is for Assessment

Reading assessments are reliable and valid assessments that help monitor the effectiveness of instruction. There are four types of reading assessments: 1: screening 2:progress monitoring, 3:diagnostic 4: outcome

(Honig, Diamond, Gutlohn, 2013)

is for Blending

Blending requires students to combine parts of a syllable in order to decode the word. Students combine sounds to form whole words.

(Honig, Diamond, Gutlohn, 2013)

is for Comprehension

Reading comprehension is the process of extracting and constructing meaning from written text. Comprehension has three elements 1: The text 2: The reader 3: Activity and related tasks.For students to be effective readers they must comprehend the text.

(Honig, Diamond, Gutlohn, 2013)

is for Diphthongs

A Diphthong is a blend of vowel sounds in one syllable: Examples oi in boil, oy in toy, ow in now, etc. Use phonological awareness and pictures to engage students in learning Diphthongs (Honig, Diamond, Gutlohn, 2013)

is for engagement

Instruction should be engaging to the student. Provide instructional hooks and activities that engage students interest. When students are excited about the topic higher order thinking occurs

is for Fluency

Reading fluency is made up of three elements 1: Accurate reading of text 2: conversational rate 3: with prosody or expression

is for Grapheme

A grapheme is a letter or written representation of one sound. Phonics instruction involves teaching the relationship between sounds (phonemes) and the spellings (graphemes).

(Honig, Diamond, Gutlohn, 2013)

is for Handwriting

Handwriting introduces younger students to letter forms found in printed text. Students need explicit instruction in letter formation with guided practice. Handwriting is linked to basic reading and spelling achievement.

(Honig, Diamond, Gutlohn, 2013)

is for Irregular words

Irregular words contains one or more sound/spelling correspondence that a student does not know and cant use to decode the word. Two types 1: permanently irregular 2: Temporarily irregular. Irregular words appear often in text and crucial for comprehension.

(Honig, Diamond, Gutlohn, 2013)

is for Jorde

Jorde is a pesudo word or made up word that ensures students can decode phonemes rather than recognizing or remembering words.

is for Kindergarten

Kindergarten is the ideal time in a students life to start introducing phonics into instructional teaching. Introduce reading foundations during this time.

is for Letter Knowledge

Letter knowledge includes knowing the names the the shapes of the letters as well as knowing the sounds each letter represents. Works in concert with early literacy, phonological awareness to form concept of alphabetic principle.

(Honig, Diamond, Gutlohn, 2013)

is for Morphemes

Morphemes are the meaningful parts of words. May be one syllable such as pig or more than one syllable such as elephant. Two types Bound morphemes which must be bound to other morphemes to work and Free morphemes which can stand alone as words.

(Honig, Diamond, Gutlohn, 2013)

is for Narrative text

A narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems. Introducing narrative text will encourage higher thinking and listening when reading books.

(Duoulala, 2017)

is for Word Building

Give students phonograms such as ice and have students build words with the ice word family. Challenge students to see how many different words they can produce.

(Honig, Diamond, Gutlohn, 2013)

is for Onset

The onset is part of the syllable that comes before the vowel. The onset could be a consonant, consonant blend, or digraph. Ex- Sing (S is the onset ing is the rime) Words such as I, It, and Out does not have an onset.

(Honig, Diamond, Gutlohn, 2013)