Praxis 7002: Phonics and Decoding

Phoneme-Grapheme Correspondence

the relationship between the smallest unit of spoken sound (a phoneme) and the written letter or letters that represent it (a grapheme)

mastering = decoding & encoding

explicit phonic instruction

teaching the relationship between letters and sounds

teacher led

systematic phonics instruction

logical and specific scope and sequence that is developmentally appropriate to teach students the major letters and sounds

recursive phonics instruction

lessons build on those previously taught

students draw from recall

decoding

sounding out words while reading

students use generalization, letters sound corresponding, phonological awareness

encoding

process of hearing a work and spelling it based on sounds and phonics

fluency

moving through the text accurately without having to stop and decode

comprehension

reading fluently and understanding the text by forming pictures in the brain, predicting, and asking questions

The letter “K” before e, i, y makes

a /k/ sound

ex: kite, key

the letter “c” before a, o, u, or any consonant makes

an /c/ sound

ex: cat, cost, cut, clap

when “c” is followed by an e, i, y it makes

an /s/ sound

ex: cycle, recieve

the letter “q” is always followed by

a or u

ex: queen, quick

English words dont end in “i” but in

“y”

ex: my, fly

use “ck” at the end of

of one- syllable words and a short vowel

ex: luck, tuck, stuck

when “c” comes at the end of a two or more syllable word it makes

a /k/ sound

ex: garlic, Atlantic

always follow “k” with

an “e” following a long vowel sound at the end of the word

ex: like, strike, hike, make

the letters “ss, ff, ll” are often doubled at the end of

one-syllable word that end with the sound

ex: floss, fluff, chill

the letter “g” before e, i, y sounds like

the sound /j/

gel, giant, gym

the letter “g” followed by any other letter other than “ e, i, y” makes

the sound like /g/

ex: glass, grow, get Gr

Grapheme Type: Single Letters

a single consonant letter can be represented by a phoneme

ex: b, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, y, z

Grapheme Type: Doublets

a doublet uses two of the same letters to spell a consonant phoneme

ex: ff, ll, ss, zz

Grapheme Type: Digraphs

diagraphs are two letter (di-) combinations that create one phoneme

ex: th, sh, ch, wh,ph

ng (sing)

gh (cough)

ck

Grapheme Type: Triagraphs

trigraphs are three letter (tri-) combinations to that one phoneme

ex: tch, dge

Grapheme Type: Diphthong

sounds are formed by the combination of two vowels in a single syllable

ex: aisle, coin, loud

Grapheme Type: Consonant Blends

include two or three graphemes and the consonant sounds are separate and identifiable

ex: s-c-r (scrape)

c-l (clean)

l-k (milk)

Grapheme Type: Silent Letter Combination

use two letters; one represent the phoneme and the other is silent

ex: kn (knock)

wr (wrestle)

gn (gnarl)

Grapheme Type: Combination qu

these two letters always go together and make a /kw/ sound

ex: quickly

Grapheme Type: Vowel Team

combinations of two, three, or four letters that stand for a vowel sound

ex: short vowel: head, hook

long vowel: boat, rain, weigh

diphthongs: soil, bout

Grapheme Type: Schwa sounds

a vowel sound in an unstressed syllable where a vowel does not make its long or short vowel (lazy sound)

ex:

a- balloon

e- problem

i- family

o- bottom

u- support

y- analysis

CVC

consonant- vowel- consonant

ex: bat, cat, tap

CVCe

consonant- vowel- consonant- silent e

ex: make, take, bake

CCVC

consonant- consonant- vowel- consonant

ex: trap, chip, grit

CVCC

consonant- vowel0- consonant- consonant

ex: tack, hunt, fast

Morphology

the study of word parts and their meanings

Morphology = Meaning

Morphemes

the smallest units of meaning in a word

ex: Unbelievable

3 Morphemes

1- un (not)

2- believe (trust)

3- able (capable)

Root Word

basic part of the word

ex: Complex

root word = plex

Prefixes

addition to root word that help to form a new word with another meaning (at the beginning of the word!)

ex: unknown

prefix = un

Suffixes

additions to root words that form a new word with another meaning (at the end of the word!)

ex: -ed, -ing, - s

Etymology

study of the origins of words and how they have changed over time

Free Morphemes

these morphemes can stand alone because they mean something in and of themselves

ex: closely

free morphemes = close

Bound Morphemes

these morphemes only have meaning when they are connected to another morpheme

ex: closely

bound morpheme = -ly

Syllable Type: Closed

a syllable with a single vowel followed by one or more consonants

the vowel is closed in by a consonant

the vowel sound is usually short

ex: cat, bat, clock, letter

Syllable Type: Open

a syllable that ends with a single vowel

the vowel is not closed in by a consonant

the vowel is usually long

the letter “y” acts like a vowel

ex: go, no, fly, he

Syllable Type: Vowel - Consonant - Silent e

a syllable with a single vowel followed by a consonant then the vowel “e”

the first vowel sound is long

the “e” is silent

ex: bike, skate, kite, poke

Syllable Type: Vowel Team (Diphthong)

the syllable that has two consecutive vowels

long vowel team: two vowels that make one long vowel sound

ex: eat, seat, say, see

variant vowel team: two vowels that make neither a long or short vowel sound

they make a variant

the letters “w” and “y” act as a vowel

ex: stew, paw, book

Syllable Type: R - Controlled

the syllable with one or two vowels followed by the letter “r”

the vowel is not long or short

the “r” influences/ controls the vowel sound

ex: car, far, her, fur, sir

Syllable Type: Consonant le

the syllable that has a consonant followed by the letters (le, al, el)

often one syllable

the only syllable type without the vowel sound

ex: table, stable, local

decodable text

carefully sequenced to progressively incorporate words that are consistent with the letters - sound relationship that have been taught to new readers

authentic and shared reading tasks

interactive reading experience where the teacher guides students as they read the text

the teacher explicitly models the skills of proficient readers, including reading with fluency and expression

Oral Reading

when students read aloud in class, to a partner, in cooperative groups, or with a teacher

Whisper Reading

kids read in a whisper voice

allows students to read aloud and make mistakes without feeling embarrassed

helps with decoding and fluency

Word Walls

a literacy tool

Interactive Writing

student and teacher share the process of writing

the teacher begins by writing a word or a piece of a word and the student continues

Semantic Cues

hints in a text

like synonyms, antonyms, or definitions—that help readers infer the meaning of an unfamiliar word by analyzing the surrounding words and context.

They focus purely on meaning

ex: Thinking about leaving her friends made Jane blue.

not the color - saddness

Syntactic Cues

the structure of the words

rules and patterns of grammar & punctuation

Ex: Joey sat in class yesterday.

sat = past tense verb

Graphophone Cues

letter - sound, sound - syllable relationship of language

discover unknown words by relating speech- sound to letters & letter patterns

Decoding

Ex: student knows “make” has a long /a/ sound because the vowel after “k”

its a CVCe word