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I was able to watch a teacher I have worked with for an EDU course use tools like "Word Lists" to evaluate their students. When a student had trouble with some words, the teacher would review the words and teach them the proper way to interpret them and the ways to pronounce them. This gave the students the ability to continue learning and engage in reading harder books instead of remaining stuck which happens frequently. As teachers it is important to constantly evaluate your students and make sure they are progressing instead of struggling or even remaining at one level of reading.

I not remember learning my name as one of the first words to read and write. This gave me the motivation to begin learning literacy skills because it was a way to begin learning about who I was and where my name came from. This is a great way to begin teaching kids about where they come from and what their names mean while teaching simple reading and writing skills.

Teachers need to make sure that vocabulary development is incorporated in teaching so that children have the ability to understand more of what they're reading.

Making decoding fun and incorporating it in everyday learning is good for children to learn but also practice.

Ability to quickly and accurately read words.

Emphasizing the idea that this is how children learn, we need to teach them this idea.

Phonological Awareness is important because it is how we speak and communicate

This is giving students there first bit of understanding book and print awareness. By teachers making a point to ask students these questions its helping them to better understand literacy.

This definition is more complex than what I think of when I think of literacy. It is more than just reading and writing.

I believe word walls are very helpful in the classroom and have sen them in almost all of my fieldwork classrooms and was shown how helpful they are for the students.

These are ways that are new to me and good to keep in mind when teaching. There are examples of each which are very helpful.

I was never aware of these four groups.

For english learners this is good to keep in mind in order to help those students in your classroom.

These are good suggestions to use some day.

Maybe this is a good thing to show the students one day to help them see the differences.

I was unaware of how many consonants there are.

This is important for both teachers and students to know about so we can understand how the phonetics work.

Understanding that the spoken language is made up of units of sound such as sentences, words, and syllables

concepts of print!

I;ve never even thought about how even though we may be teaching a specific grade level there will be students who are still working to reach the expectations of the grades below. This is truly a great point

Having the knowledge of grade levels other than your own is helpful when creating lessons and units for your year. If you know the expectations fort the grade below the grade level you are teaching, you are aware of the skills that students should have when they come to you. Knowing the expectations for the grade above your grade level is helpful because you know just how prepared and important it is for your students need to be for the year that lies ahead of them.

I really like the suggestion of looking at student work from other students who are in the same district to know where more seasoned teachers have set their expectations for students so that the students strive to achieve higher goals & not just stopping where the standard is set

Having the big picture is hugely important because the student's reading does not stop when the grade level ends, it continues on and to know what the students will be learning more forward gives the teacher the ability to probe new skills with them towards their next goals and prime the children for later grades

I really liked this definition. I also can agree that literacy can serve as the foundation for all learning.

During my fieldwork I have noticed that there are many teachers who use this in their classroom and now I can understand why they would include this in their classrooms and how it can help the children.

I believe this is something good to remember when becoming a teacher and when you are a teacher so you could understand that every student is on their own level and you will have to adapt to that.

This is important to know because each grade level plays a big role in the students overall outcome of learning.

Important for teachers to know when starting the readers out.

This is something good to remember when becoming a teacher so, you can keep track of who things worked for you during the year and make the correct changes for the next year.

I believe this statement is very true being proficient in all grade levels will certainly help you be a stronger teacher and make things easier for yourself throughout the process of teaching.

This is something good to keep in mind when planning your future lessons or even when you are student teaching if you are in a kindergarten classroom.

Third grade i believe is a great year and i hope to be able to look over a third grade classroom one day and see how it works before i actually become a t

This shows why everything is so important to get done in the grade before because in the next grade is where everything really comes together and you would not want a student calling too far behind.

You as the teacher need to be able to fill in the gaps and accommodate every c

Listing all of the other ways are very useful and taught me some new ways that i never thought of like the word lists.

Its nice to hear from these directors and see how they used the diagnostics.

I think this is a critical aspect of learning how to read and learning what words say. It is important for the students to have an understanding of different prefixes and suffixes to completely understand some words.

I don't remember this from when I was in elementary school but loved all of the options for the students in the classrooms I observed in during their writing workshop time

I think that concept imagery should also be explicitly taught in schools as it would help those students who have a hard time making predictions or answering questions that require higher order thinking skills and make their responses to these that much stronger.

Can a student gain clues from the context if they do not have skills to develop concept imagery for the context? I feel like the students who have a hard time developing those movies in their minds when reading would have a harder time picking up new vocabulary on their own.

Makes a lot of sense! If a student is putting all of their effort into decoding each word, they are not going to be able to see the big picture of the whole sentence.

Question answered! I like how they really show the flow of the order and rough timing of when students are learning letter combos, phonics, and different parts of muti-syllable words.

I see that in a couple sentences we read about students learning multi-syllable decoding, and here we are reading about when they learn sound/symbol associations, I'm interested in when along this way they learn common, or "unfair" letter combinations (i.e. ou, ow, au, aw)

Why do we teach children the letter names and how to write them before they are taught the letter sound? It seems to me that all three could be taught at once, although I could see that being an overwhelming amount of information for a student. I also wondered reading this why students learn letter names and shapes in alphabetical order while when they are taught letter sounds, they are taught in order of frequency

Never thought about how I had learned how to do all of these things or how I would teach those steps of learning to read to a student

I've never thought of fluency as occurring in line with comprehension so much as just from repetition of decoding and increase of sight words in a student's vocabulary - but, especially when looking at the phrasing of one's reading it makes sense that fluency and comprehension are connected, if a student does not understand what is going on in the story it makes it difficult to be able to predict how the phrasing should sound

1. the mechanics (sound-symbol relationships)
2. Content (ideas, messages, etc.)

Purposes of this is to increase print awareness, phonics skills, and writing skills and strategies.

Make sure you are covering phonological and phonemic awareness, phonics and the alphabetic principle, and word and structural analysis.

Ways to assess the reader while he/she is independently reading.

When students are reading independently it's extremely important that they have 95% accuracy (which determines if they are on their independent reading level.)

Ask yourself these three questions when creating a literacy circle.

Early emergent readers will need more guidance compared to fluent readers who will be able to read the books (for the most part) by themselves.

Children will use decoding and comprehension skills while sitting with the teacher in small groups.

Smooth, rhythmic expression.

Used most frequently in choral reading. It allows those who are more fluent in reading to help those who are not.

There is a teacher-student role in shared reading. The purposes serve the same as they would in a read aloud.

Think of a chorus,where everyone is reading and performing the lines together and the more you repeat the better it sounds and the more fluent it becomes.

remember these four ways to support students in repeated readings.

Think of when you've read something over and over and the more you read it the more you see things you could have missed the first couple of times which in the end would help understand the text more.

Using cues to chunk the text into meaningful groups of words.

One example of how to help demonstrate how to read with appropriate phrasing.

Great tactic to model fluency while reading.

Words, syllables, rhymes, onset, rimes are all important to becoming a good reader.

This involves going over the front and back of the book, reading the title,reading the author, using your finger to show words while reading, asking about where to start and stop. All of this is extremely important to teaching concepts of print.

It is extremely important for children learning to read to take the skills they already have and use them on their own to improve their reading fluency and comprehension. Thinking critically and reading independently, rather than just simply having a teacher read aloud, is an effective way to challenge young children and promote reading/literacy growth.

phoneme- distinct units of sound in a language that distinguish one word from another. Ex: b, p, d, and t in the words pad, pat, bad, and bat. grapheme- the smallest unit used in describing the writing system of a language. a letter or number of letters that represent a sound morpheme- the smallest gramatical unit of language that contains meaning

this opens the door for children to think critically and express what they learned from reading or listening to a book

literacy is the ability to read and write

good comparison. It is vital to introduce and talk about reading skills so children have some background knowledge on the topic and are more prepared when it comes to learning how to read

good idea. I noticed this from when I did my fieldwork hours. The children's names were on their desks, folders, cubbies, as well as in various parts of the classroom.

Before children can learn how to read and comprehend they must learn how to decode by having background knowledge and vocabulary.

identifying and labeling pictures and objects is a great way to aid children in learning how to read

Intermediate reader- move in an awareness of syllables and affixes. can spell most single syllable words and can read faster silently than orally

emergent reader stage. initial reading and decoding happens in this stage

This is a great system to use when tracking students progress.

Keeping track of these skills will give you an idea on where the child is with processing and what is going on when he/she is reading.

Keeping track of your students progress is so important and rewarding as a student and teacher.

Asking students to talk about what they read is a great way to check if they are understanding what they are reading.

Not only does it help you understand how crucial your students master all of the grade level standards, but it really gives you an idea on where your students are at the beginning of the year and from there you can accommodate and figure out what to do in order to reach the grade level standards.

These comprehension strategies will allow students to above and beyond with thinking about the stories they are reading.

In the alphabet song when it gets to the part....LMNOP....it is said very fast, and for a long long time I thought that LMNO was one word.....this is a good example of making sure that students understand separation.

I remember that all of our spelling words were very similar, and I never thought about it until now that these words were specifically grouped together as a technique for better understanding of core meanings within the word families.

Having students sing songs that make them sound or spell out words can really make the learning process speed up. They are enjoying what is going on and also, they are learning words and sounds. If you think about it they are also learning how to categorize animals and their sounds or what objects do.

When teaching children how to read, understanding where we start and stop it so important. It is great to ask open-ended questions about which way to read (left to right, top to bottom, etc). It tests their knowledge and memory and soon enough, over time it will become a habit for them and they will fluently read from left to right/top to bottom without second guessing it.

New terms to know. Prosody and automaticity.

Reiterating how important fluency is in being a proficient reader.

This is good to know because you want to be able to correct the child's mistakes, but not scrutinize them for them. In fact they are just learning.

I have seen the word wall be done in many classrooms and I think it is a very useful tool.

It was interesting to see the descriptions of each type of syllable division.

I had never heard of the vowel circle prior to this. It was very helpful to see the picture of it as well because it was easier with a visual.

These were some very informative tips on how to help improve struggling readers ability to pronounce words.

It is crucial to know the difference between consonant blends and consonant clusters.

It's important to note how difficult these speech sounds are because of how late they develop and because they float in the both with no end or beginning being clearly there.

This was something really interesting to learn. Now I pay more attention to how I speak and what type of sounds are being made and from what part of my mouth and what other part of the body is involved.

This was a very interesting topic because before I would have never thought about how to describe the actions my mouth and tongue are making when I am forming different words.

I think this is a great way to see what level the students are at and it lets them be exposed to more words.

It is important to do this and to make sure the instruction given after the results fits each child's different needs.

This was the same as when I was young too. However, I think writing in cursive unfortunately is dying out for many people. After a certain time point children stop writing in cursive and just write in print. I know people always are amazed that still write in cursive.

This makes perfect sense because not everyone learns at the same pace. It is good how they have goals for what all the students need to move forward in their reading.

Again, reaffirming how important the alphabetic principle is towards reading.

From observing in a kindergarten classroom this fall, I saw this happen first hand faster for some children than others, but nonetheless it was happening. As I read this section it brought back the memories of reading workshop with them. Many students were fluent readers already.

Every concept is built upon another concept, you never stop building and you never stop learning something new.

I agree with this because when you are able to read the passage without any mispronunciations or other mistakes you are then able to focus on what the text is saying. Therefore making it easier to comprehend. Fluency is crucial. This also reiterates what was said in part of chapter six in the Tompkins books.

Going over title, author, illustrator, front cover, back cover, title page, where to start reading, etc.

morpheme- smallest meaningful unit of written language, can stand on its own and be meaningful or can be combined with another morpheme to have meaning

spelled ed but can be pronounced as /t/, /d/, and /id/

long vowel sound - consonant - silent e

short vowels easily "loose" their sounds and become long vowels

sound of the letter c or g changes depending on the letters next to them

make sure that they word wall words are found in the text the students are reading so that they can begin reading fluently

This will be something that i go back to when i begin teaching as she does an excellent job

use every possible tool that it is at your disposal. it'll be worth it for the kids in the long run

having environmental print around the classroom helps immensely. but also worksheets may be needed to reinforce everything

make sure to spend plenty of time with students about these concepts! they are necessary and will help them immensley if mastered at an early age

the activity in this section also reinforces directions and also teaches patience too

I agree, from personal experience in a classroom and from my childhood as well. It really does help them make connections when their name is involved. When they see their name it makes them excited to read more. I think that is why it is so important to incorporate the students names all throughout the classroom.

I think that it is very impressive how the teachers do this. It takes a lot of patience, time, and planning to be able to ask the correct questions to the students. They have to make sure they are helping them improve their book and print awareness.

long vowels say their name

bossy r changes the sound of the vowel

vowels are harder to understand than consonants

describe the articulation, help students feel the sounds, use your hands to demonstrate and examine the mouth

when consonants are next to each other in one syllable

groups are divided into nasals, glides and liquids

consonants and vowels are divided by how our speech organs produce the sound

fluent readers can focus more on things like punctuation and expression rather than a less fluent reader who is focusing on decoding the words

just because this student could read fast, doesnt mean they are a fluent reader who is comprehending what theyre reading

this is also a technique used in singing when you want to get the correct placement of the sound you are trying to produce.

This really got me thinking about what I myself do when trying to spell a word or what I did as a child.

Tompkins also gives statistics of how often certain rules actually work and apply.

This just solidifies what I learned in class and in the Tompkins book. The building blocks are so important!

This is important to remember and reiterate to yourself when you are teaching a child how to read.

Consonant Borrowers are dependent upon their postion in a word.

• like Qu and X and Y moreso for X and Y ex. "example", x makes a /ks/ sound, but in "xylophone", it makes a /z/ sound

and for Y, it makes a different sound in "yogurt", "cry", "syntax" and "apology"

To teach the vowel sounds start with the 5 earliest developing vowels uh, ah, ee, oo and oh. Modeling these vowels with hand cues is a great way to provide more visual feedback and help teach the vowels - See more at: http://mommyspeechtherapy.com/?p=2495#sthash.fBMsNkn7.dpuf

the following video is a little above the preschool level even though it is animated and has a catchy family tune. I think kindergartners and 1st graders would be able to follow the concept more easily and is at their age level.

https://www.youtube.com/watch?v=lIGDpEVPzCw

very accurate, interesting to know how the sounds are formed

never knew this

yes! because your students goals should relatively reflect the state standards

how to determine these three levels is good to know!

This will also help make goals for the students at conferences and see if they meet them

It is important to keep track of students progress so teachers can determine if students need to move to different types of books.

This will open up doors for children and show them all different forms of writing.

This can be intimidating to children but once they get into it, they can see the story come alive and have fun while they read.

This also allows students to hear the text while they read along. It helps them to read the words and hear how the book should be read.

I think buddy reading is a good strategy because it allows the kids to work together and they can help each other pronounce words they do not know.

I think this helps the student to hear words and how sentences are read and then repeat the correct pronunciation.

This will help the students to learn more about the text through discussion. Also by having the students read the same book, it will show that the students have something in common.

I think having the students read the same type of books is helpful. I think having them read the same exact book over and over will only show how they can memorize.

This teaches students how to make the reading come to life and not sound robotic.

This sets and example of how students should read. It is a good model for them to follow.

All the components of reading fluency.

determine their literacy levels FIRST!

do they still learn cursive? i heard it was taken out of curriculums

wow!

i have seen a lot of exercises focusing on this in pre k classrooms as well.

These are often Fry phrases. They were identified by Dr. Fry and are still taught today,

important!!**

should a lot of time be spent on this

should know by first grade what prefix, suffix, and root of a word are

are they really learning to read if they are only seeing the same words in the same order over and over again?

A little over 4 minutes...that's right, its another video. I learn a lot through watching them and I can get a better idea of how a lesson/activity will look.

https://www.youtube.com/watch?v=AUmQCh7ZqOI

A mother of a son with cerebral palsy adds new verses to Bringing Home a Baby Bumblebee song in order for her son to have fun with articulation. Such a smart idea because although he doesn't sing much of the song, you can see his enjoyment of it and there are even glimpses of him articulating small important parts of the song.

So, it isn't about the fact that the boy has cerebral palsy. It's that there are fun ways to encourage children to articulate sounds by just taking out a few minutes each day to sing a song.

A lot of kids will sing in the classroom, but for those who may feel a bit insecure, usually they are the ones who are singing at home while they're playing.

Thoughts on this?

here is a video on phonemic awareness in a bilingual pre-k classroom. It's a little over 6 minutes. I got through almost one minute and made my opinion as to whether or not I thought this was developmentally appropriate or not. I watched the amount of attention the teacher was giving to her group of students...how engaged the group was...if there was enough time for the students to think about the correct answers...how much value this lesson was giving to the group.

https://www.youtube.com/watch?v=8cAcWkaDYVA

the following video (1min 46sec) is from Starfall and demonstrates three phonemic awareness tasks...substitution, deletion and blending of CVC words

https://www.youtube.com/watch?v=_3uQSIrbDp0

Video: Word Family Blending (a little over 4 min)

WOW! Watch how this teacher encourages learning phonograms (onsets and rimes). She has obviously been working on these strategies with her students for a while. All the students that can be seen in the video are engaged. The teacher's major focus in on onsets and rimes, but she also takes just enough time to review important skills like the differences in forming a "b" and "d". She gives positive feedback and calls on different students. The students can be seen following along with the gestures and they seem eager to answer her questions. She also has other videos (The Listening Game and The Syllable Game) that would be worth watching for inspiration.

https://www.youtube.com/watch?v=1rE75jBp6IY

Phonological and phonemic awareness lessons should be fun and informative

For kindergarten and first grade, they shouldn't take more than 10 minutes

Levels of Phonological Awareness

1. Phonemes are the sounds in syllables - phonemic awareness
2. Syllables rhyme
3. Syllables are “beats” in words
4. Words make up sentences
5. Sentences are complex thoughts
6. Speech conveys meaning

Does not necessarily need to be taught in this order

Are the following words r-controlled? vowel digraph? or both?

hair bear their heart clear deer learn

Oh great...the "al" in "walk" is a less common vowel digraph

How is"snow" a considered a long vowel digraph?

Got it...page 157 in Tompkins... "w and y are vowels when used in the middle and at the end of syllables and words"

• Closed (vc) vowel is in beginning or middle of syllable/consonant is at the end
• Open (cv) vowel is at the end of a syllable/consonant is directly before it
• R-Controlled "bossy R" (vr)
• Silent-E (vcE) vowel followed by a consonant and the letter "e", making the vowel make a long vowel sound
• Digraph (vv) two adjacent vowels creating one sound
• Dipthong (vv) syllables containing /oi/ or /ow/. They seem to make two different long vowel sounds together
• Consonant (cLE) syllables containing only one consonant followed by LE

Which words match with which type?

1. crown
2. thimble 3.plug 4.star
3. treat

Word walls - Differentiated instruction for second language learners, students of varying reading skill, and for younger learners Word walls are a great support for ELLs, and may be organized around a number of concepts, including the alphabet and phonetic sounds, new vocabulary words, sight words, grammar rules, conversational phrases, and writing structures. Words can also be organized by category (for example, academic words, words used often in your classroom, new words students have come across and love).

Copying words from word walls may be difficult for some students. For these students, supply them with the words written on piece of paper. Tape the word wall paper to their desk or writing folder for easy reference.

The Northwest Regional Educational Laboratory (NWREL) has created a “Beginning Writer’s Continuum” that is useful for evaluating even Kindergarteners’ and first-graders’ writing.18 This rubric, which helps you rate your students’ writing according to its ideas, organization, voice, word choice, sentence fluency, and conventions, allows you to see that a level one writer (classified as “experimenting”) uses scribbles to represent ideas and dictates a story to the teacher, while a level four writer (deemed “capable”) is able to tell a story that makes a point and includes ideas that are generally on topic.

• ideas - is the message clear?
• organization - techniques, such as graphic organizers and outlining techniques, help students focus on how they will organize the form and structure of their text
• voice - personal tone of the writing
• word choice - are they functional, age appropriate, engaging?
• sentence fluency - rhythm and flow of language; rhythmic or rambling?
• conventions - mechanics...grammar, indentation of paragraphs, capitalization and punctuation
• presentation - the whole package

it is important to have an understanding of the most common diagnostic tools available

1. Phonological awareness tests - should be given to all kindergartners and first graders and to second graders who are having reading difficulties
2. Phonics surveys - measures students abilities to decode words
3. Qualitative spelling inventory - measure spelling skills and developmental levels of phonics knowledge. Can be given in kindergarten through fifth grade
4. Word lists - students read short list of progressively challenging words. Teacher records if a student skips a word or pronounces it incorrectly
5. Comprehension retell assessment - the teacher records what aspects of a story that a student is able to recall and establishes a picture of the student's literacy skills
6. Reading habits checklist - simple assessment. A "checklist" of characteristics of strong readers (staying focused, note taking skills, skimming skills, etc.) Running record through informal observations
7. Timed reading exercise - measures a student's fluency
8. text is chosen of at least 100 wds
9. teacher gives quick overview
10. teacher decides how many minutes the student will read, then number of words are tallied
11. student's overall fluency can be rated from levels 1 through 3

Fourth and Fifth Grade The primary goals in the upper elementary grades are (1) increased reading accuracy and fluency along with (2) more complex and independent use of both reading comprehension and writing skills and strategies.

• Students should have been exposed to a variety of genres of literature
• Students should be able to comprehend what they are reading
• Students should have established comprehension strategies
• Students at this grade level begin to develop a strong sense of the process of writing
• Students are able to independently edit their writing for grammar and format
• The exposure to a variety of genres and with their background knowledge, students are able to write in a range of formats

Unfortunately, disparate quality of past literacy instruction begins to evidence itself quite dramatically in second and third grade. That is, second and third grade teachers are likely to have some students who read independently and others who are still mastering basic phonemic awareness and understanding of the alphabetic principle.

• interesting as they would have been preparing for CMT's around this time and reading skills would be imperative
• teachers need to be able to quickly identify students skill level

By the end of the year, Kindergarteners should have a solid foundation in book/print awareness.  By the end of the year, Kindergarteners should be comfortable with and have a positive association with the fundamental concept that we learn from print.

• These are basic skills that should be implemented consistently
• Teachers should be attentive to not overlooking the simple, basic qualities of reading

Explicit instruction about both the meanings of words and their use in the stories the children are reading

• Instructional method for reading comprehension strategies
• Can be demonstrated in read alouds and shared reading

 Model fluent reading during the Read Aloud and provide voice support for readers by using choral reading or echo reading

• Teachers should be conscious of what their goals are as they are reading, so they can give attention to concepts regarding the lesson as they read. Ex. If they come across what may be an unfamiliar word or a difficult word to say, they should give that word some attention so when the students come across that word or other words, they will stop and give consideration to difficult/unfamiliar words as they read, so that they will become more fluent in reading in the future

Word families that help students apply their understanding of meaningful parts to many words (cycle, motorcycle, unicycle, bicycle, tricycle, cyclist)

• Instructional method for word and structural analysis
• Also incl breaking down words into parts and teaching about word parts to improve vocabulary and comprehension

Key to Kindergarten and first grade teachers’ success in teaching the alphabetic principle (the idea that written spellings represent spoken words) is this notion of a long-term plan for an “explicit and systematic” approach.

• late preschool - kindergarten...inventive spelling

Alphabetic knowledge activities in which children learn the names and sounds of letters and learn to identify them rapidly and accurately, not only by name but by sound as well

• Instructional method in phonics and alphabetic principles
• children as young as preschool aged can begin doing this (starting with their names because they are still all about themselves)

In Kindergarten, singing common songs, such as “Mary Had a Little Lamb” that encourage students to attend to sounds in words

• Instructional method for phonemic and phonological awareness
• rhyming, syllable and word counting
• identifying, blending, segmented, deleting and substituting phonemes

 “Shared writing” activities in which the teacher writes what students are suggesting

• Instructional method for book and print awareness
• This can begin as a teacher directed activity and becomes teacher facilitated, while it gives students the sense that their thoughts have value
• This activity shows the teacher modeling the writing of printed words

literacy is a complex web of skills and knowledge related to engaging and expressing ideas

• decoding - translating indiv. letters or comb. of letters into speech sounds in order to identify and read words
• fluency - to decode with automaticity (no mental energy needed)
• comprehension - reading and understanding language

r-controlled vowels

also known as "bossy r's" the r controls the vowel that it comes after ex. shark, germ, girl, fork, surf

What is a dipthong?

A dipthong is when sounds are produced when the mouth moves from one formation to another within a single syllable

like the /ow/ in clown and the /oi/ in noise

English Learners, one major challenge is that some English sounds do not appear in their first language.

/sh/ is not a sound in the Spanish language, therefore it would be difficult for a child fluent in Spanish to produce this sound

consonant blends and consonant clusters

blends - 2 phonemes (ex drive) clusters - 3 phonemes (length)

English has 25 consonants that are separated into two broad types according to how the speech organs are used in their production;

1. pairs - two consonants are produced the same way, except one can be heard and the other cannot
2. stop pairs - sound production stops air flow (/p/ and /b/, /t/ and /d/, /k/ and /g/)
3. fricative pairs - air flow is constricted, not completely blocked like stop pairs (/f// and /v/, /th/, /s/ and /z/, /sh/ and /zh/)

4. affricative pairs - when a stop is followed by a fricative sound (/ch/ and /j/)

5. groups - not easily distinguishable

6. nasals - consonant sounds that are produced by exhaling all air through nose (/m/, /n/, /ng/)
7. glides - do not obstruct air flow; have vowel-like qualities (/w/, /h/, /wh/, /y/
8. liquids - most difficult to produce; develops later; smooth and flows easily (/l/, /r/ some students produce as /w/)

a characteristic of both beginning and struggling readers is that they often fail to hear and pronounce specific phonemes correctly

It is important for a teacher to understand how sound production works and how to help students be aware of how they are articulating speech

Ch 1 Reflection

Focusing on behaviorism and constructivism from this chapter, as a preschool teacher I embrace the concept of "learning through play". It should be interesting, fun and "hands on" as often as possible.

Therefore, I lean towards the ideas of the constructivist theory. It is about engaging learners through experiences. Making the topics relatable so that students can accommodate and assimilate new concepts to create their own knowledge will encourage students' success.

A behaviorist's point of view can facilitate the ideas of the constructivist in small ways, but I do not believe that students' learning should rely on rewards and punishments that are created by the teacher.

When it comes to reading, it may seem difficult to make it tangible for students, but teachers find ways to make the stories "come alive". For instance, at the preschool level, children can be read "The Little Red Hen" and the class can focus on words like "cooperation", "independence", "community", "selfish", etc. Children can act out the characters in the book. Each student can bring in an ingredient to make cookies and each student will have a job to help make them. The teacher could ask the children what if someone didn't want to do their job. What would happen? This could review back to key concepts like, "selfish" and "community"

This activity creates an authentic learning activity. Students can be given more of a voice in the previous activity...choosing their characters, discussing what types of foods that would encourage cooperation. The teacher can follow up with the story, "Stone Soup", which has a similar theme of helping. The reading activities also encourage social interaction and collaboration.

As words are read from the story, "The Little Red Hen", a word wall can be displayed with simple, familiar words, such as, "red", "hen", "cat", "dog". These words are easier to sound out, therefore preschoolers can be successful in matching letters (graphemes) with their sounds (phonemes) and sound out words.

For older grade levels, the syntactic system helps expand a student's knowledge of grammar as suffixes like "ed" and "ing" are added to words. For example, "mix" becomes "mixing". Also, at this stage, students are recognizing more rules such as capitalization and punctuation. Story structure begins to make sense.

Although children may possess a schema for words, they need to be aware that words have meanings. In the semantic system, students acknowledge that words have meanings and they can have more than one meaning. Synonyms, antonyms and homonyms become a part of their grammar repertoire.

Lastly, the pragmatic system can be defined as language in the classroom vs language on the playground. How students conduct their conversations with a teacher vs a friend is part of our social and cultural context. Teachers should be aware of when we make remarks that involve pragmatics, like using cliche's because students may not understand their meanings.