Phonemic Awareness - When children are aware that spoken words are made up of sounds. No connection to letters yet., Segmenting - Slowly pronouncing 2 or 3 phonemes in a word. Isolating the first, middle or last phoneme in a word, Blending - Putting sounds or phonemes together to pronounce words, Phonics - Instructional approach that teaches the relationship between letters and sounds, Concepts about Print - Book Knowledge, Directionality, return sweep, 1 to 1 correspondance, Alphabetic Principal - To learn to read and write in a language, we rely on symbols to represent phonemes, Letter/Sound Correspondence - Children begin to use print to read and write when they realize that letters are associated with a sound., Sequence of Letter Study - Studying high-utility letters, M,S,T,R, first- -teaching vowels early on to allow for exposure, Alphabet Chart - A chart that kids should be taught now to use. It helps them learn letters with independence., Blends-Type #1 - Type 1: Letters together that represent one continuous sound: SL, SN, SM, FL, Blends-Type #2 - Type 2: Letters together- one continuous & 1 stop sound, SC, SK, SP, ST, SW, Onset - The initial consonant or blend at the beginning of a rime, Rime or Phonogram - Consists of a vowel and any consonant that follows it. (Goes by two names) -at, -ot, -it, -ake, -ape…, Short Vowels - Usually hear in CVC words -We need to teach kids that these have more than one sound., Long Vowels - Often heard in CVCe words. -Less consistent sound pattern. - We need to teach kids that these have more than one sound, High Frequency or Sight Words - Words that readers will see often in text. They should know them in a snap,

Concepts of Print/Phonics Word Sort

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