Ozone (O3) is a major component of air pollution in many

Vowels Phonics in a Balanced • ­ One way that phonemes are classified as Consonants Literacy Program • ­One way phonemes are • ­ At the middle or end of a word classifieds  Reading is a • ­A, E, I, O, U = vowels complex process and • ­Can be short or long sounds • ­Consonants are at the phonological • ­Vowel diagraphs or diphthongs beginning of a word systems works in • DIAGRAPH­ when two vowels represent a single • ­2 different combinations of conjunction with consonants are blends and sound diagraphs semantic, syntactic, • DIPHTHONGS­ when two vowels represent a glide and pragmatic from one sound to another • BLENDS­ 2 or 3 consonants systems • ­When one or more vowels are followed by an 'r' it's appear next to each other in  Phonics instruction called an r­controlled vowel because the 'r' influences words and individual sounds should focus on the are blended together how the word is pronounced • DIAGRAPGHS ­ letter most useful • ­Vowels in unaccented syllables of multisyllabic combinations representing information for words are often softened and pronounced as 'uh' identifying words, single sounds that are not that it should be represented by either letter systematic and intensive. PHONICS Phonograms Teaching Phonics  One­syllable words and  Explicit Instruction and Authentic syllables in longer words Application Activities is the best way to can be divided into 2 parts:  onset­ is the teach phonics consonant sound that  Most begin with consonants and then introduce short vowels then children learn Phonics Rules precedes the vowel about consonant blends and diagraphs and  rime­ is the vowel long vowels so that they can read and spell  Q followed by U and and any consonants pronounced /kw/ that follow it consonant­vowel­consonant­e or CVCe­  R­controlled vowels: r pattern words. influences preceding vowels so  Children make more errors  Strategies­ sounding out words, decoding decoding and spelling the by analogy, and applying phonics rules. that they are neither long or rime than the onset and short more errors or vowels than  Phonics instruction should be done daily so  Long vowel­ when there are two on consonants that children can apply the phonics adjacent vowels the long vowel strategies and skills they are learning in sound of the first one is  Rimes provide an important authentic reading and writing activities. key to word identification  Ratio of time spent on phonics instruction pronounced and the second is  37 rimes found in nearly silent ­ “when two vowels go 500 common words is 3 to 1 walking the first one does the  Knowing these rimes can  Explicit Instruction ­ minilessons on talking” phonics concepts (skills or strategies)  CVC pattern rule­ when a one­ help beginning readers demonstrate how to use it, and present decode other words words for students to use in guided syllable word has only one  Rimes are known as vowel and the vowel comes phonograms or word practice, opportunities for students to between two consonant, it is manipulate sounds and read and write usually short families words.  CVC pattern rule­ then there are  Application activities­ interactive writing, word ladders, word sorts, making words­ two vowels in a one­syllable word and one vowel is an e at when learning about phoneme­grapheme the end of the word, the first correspondences, word families, and vowel is long and the final e is phonics rules silent.