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Cracking the Alphabetic Code (Tompkins & Rodgers ch. 4, p. 93-108) -…

- - - - Example set of words: "stack," "slack," "back"
      - Onset: st-, sl-, b-
      - Rime: -ack
      - Single syllables usually contain onset-rime sounds.
    - - Smallest units of sounds in spoken language and the hardest to distinguish
    - - Largest units of sound withing words
      - Assess whether students are sensitive to syllables by having them clap a word (don't worry about them counting how many syllables there are).
- - - - Instruction should be planned and purposeful.
      - Phonemic awareness activities should be integrated with other components of a balanced literacy program.
      - Activities should be appropriate for 4-, 5-, or 6-year-old students.
    - - Sound Blending: Students blend sounds to combine them and form a word. Teachers play the "What am I thinking of?" game with students by identifying several characteristics of the item and then saying its name, articulating each sound slowly and separately. Then students blend the sounds to identify the word, using phonological and semantic information that the teacher provided.
      - Sound Addition and Substitution: Students play with words and create nonsense words as they add or substitute sounds in words in songs they sing or in books that are read aloud to them.
      - Sound Isolation: Teachers say a word and then students identify the sounds at the beginning, middle, or end of the word, or teachers and students isolate sounds as they sing familiar songs.
      - Sound Segmentation: Students isolate the sounds in a spoken word, such as drawing out the beginning sounds in words.
      - Sound Matching: Games in which teachers put familiar objects in two boxes (each box has the same contents), and two students sit back to back. The first student pulls an object from the box, saying out loud either the beginning, middle, or end sound of the word. Then, the second student finds the object in his own box that matches the particular sound.
- - - - Teachers administer one of several readily available phonemic awareness tests to screen students' ability to use phonemic awareness strategies, monitor their progress, and document their learning.
    - - Step 2: Monitoring
      - Step 3: Evaluating
      - Step 1: Planning
      - Step 4: Reflecting