Teach kids that print has meaning.

Understanding sounds, language, syllables, onset-rime, and rhyming.

A type of phonological awareness where students identify and manipulate phonemes. Example: "Cat" has 3 phonemes: C (kuh), A (ah), T (tuh).

They help students understand phonemes, with each box representing one phoneme in a word.

1. Rhymes and syllables. 2. Phonemes (easier: identification; harder: manipulation, e.g., cat to cut).

Decoding is reading; encoding is writing.

Digraphs: Two letters make one phoneme (e.g., "sh" in ship). Blends: Two or more consonants retain individual sounds (e.g., "bl" in blue).

Vowel sounds where the tongue glides between vowels in one syllable, e.g., "sky," "buy," "boy."

1. Closed, 2. Open, 3. Vowel-consonant-e, 4. Vowel teams, 5. R-controlled, 6. Consonant-le.

Words that do not follow regular patterns and should be memorized as sight words.

Orton-Gillingham, small groups, running records, miscue analysis, decoding inventories.

1. Accuracy, 2. Rate, 3. Prosody.

Through repeated readings, pair reading, choral readings, echo readings, and Reader's Theater.

Structural analysis (prefixes/suffixes), contextual analysis (context clues), and morphological clues (e.g., Latin roots).

The schwa sound is "uh," found in unstressed syllables, e.g., before "le" in "candle."

Vowel teams are two or more vowels representing a single sound. Examples: 1. Long vowel teams (e.g., "seat"), 2. Diphthongs (e.g., "sky"), 3. Variant vowels (e.g., "out").

To assess reading fluency.