Letter lessons, first words, and beyond first words

what are the easiest to hardest sounds to distinguish between

Easiest--> discriminating between different sounds -same sound? -same or different sounds? Harder--> matching first sounds in oral words -group/sort pictures or items by initial sounds Hardest--> saying the first sound in words -saying the beginning sound of a word or picture RECEPTIVE--> EXPRESSIVE

After moving through the cycles, what do students move on to?

first words

vowel flexing

flipping the vowel sound to figure the word out

What is the goal of target letter activities?

for the student to name and provide the sound for both uppercase and lowercase letters

linear vs hierarchical decoding

hierarchical uses patterns in the word rather than going linearly

no information letter sounds

letter names that provide no link to the sound

opaque letter sounds

letter names with the sound at the end of the name

transparent letter sounds

letter names with the target sound of the letter at the beginning

Why predicts future literacy success?

letter naming

letter cycle 3 review/solidify

-11 to 20 letter sounds (for students who know 20 or fewer letter sounds) -instructions based on letters that students do not yet know -20 to 25 minutes five days a week

Letter cycle four: word building

-21+ letter sounds -first 25 sight words -a few high frequency words -build cvc word families -word segmentation

letter cycle two first pass

-6 to 10 letter sounds -most kindergarteners start here

What is the lesson breakdown of letter cycles 2 and 3

-all alphabet review -hear it--> phonemic awareness activities with target letter sounds -target letter activity -spell it -read it

concept of word

-ability fo a reader to match spoken words to written words while reading -each word is separate

decodable

-allow the reader to apply letter sound knowledge or automatic word recognition -when do you use these: when students are solid with letter sounds, concept of word, know 20 high frequency words, etc

Why are learning vowels challenging?

-groups of letters are more complex -there is more to learn -different ways to spell the same sounds -there are different sounds for the same spellings

First words lesson framework

-letter or word practice -hear it -decode it -spell it -read it

closed syllables

-one vowel -generally a cvc word -consonant at the end closes the word and makes short vowel sound

open syllable

-one vowel -vowel at the end -long vowel sound

What does spell it focus on

-phonics instruction is about words architecture and understanding how a word is built -putting word together and taking them apart

Different types of alphabet knowledge (a child with alphabet knowledge can...)

-point to letters -name letters -say letter sounds -write letters and use invented spelling -understand the alphabetic principle

Read it lesson outline

-preview the book -book walk -first reading -second reading -prasie and practice -reread the book to others

r controlled syllable

-r controls what the vowel says -when an r follows the vowel, it sometimes changes the vowel sound

In letter cycle one: what's in a name, children will be able to....

-recognize and write their own name -identify an increased number of uppercase and lowercase letter names -distinguish a word from a letter -concept of word -0 to 5 letter sounds

in letter cycle 3 review/solidify, students will be able to...

-say all single consonant letter-sounds and short vowel sounds fluently -identify the sound at the beginning of a spoken word -use letter sound knowledge to spell and write words -develop concept of word -START TO WRITING WORDS

Subunit 2

-short vowel word family -start with CVC words with two sound word family blends -ex: -at -move to CVC letter by letter decoding -ex: c-a-t

vowel consonant e syllable

-silent e -signals long vowel sounds

How to teach vowel digraphs?

-target groups of letters -distributed practice

What are the three types of letter sounds based on letter names?

-transparent -opaque -no information

double vowel/vowel pair syllable

-two vowels that are always together and make one sound -talkers--> vowel teams that say the long sound of the first vowel -whiners--> vowel teams do no make either a long or short vowel sound (ex: oi, ou, oo, ou)

concept of print

-understanding that print conveys a message -read from left to write -spaces between words

consonant le syllabe

-usually two syllable words -one vowel -consonant-le -bubble

when and how should high frequency words be taught?

-when child has a concept of word, some phonemic awareness, and knows most letter sounds -how: in groups with similar patterns

First words scope and sequence units

1. Subunit 1 letter round review 2. Subunit 2 we are family 3. Subunit 3 two for one consonant digraphs 4. Subunit 4 beginning blends consonant blends 5. Subunit 5 final blends and digraphs (final blends)

What are the four letter cycles?

1. What's in a name 2. first pass 3. review/solidify 4. word building

Three parts of letter cycle one: what's in a name?

1. alphabet review 2. names with the whole group 3. names with an individual or partner

beyond first words lesson framework

1. decode it 2. spell it 3. read it

development profession for learning to read words

1. pre-alphabetic 2. partial alphabetic 3. full alphabetic 4. consolidated alphabetic

four subunits of vowel digraphs

1. sneaky silent e 2. teamwork vowel teams 3. r the robber r controlled vowels 4. diphthongs

Final Stable Syllable

a syllable with nonphonetic spelling that occurs frequently in the final position in English base words (ble in stable, tion in station, cial in special)

Alphabet knowledge goes from

receptive to expressive

What are signs of developing concept of print? They understand that...

they understand that... -the words stay the same each time -there is a connection between print and voice -words are made up groups of letters -white space separates words

How can you tell if children have the alphabetic principle?

when they can... -say a word when trying to spell it -use invented spelling with logical errors -start a word they are trying to read with the correct sound -read their writing to someone -spell word without needing to copy them