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A pair of characters used together to represent a single sound (phoneme). (e.g. “sh”) |
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Going from one vowels to another without discernible difference. |
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| The consonant sound that comes before the first vowel in a syllable (e.g. “c” and “b” in “cabby” or the “sw” in “swim”). Not all words have onset (e.g. “eat”). |
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| The entire syllable excluding the onset (e.g. the “im” in “swim”). |
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| Weaving individual sounds together to produce a word (e.g. “t-o-p”). |
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| The smallest units of sound (e.g. the sounds associated with individual letters). (E.g. “Egg” has two phonemes — the sound for “e” and the sound for “gg”). (E.g. “Wish” has three phonemes — the sound for “w”, “i”, and “sh”). |
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| Each phoneme should have its own distinctive graphic representation. |
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| The awareness that individual letters have specific sounds associated with them (and that sounds make up words). (A child with phonemic awareness would soon learn that by breaking a word into letters and “sounding out” each letter, the overall word can be pronounced.) |
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| The association of sounds with writing (either with letters or groups of letters — e.g. “ing”). |
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| The awareness that words are made up of sounds. (and that these sounds can be taken individually or grouped together into units. E.g. phonemes vs syllables). |
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| Understand the information obtained |
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| Use the information in different situations |
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| Analyze the information so you understand sub-parts, and see how it compares to other information |
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| Combine the information with previously-learned information to come up with new information/conclusions |
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| Use the information to make the best judgement possible about something |
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