1. Phoneme
1.1. the smallest unit of sound
1.1.1. sh -'s'
1.1.2. we hear them in our heads when we read
2. Reading
2.1. auditory process
2.1.1. segmenting + blending
2.1.1.1. + bring meaning into it
2.2. Teacher's role
2.2.1. to make it fun for the kids
2.2.1.1. kids learn to read
2.2.1.1.1. no guessing, no faking
3. a broad awareness of sound
4. hearing sounds
4.1. even the sound of knocking
4.2. tongue twists
4.2.1. 'Seashells by the seashore'
4.3. even parents teach at home
4.4. rhymes: nop-top
4.5. kindergarten, pre-k
5. hearing syllables
5.1. we segment syllables in words
5.1.1. e.g. clap at each syllable in our name
6. phonemic awareness
6.1. segmenting
6.1.1. stretch out like a bubble gum
6.1.1.1. 'cat' - 'k'-'e'-'t'
6.1.1.1.1. 3 letters, 3 sounds
6.1.1.2. 'sheep' - 's' - 'ee' - 'p'
6.1.1.2.1. 4 letters, 3 sounds
6.2. isolation
6.2.1. dog -› do + G
6.2.2. chair -› CH + air
6.2.3. initial, medial, final sounds
6.2.4. interesting: kindergarten: pictures
6.3. blend sounds
6.3.1. teacher slowly says word
6.3.1.1. students repeat it fast
6.3.1.1.1. 'it'
6.3.1.2. 'i... t...'
6.4. manipulate sounds
6.4.1. chair -› take off the 'ch' sound
6.4.1.1. 'air'
7. Deep Ortography
7.1. No 1 to 1 correspondence in English
7.1.1. English: 26 letters, 44 sounds
7.1.2. letters-sounds: don't always match directly
7.2. ‹-› Spanish
7.3. Tricky for kids
7.3.1. Teacher: has to understand, to help kids learn to read
7.3.2. 'ch'
7.3.2.1. chair
7.3.2.2. Christmas
7.3.2.3. machine