The document discusses various components of literacy including phonological awareness, phonics, orthography, and reading comprehension. It defines key terms like phonemic awareness, phonics, vowel patterns, and describes instructional strategies and activities to teach foundational reading skills like sound-symbol relationships. Research is cited supporting the importance of explicit and systematic phonics instruction to facilitate reading development.

1. Conquer the Code: Sounds, Symbols, and Syllables

2. Reading . . . an extraordinary ability, peculiarly human and yet distinctly unnatural. Dr. Sally Shaywitz, Overcoming Dyslexia , 2003

3. Literacy . . . Begins at birth, and is a lifelong process!

4. Unfortunately, Children are not born with this insight, nor does it develop naturally without instruction. Reid Lyon, 1997, NICHD

5. In today’s world, learning to read well is a key to the future success of our children. Not only is reading fluently and with comprehension by third grade a legislated priority, it is an ethical and professional imperative. (Wolfe and Nevills, 2004)

6. In fact, teaching reading is Rocket Science! (See Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do by Louisa C. Moats, AFT, June 1999)

7. Research Practice National Research Council: Committee on National Research Council: Preventing Reading Difficulties in Young Children (1998) National Research Council - Starting Out Right: A Guide to Promoting Children’s Reading Success (1999) National Reading Panel: Teaching Children to Read (2000) Put Reading First: The Research Building Blocks for Teaching Children to Read (2001) Scientific Research in Education (2002)

8. Reading and the Brain “ If we provide intervention at an early age, then we can improve reading fluency and facilitate the development of the neural systems that underlie skilled reading.” ( Sally and Bennett Shaywitz, Educational Leadership , March 2004, p. 10)

9. Language Components Receptive Expressive Oral Listening Speaking Written Reading Writing

10. “The Big Five” Phonemic Awareness Phonics Vocabulary Fluency Text Comprehension

11. Reading Components and the “Big Five” Means DECODING Phonemic Awareness Phonics End COMPREHENSION Vocabulary Text Comprehension Fluency

12. Lesson Plan Format Preread Schema Read it Story grammar Reread it Fluency Discuss it Vocabulary React to it Comprehension Code it Alphabetic code Apply it Practice Transfer it Generalization

13. Read with “ H u G s” u niting H olistic & G raphophonic s trategies

14. Reading is the union of Comprehension + Decoding (Holistic) (Graphophonic) Pre-read it Code it: Read it Hear it Reread it See it Discuss it Associate it React to it Expand it

15. Code it: Alphabetic Code Hear it See it Associate it Expand it Phonological: sound Print: symbol Sound/symbol Structural analysis

16. Conquer the Code: Sounds, Symbols, and Syllables Sounds Phonological Awareness Phonemic Awareness Symbols Print Awareness Alphabet knowledge Syllables Vowel Patterns Syllabication

17. Oral Language Listening and Speaking Literacy Events “Grand Conversations” Phonological Awareness: sensitivity to the sounds of language

18. Phonology: Sounds Phonological awareness Phonemic awareness 44 phonemes (speech sounds) Oral / auditory Related to reading and writing

19. How many sounds? in the word box in the word enough in the word precious

20. 44 Sounds of the English Language Vowels (10) / ă / / ā / / ĕ / / ē / / ĭ / / ī / / ŏ / / ō / / ŭ / / ū / Consonants (18) /b/ /j/ /s/ /k/ /l/ /t/ /d/ /m/ /v/ /f/ /n/ /w/ /g/ /p/ /y/ /h/ /r/ /z/

21. 44 Sounds of the English Language Vowel Diphthongs (2) /ou/ /oi/ Vowel Variants (3) /au/ /oo/ (moon) /oo/ (book) Schwa (1) / ə / Consonant Digraphs(7) /sh/ /ch/ /wh/ /th/ / th / /zh/ /ng/ r-controlled (3) /ar/ /or/ /er/

22. Phonological Awareness “ Funnel – ogical” awareness Sensitivity to the sounds of language words, syllables, and sounds Includes phonemic awareness Necessary for understanding the alphabetic principle and how sounds match print

23. Phonological Awareness Word awareness Rhyming words Syllable awareness Alliteration Onset-rime Phonemic segmentation and blending Phonemic manipulation

24. Phonological Activities Clapping, standing, using body motions Manipulatives, e.g., linking blocks, puzzles, objects, chips or tokens Pictures, books, posters Music and rhyme “ Feel it in your mouth!” Elkonin (sound) boxes

25. Written Language Reading and writing Print awareness Reading: decoding + comprehension Sound – symbol connection [phonics] Writing: spelling, handwriting, written expression [writing process]

26. Orthography: Symbols Alphabet (26 letters) Represent speech sounds Written / visual Spelling patterns

27. Print Awareness Concepts of Print Book concepts One-to-one correspondence Directionality Alphabet Knowledge Recognition Identification Formation

28. How do children develop print awareness? Read alouds Shared reading Print rich environment Big Books, little books, lots of books Hearing poems, nursery rhymes Seeing charts, signs, lists, “Morning Message” and “Sign in”

29. Alphabet Activities Sort plastic or magnetic letters Use letter cards with the ABC song Match environmental print labels to alphabet letter cards Locate target letter by using highlighter tape Write letters in the air, using large muscle movements Write letters in shaving cream, sand, or rice trays

30. Pre-Phonics Phonological Awareness Oral Sounds Print Awareness Visual Symbols

31. Phonics “ refers to instructional practices that emphasize how spellings are related to speech sounds in systematic ways.” (Snow, Burns, & Griffin, 1998)

32. What is the Alphabetic Principle? the systematic and predictable relationship between the letters of written language and the sounds of spoken language the way print matches speech the relationship between phonology and orthography also known as the alphabetic code

33. Why learn the Alphabetic Code? It provides the understanding for the internal structure of words. It helps children recognize familiar words and decode new words. It connects reading and writing. It enables children to read with fluency and comprehension.

34. Phonics Synthetic Phonics Part to whole Analytic Phonics Whole to part Word families (rimes) Vowel Patterns 6 Syllable types 85-88% regularity Structural Analysis Root words, prefixes & suffixes Compound words Contractions Syllabication

35. Color-Code Blends bl- cr- st- -nd -mp etc. Digraphs sh ch th wh ph Vowels a e i o u -y -w

36. Orthography: Syllables Six basic syllable types 85 – 88% of English language Vowel Patterns (syllable types) Structure of our language Alphabetic code

37. Vowel Patterns Regular Reliable Research-based Effective Efficient Easy to use

38. Vowel Pattern Chart C+le 2 Vowels Talkers Whiners Bossy r Silent e Open Closed

39. Vowel Pattern Chart C+le t a - ble b u b - ble t u r - tle 2 Vowels Talkers Whiners b oa t b oy m ea t cl ow n Bossy r c a r g i rl t u r- Silent e r i d e c a p e h o p e Open m e g o t a - Closed c a t f i sh b u b-

40. Vowel Patterns Closed: A word or syllable that contains only one vowel followed by one or more consonants; the vowel is short. “ One lonely vowel squished in the middle, says its special sound just a little.” s a t b e d f i n t o p g u m s a nd b e st pr i nt sh o p l u nch a t E d i n o n u p

41. Vowel Patterns Open: A word or syllable that ends with one vowel; the vowel is long. “If one vowel at the end is free, it pops way up and says its name to me.” m e sh e h i g o fl u fl y

42. Vowel Patterns Silent e [Magic e]: A word or syllable that ends in e, containing one consonant before the final e and one vowel before that consonant; the vowel is long. “ The magic e is quiet, but it has a claim to fame; it makes the vowel before it say its real name.” The magic e is so powerful, it gives all its strength to the other vowel so that it can say its real name. m a k e St e v e r i d e h o p e c u b e

43. Vowel Patterns Bossy r [r-controlled]: A word or syllable containing a vowel followed by r; the vowel sound is altered by the r. The letter r is so bossy, it tells the vowel that it can’t say its real name (long vowel) or its special sound (short vowel), but must say the r sound (as in car, for, her). c a r h e r g i rl f o r c u rl

44. Vowel Patterns Double Vowel Talkers: [vowel digraphs] A word or syllable containing two adjacent vowels; the first one is long. “ When two vowels go walking, the first one does the talking and says its name.” r ai n d ay s ee m ea t p ie b oa t t oe sl ow s ui t bl ue

45. Vowel Patterns Double Vowel Whiners :[diphthongs and variants] A word or syllable that contains two adjacent vowels; the vowels say neither a long or short vowel sound, but rather a very different sound. Sometimes when two vowels are next to each other, they make a funny whining sound, like when you fall down and say “ow,” “aw,” “oy,” and get a “boo-boo.” f au lt s aw f oi l b oy l ou d c ow m oo n n ew b oo k

46. Vowel Patterns C+le: [ c onsonant + le] This syllable ends with “le” preceded by a consonant, and occurs in two-syllable words. When a word ends with a consonant and “le,” the “le” grabs the consonant before it, and the word breaks into two parts right before that consonant. b u b–ble c a –ble ea –gle p oo –dle p u r-ple

47. Vowel Pattern “Prediction Power” The prediction power of the patterns ranges from 77 to 89%, each of which is much better than predictions on the basis of chance alone. Teaching children vowel patterns can make a difference in their fluency and comprehension (May, 2002). C+le 2 Vowels Talkers Whiners 77% Bossy r Silent e 81% Open 77% Closed 86 – 89%

48. Irregular / “Memory” Words About 12 – 15% of English words do not conform to the regular patterns Can be taught through context, repetition, multisensory techniques, and learning games, e.g., Word Wall activities, VAAKT (associative word cards), BINGO

49. Structural Analysis Root words and affixes Compound words Contractions Syllabication

50. Root Words and Affixes Prefix Root Suffix un friend ly re heat ed in spect or Color-highlight or draw a box around affixes (prefix = green; suffix = red) Make charts for similar affixes

51. Compound Words Begin with whole word, e.g., doghouse Segment and blend Use fists, puzzles, linking blocks Make lists of compound words Use color-coding ( dog house ) Practice deletion (say doghouse without dog)

52. Contractions Compare “long” and “short” forms, e.g., do n o t (long – 2 words) don ’ t (short – contraction) Highlight apostrophe (use elbow macaroni) and deleted letter/s in red Use a rubberband to show long and shortened forms (same meaning) Make lists of contractions from stories

53. Syllabication Patterns C+le turtle tur – tle VC/CV rabbit rab – bit V/CV tiger ti – ger VC/V camel cam – el V/V lion li - on

54. Strategy for Syllabication “ Spot and dot” the vowels Connect the dots Look at the number of consonants between the vowels If 2 – break between the consonants If 1 – break before the consonant; if it doesn’t sound right, move over one letter

55. Apply and Transfer Provide many opportunities to use these skills and strategies, both in isolation and in connected text Fiction and non-fiction Poetry and songs Decodable text Learning games and activities

56. Why? When students have the MEANS to conquer the code, they will reach the GOAL , and master the meaning!

57. The End Remember . . . Teach a child to read, Give a gift for life!! Thank you for your kind attention! Happy Teaching!

58. Websites of Interest www.aft.org American Federation of Teachers www.ascd.org Association for Supervision and Curriculum Development www. educationworld .com Education World www. fcrr .org Florida Center for Reading Research www.idafla.org Florida Branch - IDA www. interdys .org International Dyslexia Association www.nifl.gov National Institute for Literacy www.nationalreadingpanel.org National Reading Panel www.reading.org International Reading Association www.readingrockets.org Reading Rockets