TERG 3700C - CE Phonological Awareness and Phonics
Fall 2026 Syllabus, Section 01, CRN 43184,
Credit hours: 3
Course Meeting Times
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Instructor
Cheryl Borovitcky
Email: clborovitcky@ysu.edu
Course Description
3700C. CE Phonological Awareness and Phonics. Phonics subject matter, instructional strategies and applications, and planning for intensive, phonic-based word analysis in the early and middle stages of literacy acquisition. 20 field hours required. Prereq.: TERG 2605 with a minimum grade of "C". 3 s.h.
Course Readings
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | Phonics from A to Z: A practical guide (4th ed.) | Wiley Blevins | 978-1338879025 |
| Required | Teaching reading sourcebook. CORE | Honig, B., Diamond, L., Gutlohn, L., & Cole, C. L | 978-1634022354 |
Additional suggested readings will be available on the course Blackboard page as it relates to course content throughout the semester.
The course readings are subject to change in the event of extenuating circumstances, research developments, current events, and/or to ensure better learning.
Assignments/Assessments
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Schedule of Topics and Assignments
| Week of | Reading(s) | Proposed Topic | Due/To Prepare for Class |
|---|---|---|---|
| 8/25 | Core: The Big Picture Blevns: Pages 28-32 |
Overview Course/Syllabus, Review-Requirements, Get Acquainted Intro Activities: Interactive Reflection Journal Introduction to Evidence-Based Language and Literacy Instruction CORE: Intro The BIG Picture Review: The Science of Reading, The Simple View of Reading, Scarborough’s Rope, Five Essential Components of Reading Instruction Ohio’s Plan to Raise Literacy Achievement |
Set up Interactive/Reflection Journal (use alliteration) Journal Reflections/Science of Reading Article |
| 9/1 | The Brain and Reading: Dyslexia - How Your Brain Learns to Read by Denise Eide Continue Core:The Big Picture |
Dyslexia and the Brain | Journal: Dyslexia Article Field Experience Overview/Field Logs |
| 9/8 | CORE Section I: Word Structure CORE: Ch. 1 Structure of English CORE: Ch. 2 Structure of Spanish Blevins Section 3: Pages 89-143 |
Phonemes, consonant phoneme classifications, sound/spellings, syllables, onset-rime, morphemes Vowel phoneme classifications Consonant phoneme articulation Make connection to Structure of Spanish | |
| 9/15 | cont. CORE Ch. 1 (Phonic Elements) CORE Section II: Early Literacy Section CORE: Ch. 3 Print Awareness |
Dimensions of print, print referencing, assessments | Due 9/15: Phoneme Articulation Video |
| 9/22 | CORE: Ch. 4 Letter Knowledge CORE: Ch. 5 Phonological Awareness Blevins, Section 2, pp. 33-88 |
Letter-Name Iconicity, Letter Characteristics, Handwriting Intro: Phonological Awareness/Phonemic Awareness Alphabet Recognition and Phonemic Awareness Levels of Phonological Awareness |
Due 9/24: Test #1 |
| 9/29 | cont. CORE Ch. 5 Phonological Awareness Put Reading First- CORE p. 191 |
Phonological Awareness Activities Phoneme Manipulations Blending syllables - Segmenting syllable - Alliteration categorization - Onset/Rime - Blending/Segmenting phonemes - Manipulation of phonemes |
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| 10/6 | CORE Section III: Decoding and Word Recognition | Becoming Proficient in Phonological Awareness/Effective Instruction Ehri’s Phases 4 Part Processor Model Orthographic Mapping - Ehri’s theory (orthographic mapping, which bonds the sounds in spoken words to their spellings) - Written words are anchored mainly to their sounds, not their meanings - Storing written words in long-term memory requires sound proficiency - Works from pronunciation to spelling |
|
| 10/13 | CORE: Ch. 6 Phonics | - Major phonics content (consonant, vowels, blends, etc.) Systematic and Explicit Instruction Focus on critical skills Logical Sequence Pacing Decodable Texts-analyze Alphabetic Principle - Words are composed of sounds that are represented by symbols - Speech sounds are represented by writing (letters of the alphabet) Word Study Activities That Promote Orthographic Mapping |
Due 10/15: Min. 8 Field Logs |
| 10/20 | CORE Ch 6: Cont Blevins p.186-195 |
Approaches to Phonics Instruction Word Sorting (CORE Ch. 6) Word Awareness Activities- Spelling, orthography Assessment: Administering the LETRS Spelling Assessment Critical Task Write-up Format | Due 10/20: Phoneme/Grapheme Mapping Quiz Due 10/22: Word Sort |
| 10/27 | CORE: Ch. 7 Irregular Word Reading | High-Frequency Words/Sight Words/ Irregular Words Strategies for Instruction, teaching routines | Due10/29: Test #2 |
| 11/3 | CORE: Ch. 8 Multi-Syllabic Word Reading CORE: Page 175 |
Phonics Lesson Plan- Explicit Phonics Lesson Sequence Syllabication Rules Open/Closed Syllables Syllable Types, affixes |
Due 11/5: Critical Task |
| 11/10 | CORE: Ch. 12 Word Learning Strategies Blevins: pages 277-295 |
Morphemic Analysis Dictionary Word Parts: affixes, roots, cognates Context | |
| 11/17 | Putting it All Together: Complete Phonics Lesson MTSS/RTI, Types of Assessment | Due11/17: Interactive Reflection Journal Presentation #1 11/19 |
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| 11/24 | Student Presentations/Demonstrations Field Experience Wrap-up | Presentation #2 11/24 | |
| 12/1 | Student Presentations/Demonstrations | Presentation #3 12/1 Presentation #4 12/3 Due: Final Field Logs with Tracking Sheet |
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| 12/8 | Final (December 8, 3:15-5:15) |
The course schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better learning.