SALTA 1st Grade Curriculum Map

The Science of Reading 

Phonological awareness ​ is the ability to identify, think  about, and manipulate the parts of words, including  syllables, onsets and rimes, and phonemes. ​ Advanced  phoneme awareness includes ​ substitution, deletion,  addition, or reordering of language parts. ​ Phoneme  awareness ​ has an instructional progression by which  speech-sound awareness becomes the foundation for  learning print. The ​ hourglass figure ​ demonstrates the  instructional progression of phonology.   Phonics ​ is when sounds are connected to a printed  symbol (letter and letter combinations) that represent  phonemes. This system of correspondence between  phonemes and graphemes represents the alphabetic  principle or 1 to 1 correspondence.  

Phonics instructional progression then starts with the smallest graphemes, and builds to  syllables, morphemes and words.  

Phonological and Phoneme Awareness is critical for learning to read any alphabetic writing  system ( ​ Ehri, 2004, Rath, 2001; Trioia, 2004) ​ , for these reasons:   1. Necessary for learning and using the alphabetic code.   2. Predicts later outcomes in reading and spelling.  3. Highly beneficial for novice readers and spellers.  4. Interacts and facilitates the development of vocabulary and word consciousness.   Despite normal ability, struggling readers are characterized by difficulties with accurate and/or  fluent word recognition, poor spelling, and issues with decoding.  Secondary consequences  may include problems in reading comprehension and reduced reading experience that can  impede growth of vocabulary and background knowledge.  These difficulties typically result from a deficit in the phonological component of language that  is often unexpected in relation to other cognitive abilities and the provision of effective  classroom instruction.  The degrees of reading difficulties may vary; one reader might  encounter mild struggles, and another may have profound struggles. While not always the  case, these reading difficulties can be similar to those encountered with dyslexia.    Poor readers struggle with phonological awareness and phonemic awareness. One way to  know if phonemic awareness is weak is to analyze spelling errors. Struggling readers should be  given a ​ Phonological Awareness screener ​ to diagnose missing skills as phonological skills can  be taught and repaired with small amounts of instruction for 80+ percent of students. It is 

Revised: 03/02/20 ©Canyons School District