Module 1:

Topic 2: Sound Patterns and Oral Language Development

 Sound and Letter Patterns
 Oral features and Phonological Awareness
 Learning to communicate in Early Childhood interactions

Foundations of Spelling
Phonological The ability to hear, identify and manipulate syllables, rhymes and individual
Knowledge: sounds in spoken words.

The phonological parts of words are syllables.

Phonemes are the smallest unit of sound in speech. i.e. hat has 3 phonemes,
H, A, T.

This includes:

o Syllable awareness
o Rhyme awareness
o Awareness of beginning phonemes
o Phonemic awareness

Phonological awareness and orthographic awareness are the foundations of

successful reading!

Phonemic A type of phonological awareness:

Awareness:
 The ability to both notice and manipulate the smallest units of sound
in spoken language (phonemes)
- Isolate phonemes: identifying first, middle or last sound in the word.
- Blend phonemes: listening to separately spoken phonemes and then
blending then to pronounce a word.
- Segment phonemes: break a word into separate phonemes
- Delete phonemes: removing one phoneme to make a new word
- Substitute phonemes: changing one phoneme to another, to make a
new word. = manipulation

Children use their phonemic knowledge as they ‘sound out’ / utilise their
phonetic spelling. Developing a sensitivity to the sounds of words in
language.

Rime vs Rhyme:

RI * ending sound of a word that has a vowel and followed at least one
consonant. RH * words that sound the same.
 Onset: the part of a single-syllable word before the vowel.

Orthographic Symbols = Letters. This knowledge is stored in memory. We utilise the

Knowledge: alphabetic system of writing to write words. An understanding of the concept
that oral language can be converted to written language by using alphabet
letters.

 Graphemes: a written symbol that represents a sound.

 A grapheme can comprise one or more letters.

Types of Graphemes:

 Single letter graphemes: Vowels = a, e, I, o, u. OR Consonants = b, c,

d, f, g, h, j, k, 1, m, n, p, q, r, s, t, v, w, x, y, z.
 Double vowel graphemes: moon.
 Double consonant graphemes: weight OR wiggle.
 Digraphs: 2 different letters representing a phoneme: shop (sh) OR
thing (th)
 Consonant clusters: 2 or 3 letters representing either 2 or 3
phonemes, but are blended when pronounced= scratch
 Trigraphs: 3 different letters representing a single phoneme= badge

It is a pattern-based system.

Components of 2 categories:
Orthographic
- Word-specific
Knowledge:
- General

Morphological Morphemes: parts of words that carry distinctive meaning

Knowledge:
Free morphemes:

- Compound words utilise morphemes. i.e. trusting

- 2 words or free morphemes come together to make one new word.

Bound morphemes:

- When added to words, alter their meaning or create new words

- Includes prefixes and suffixes
- Inflection is -ed, -es, -ing, -er, -est.

Etymological History / origin of words and how it relates to their meaning and spelling.
knowledge: Having this awareness and understanding is useful in supporting spelling.
Protolanguage: The sound, intonation and gestures used by infants to interact with
caregivers.

 Instrumental: demanding things and actions

 Regulatory: controlling the behaviour of others
 Interactional: relating to others
 Personal: expressing and sharing feelings
 Imaginative: pretending
 Heuristic: exploring and learning about the words.