By Dr. Grant - GMU

1. EMERGENT LITERACY
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2.  Alphabetic Principle-English is an alphabetic
language based on the alphabetic principle:
each speech sound of the language is
represented by a graphic symbol.
 Phonology is the study of speech sounds.
 Phonics-is the study of the relationships
between the speech sounds (phonemes) and
the letters (graphemes) that they represent.
 Phonemic awareness is children’s basic
understanding that speech is composed of a
series of individual sounds.
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3.  It provides the foundation for phonics and
spelling .
 Phonemic awareness requires that children
treat speech as an object and that they shift
their attention away from the meaning of
words to the linguistic features of speech.
 Children develop phonemic awareness as
they learn to hear and manipulate spoken
language.
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4.  Phonemes are the smallest units of speech,
and they are written as graphemes, or letters
of the alphabet.
 Phonemes are usually represented using
diagonal lines /d/
 Sometimes phonemes are spelled with two
graphemes duck (ck)
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5.  Identify sounds in words
 Categorize sounds in words
 Substitute sounds to make new words
 Blend sounds to form words
 Segment a word into sounds
 These 5 components are strategies that
children use with phonics to decode and spell
words. The two most important are blending
and segmenting.
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6.  Learning to identify a word that begins or
ends with a particular sound.
◦ For example, when shown a brush, a car, and a doll,
they can identify doll as the word that ends with /l/.
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7.  Recognizing the “odd” word in a set of three
words
◦ For example, when the teacher says ring, rabbit,
and sun, recognizing that sun doesn’t belong.
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8.  Learning to remove a sound from a word and
substitute a different sound in the beginning,
middle, or end of words.
◦ bar to car
◦ tip from top
◦ gate to game
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9.  Learning to blend two, three, or four
individual sounds to form a word
◦ For example, /b/ /i/ /g/ blending the individual
sounds to form big
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10.  Learning to break a word into its beginning,
middle, and ending sounds.
◦ Feet into /f/ /e/ /t/ go into /g/ /o/
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11.  English language learners:
◦ Need more opportunities to play informally with
rhyme and to orally manipulate the sounds in words
◦ Need to listen to wordplay books read aloud more
times
◦ Need to participate in mini-lessons on specific
phonemic awareness strategies
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12.  Teach high-utility phonics skills that are most
useful for decoding and spelling unfamiliar
words
 Follow a developmental continuum for
systematic phonics instruction, beginning w/
rhyming and ending with phonics
generalizations
 Provide direct instruction to teach phonics
skills
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13.  Choose words for phonics instruction from
books students are reading and other high-
frequency words
 Provide opportunities for students to apply
what they are learning about phonics through
word sorts, making words, interactive writing,
and other literacy activities
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14.  Take advantage of teachable moments to
clarify misunderstandings and infuse phonics
instruction into literacy activities
 Use oral activities to reinforce phonemic
awareness skills as students blend and
segment written words during phonics and
spelling instruction
 Review phonics skills as part of the spelling
program in the upper grades (critical for ELL)
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15.  Research indicates a clear connection
between phonemic awareness and learning to
reading
 As children become more phonemically
aware, they recognize that speech can be
segmented into smaller units, this is useful in
recognizing sound-symbol correspondences
and spelling
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Literacy

16.  Children can be explicitly taught to segment
and blend speech
 Phonemic awareness has been shown to be
the most powerful predictor of later reading
achievement
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Literacy