Phonological awareness

Understanding larger sound units (syllables, onset-rime, word parts). Both are oral/aural skills only—no reading or writing required (“can be done in the dark”)

Phonemic awareness

Understanding individual sounds (phonemes) in words. Both are oral/aural skills only—no reading or writing required (“can be done in the dark”)

Isolation/deletion

Removing sounds (e.g., bat → at)

Substitution

Changing sounds (e.g., stick → slick)

Skills progress from simple

complex (beginning sounds easier than middle sounds).

Systematic

Move from easy to harder skills

Explicit

Clearly model and demonstrate

Recursive

Review and build on prior learning

Pre-alphabetic

Recognize symbols (e.g., stop sign)

Partial alphabetic

Know some letters/sounds

Full alphabetic

Decode full words

Consolidated

Recognize patterns/blends Automatic: fluent reading

Automatic

Fluent reading

Phonics

Understanding letter–sound relationships (grapheme → phoneme). Grapheme = letter Phoneme = sound-

Decoding

Using phonics rules to sound out words while reading.

Common Phonics Patterns

CVC (Consonant, Vowel Consonant ) (bat), CVCC (lick), CVCe (make) Doublets: double consonants (ss, ll) Digraphs: 2 letters → 1 sound (sh, th) Trigraphs: 3 letters → 1 sound (tch) Vowel teams: multiple vowels → 1 sound (ea, oa) Diphthongs: vowel combos that glide between sounds (oi, ou) R-controlled vowels: er, ir, or Schwa: unstressed “lazy” vowel sound Silent letters: kn, gh, etc. Phonics Learning Progression (Simple → Complex)

Phonics Learning Progression (Simple → Complex)

Consonant sounds/ Short vowels (CVC Consonant, Vowel Consonant words) Long vowels (silent e) Consonant blends (sl, bl) Vowel combinations R-controlled vowels Silent/irregular patterns

Decoding to Comprehension (Generate Question, Graphic Organizer KWL, Build Background knowledge/Schema)

Decoding (read words) Encoding (spell words) Fluency (read smoothly)

Morphology

Breaking words into meaningful parts:

Semantic

meaning (context, pictures)

Syntactic

Grammar (sentence structure)

Graphophonic

phonics (letter–sound decoding)

Prosody

Proper expression and timing, phrasing, emphasis, and intonation that we use when we get to punctuation.).

Word Types (Tiers)

Tier 1: common words (e.g., see, happy) Tier 2: high-utility academic words (e.g., develop, succeed) Tier 3: domain-specific words (e.g., mitochondria)

BIG IDEA

Fluency + Vocabulary = Bridge to Comprehension

Comprehension

Understanding text by: (Visualizing (mental images), Questioning ,Predicting, Summarizing) - Requires higher-order thinking and metacognition (thinking about thinking)

KWL Chart

K = what I know W = what I want to know L = what I learned