1. Word Identification Abridged

2. Rapid, automatic word recognition facilitates fluency and comprehension 2Literacy How, Inc.

3. 3 SKILLED READING Fluent execution and coordination of word recognition and text comprehension BACKGROUND KNOWLEDGE (fact, concepts, etc.) VOCABULARY, esp. expressive (breadth, precision, links, etc.) LANGUAGE STRUCTURES (syntax, semantics, etc.) VERBAL REASONING (inference, metaphor, etc.) ORAL LANGUAGE COMPREHENSION PHONOLOGICAL AWARENESS (syllables, phonemes, etc.) DECODING (alphabetic principle spelling-sound correspondences) SIGHT RECOGNITION (of familiar words) WORD RECOGNITION The Many Strands of Early Reading Success Adapted from Scarborough, 2000 LITERACY KNOWLEDGE (print concepts, genres, etc.) Increasingly automatic Literacy How, Inc.

4. 4 Haskins Laboratories Stages of Reading Development Layers of English Orthography Stages of Spelling Development Examples Pre-alphabeticPreliterateStudents learn that text is read from left to right. They recognize the letters of their names in environmental print and use pictographic writing: for example, for bug, or for house. Early-AlphabeticAlphabeticEarly Letter Name Middle and Late Letter Name Students begin to read CVC words and represent words with a single predominant sound, usually a consonant. Later they spell first and last consonant sounds: for example KR for car. Students include a vowel in each syllable. They spell regular short-vowel patterns, but use the letter name for long-vowel sounds: for example, CAK for cake. Mature Alphabetic PatternWithin Word Pattern Students know most sound/spellings and recognize common “chunks” like phonograms and word endings. They begin to experiment with long-vowel markers: for example, SNAIK for snake. Orthographic Meaning Syllable Juncture Derivational Constancy Students process words using syllable and morphemic information. They read unknown words by analogy to known words; for example, should would. They join syllables correctly by doubling or changing letters when using inflectional endings. Students focus on meaning and correctly spell derived forms with affixes and roots.

5. 5 Spelling stages adapted from K. Ganske (2000) Word Journeys, NY: Guilford Pubs.

6. Consonant Phonemes/Sounds Consonant are always blocked sounds (teeth, tongue, lips) and can be voiced (Vocal chords vibrate) or unvoiced (vocal chords do not vibrate).

7. Vowel Phonemes/Sounds Vowel sounds are unblocked and always voiced.

8. Phonics/Spelling Generalizations 8Literacy How, Inc.

9. Initial Deck t i s n p f Literacy How, Inc.9 a

10. Advanced Deck ti sn p f Literacy How, Inc. a

11. The Four Types of Phonics Instruction Literacy How, Inc.11 1.Analogy/word families 2.Synthetic 3.Analytic 4.Spelling

12. English is not Perfectly Phonetic. safe march stain saw napkin paper What sound does the “a” stand for? Literacy How, Inc.12

13. Syllable Types With 26 letters we can create thousands of different syllables depending upon the letters we select and the order in which we place them. ( about 3,000) With 10 digits we can create an infinite number of numerals depending upon the digits we select and the order in which we place them.

14. Syllable Types The vowel letters represent different sounds depending upon which letters that appear after them. Digits represent a different value depending upon the (number of) digits that appear after it.

15. Place Value 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 1 4 8,937 4 2, 4 56 807, 4 32 671, 4 35,985

16. Syllable Types a,b,c,d,e,f,g,h,i,j,k.l.m,n,o,p,q,r,s,t,u,v,w,x,y,z sad safe stain saw starch napkin paper Literacy How, Inc. 16

17. Six Syllable Types for Decoding and Encoding 17 CclosedVCat OopenVhe Vvowel teamsVVrain, cow Esilent eVceate Rr controlledVrfor Sfinal stable syllable[Cle [tion crumble action That about COVERS it! Literacy How, Inc.

18. 18 Structural Analysis Analyzing words into morphemes or meaningful units of language: Roots: The letters that remain after prefixes and suffixes are removed. Prefixes: Letters added to the front of a root or word that changes its meaning Suffixes: Letters that are added to the end of a root or word that changes its meaning or the way it is used in a sentence.

19. Structural Analysis/ Suffixes tubtub s hunthunt ed (id) grabgrab ed (d) stuff stuff ed (t)

20. Structural Analysis/ Suffixes rentrent ing glad glad ly good good ness bank bank er

21. Structural Analysis/ Prefixes un happy re turn sub marine Literacy How, Inc.21