The document discusses emergent literacy and its key components. It explains that emergent literacy includes an understanding of the alphabetic principle and phonology. Phonemic awareness is an important part, where children understand that speech is made up of individual sounds. The document outlines several phonemic awareness skills like identifying sounds in words, categorizing sounds, substituting sounds, blending sounds, and segmenting words into sounds. It provides examples of activities to develop phonemic awareness and discusses the importance of phonemic awareness for learning to read.

1. EMERGENT LITERACY
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2.  Alphabetic Principle-English is an alphabetic
language based on the alphabetic principle:
each speech sound of the language is
represented by a graphic symbol.
 Phonology is the study of speech sounds.
 Phonics-is the study of the relationships
between the speech sounds (phonemes) and
the letters (graphemes) that they represent.
 Phonemic awareness is children’s basic
understanding that speech is composed of a
series of individual sounds.
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3.  It provides the foundation for phonics and
spelling .
 Phonemic awareness requires that children
treat speech as an object and that they shift
their attention away from the meaning of
words to the linguistic features of speech.
 Children develop phonemic awareness as
they learn to hear and manipulate spoken
language.
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4.  Phonemes are the smallest units of speech,
and they are written as graphemes, or letters
of the alphabet.
 Phonemes are usually represented using
diagonal lines /d/
 Sometimes phonemes are spelled with two
graphemes duck (ck)
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5.  Identify sounds in words
 Categorize sounds in words
 Substitute sounds to make new words
 Blend sounds to form words
 Segment a word into sounds
 These 5 components are strategies that
children use with phonics to decode and spell
words. The two most important are blending
and segmenting.
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6.  Learning to identify a word that begins or
ends with a particular sound.
◦ For example, when shown a brush, a car, and a doll,
they can identify doll as the word that ends with /l/.
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7.  Recognizing the “odd” word in a set of three
words
◦ For example, when the teacher says ring, rabbit,
and sun, recognizing that sun doesn’t belong.
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8.  Learning to remove a sound from a word and
substitute a different sound in the beginning,
middle, or end of words.
◦ bar to car
◦ tip from top
◦ gate to game
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9.  Learning to blend two, three, or four
individual sounds to form a word
◦ For example, /b/ /i/ /g/ blending the individual
sounds to form big
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10.  Learning to break a word into its beginning,
middle, and ending sounds.
◦ Feet into /f/ /e/ /t/ go into /g/ /o/
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11.  English language learners:
◦ Need more opportunities to play informally with
rhyme and to orally manipulate the sounds in words
◦ Need to listen to wordplay books read aloud more
times
◦ Need to participate in mini-lessons on specific
phonemic awareness strategies
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12.  Teach high-utility phonics skills that are most
useful for decoding and spelling unfamiliar
words
 Follow a developmental continuum for
systematic phonics instruction, beginning w/
rhyming and ending with phonics
generalizations
 Provide direct instruction to teach phonics
skills
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13.  Choose words for phonics instruction from
books students are reading and other high-
frequency words
 Provide opportunities for students to apply
what they are learning about phonics through
word sorts, making words, interactive writing,
and other literacy activities
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14.  Take advantage of teachable moments to
clarify misunderstandings and infuse phonics
instruction into literacy activities
 Use oral activities to reinforce phonemic
awareness skills as students blend and
segment written words during phonics and
spelling instruction
 Review phonics skills as part of the spelling
program in the upper grades (critical for ELL)
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15.  Research indicates a clear connection
between phonemic awareness and learning to
reading
 As children become more phonemically
aware, they recognize that speech can be
segmented into smaller units, this is useful in
recognizing sound-symbol correspondences
and spelling
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16.  Children can be explicitly taught to segment
and blend speech
 Phonemic awareness has been shown to be
the most powerful predictor of later reading
achievement
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