandthenchildrenblend the sounds to build words.

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.

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.

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

-ick

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.

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)

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 syllables.

(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.

(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.

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

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.

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).

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.

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.

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

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

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).

what a person knows about how to spell words.

can be uttered alone with meaning (e.g., test).

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

Is either a prefix or a suffix

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

Is either a prefix or a suffix

can be uttered alone with meaning (e.g., test).

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

to read with appropriate

expression, and includes emphasis of certain words, variation in pitch, and pausing.

Words that can have either a prefix or suffix added to them, or both. like is a root word in unlikely and likely

reading requires the reader to perform two main tasks: to

decode words and understand the meaning of the text. If readers are not fluent, then they get bogged down on the decoding task and are then unable to focus on getting the meaning of the text.

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

Words that can have either a prefix or suffix added to them, or both. like is a root word in unlikely and likely

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

The process of identifying and recognizing words by analyzing syllables.

Is either a prefix or a suffix

The ability to pronounce words correctly.

how fast a person reads

reading requires the reader to perform two main tasks: to

decode words and understand the meaning of the text. If readers are not fluent, then they get bogged down on the decoding task and are then unable to focus on getting the meaning of the text.

to read with appropriate

expression, and includes emphasis of certain words, variation in pitch, and pausing.

The teacher subtracts the total number of errors from the total numbers of words read to find the student’s wcpm.

Teacher model, student practice, teacher feedback.

reading requires the reader to perform two main tasks: to

decode words and understand the meaning of the text. If readers are not fluent, then they get bogged down on the decoding task and are then unable to focus on getting the meaning of the text.

The ability to pronounce words correctly.

Words that can have either a prefix or suffix added to them, or both. like is a root word in unlikely and likely

to read with appropriate

expression, and includes emphasis of certain words, variation in pitch, and pausing.

The ability to pronounce words correctly.

how fast a person reads

reading requires the reader to perform two main tasks: to

decode words and understand the meaning of the text. If readers are not fluent, then they get bogged down on the decoding task and are then unable to focus on getting the meaning of the text.

how fast a person reads

Swift identification of the letters. single-syllable words with regular

letter–sound correspondences and sight words. Swift, accurate reading of multisyllabic words.

The teacher subtracts the total number of errors from the total numbers of words read to find the student’s wcpm.

The teacher subtracts the total number of errors from the total numbers of words read to find the student’s wcpm.

Swift identification of the letters. single-syllable words with regular

letter–sound correspondences and sight words. Swift, accurate reading of multisyllabic words.

Teacher model, student practice, teacher feedback.

(1) weak word analysis skills, (2) lack

of familiarity with content vocabulary, (3) lack of background knowledge, and (4)

lack of familiarity with complex sentence structures.

Teacher model, student practice, teacher feedback.

(1) weak word analysis skills, (2) lack

of familiarity with content vocabulary, (3) lack of background knowledge, and (4)

lack of familiarity with complex sentence structures.

how fast a person reads

Assessment results should tell the teacher which students’ level of performance

is (a) below expectation for the standard, (b) at the expectations for the standards, or (c) above expectations for the standard

The teacher subtracts the total number of errors from the total numbers of words read to find the student’s wcpm.

Swift identification of the letters. single-syllable words with regular

letter–sound correspondences and sight words. Swift, accurate reading of multisyllabic words.

Teacher model, student practice, teacher feedback.

Words that can have either a prefix or suffix added to them, or both. like is a root word in unlikely and likely

how fast a person reads

Swift identification of the letters. single-syllable words with regular

letter–sound correspondences and sight words. Swift, accurate reading of multisyllabic words.

Teacher model, student practice, teacher feedback.

The teacher subtracts the total number of errors from the total numbers of words read to find the student’s wcpm.

(1) weak word analysis skills, (2) lack

of familiarity with content vocabulary, (3) lack of background knowledge, and (4)

lack of familiarity with complex sentence structures.

how fast a person reads

Teacher model, student practice, teacher feedback.

Assessment results should tell the teacher which students’ level of performance

is (a) below expectation for the standard, (b) at the expectations for the standards, or (c) above expectations for the standard