Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness

1
Early Literacy Pop Quiz for Early Childhood
Professionals Phonological Awareness

• Barbara Reed M.Ed
• Head Start Region X Quality Center
• May 2003

2
Purpose of this pop quiz

• To give you an opportunity to assess how well you
  know the concepts of phonological awareness.
• To give you practice with the terminology of
  phonological awareness.
• To review with you the developmental progression
  of phonological awareness in children.

3
(Skip the next three slides if you are familiar
with these definitions)

• Phonology The sound system of language
• Phonological awareness ability to hear the
  sounds in a language apart from the meaning of
  that language.
• Phoneme Smallest linguistic sound in a word (the
  sound produced by a letter or letter group).
• Phonemic awareness The insight that every word
  can be conceived of as a sequence of phonemes.

4
Developmental progression of phonological
awareness

• Rhyming Recognition or production of words whose
  endings sound alike, e.g. Hickory Dickory
• Alliteration Recognition or production of words
  with common initial sounds, e.g. Dickory Dock
• Segmentation Separation of sentences or words
  into smaller parts, e.g. little becomes lit
  tlewhen segmented into syllables
• Blending Combining sounds to form words

5
Combining phonological awareness and print
awareness

• Alphabetic principal Units of sound in speech
  are represented by written letters.
• Phonics A system for teaching reading by
  matching the sounds of speech with letters.

6
Pop Quiz (answers follow
each question)1. Phonological awareness is one
facet of an intentional early literacy
curriculum for children 3-5. What are two other
important facets?
7
1.

• Print/Book Awareness
• Language Development

8
2. Phonological awareness is (choose one)

• a - the awareness of the differences in sounds in
  the environment
• b - the awareness of what sound a letter stands
  for in written words
• c - the ability to hear the sounds in a language
  apart from the meaning of that language
• d - all of the above

9
2.

• c - the ability to hear the sounds in a
  language apart from the meaning of that language.
• For example, to recognize that fox and box sound
  alike, or that soap and socks start with the same
  sound, or that the statement Mary had a little
  lamb is made up of five different words.

10
3. Phonological awareness is an important
foundation skill to reading because
11
3.

• Children need to understand that spoken language
  is made up of separate sounds so they can later
  sound out written words.
• The performance of kindergartners on tests of
  phonological awareness is a strong predictor of
  their future reading achievement.

12
4. Check which of the following are phonological
awareness activities

• ___ writing the first letter of your name
• ___ singing songs that rhyme
• ___ learning the names of letters in the alphabet
• ___ clapping out the syllables in your name

13
4.

• ___ writing the first letter of your name
• ? singing songs that rhyme
• ___ learning the names of letters in the alphabet
• ? clapping out the syllables in your name

14
5. True or False?

• In most children, an awareness of the
  phonological structure of speech generally
  develops gradually over the preschool years.

15
5.

• True. 2 to 3 year olds have been observed to
  play with sounds and monitor and correct speech
  errors.
• Many 3 and 4 year olds can can identify rhyming
  words.
• Identifying words that begin with a particular
  sound comes later in the developmental
  progression of phonological awareness.
• Older preschoolers can generally hear separate
  words and syllables in a sentence.
• Blending and segmenting parts of words are
  usually considered to be late preschool or
  kindergarten level skills.

16
6. True or False?

• The typical preschool classroom has traditionally
  provided phonological awareness activities.

17
6.

• True. Phonological awareness activities that
  have usually occurred in a preschool classrooms
  include
• reading books that have rhyming and alliteration
  in their texts,
• doing rhyming finger plays and songs
• clapping while singing,
• playing with language in conversation,
• singing sound substitution songs,
• etc.

18
7. Which phonological awareness activities
besides the ones on the previous slide might
appropriately take place in preschool classrooms?

• ____talk about the beginning sounds of words
• ____ segmenting words into syllables
• ____ segmenting syllables into phonemes
• ____ blending phonemes and syllables together to
  build words

19
7.

• ? talk about the beginning sounds of words
• ? segmenting words into syllables
• ? segmenting syllables into phonemes
• ? blending phonemes and syllables together to
  build words

20
8. Give an example of a way to have children
line up after circle time using ..

• 1. a rhyming activity
• 2. an alliteration activity
• 3. a name segmenting activity
• 4. a phoneme and syllable blending activity

21
8.

• Rhyming Im going to say a word that sounds
  like someones name, and that person will be the
  leader today.
• Alliteration Everyone whose name starts like
  this Buh! stand up.
• Name segmenting Lets go around the circle and
  clap out the parts of everyone's name. When your
  name is done, you can get on line.
• Phoneme and syllable blending Im going to say
  the colors slowly. If you are wearing rr ed,
  line up. If you are wearing puh er puh ll, line
  up.

22
9. What might a classroom teacher do to provide
developmentally appropriate phonological
awareness instruction to children with the
following special needs in her classroom?

• Child is already able to read some words
• Child is not attending to conversation
• Child has very little residual hearing

23
9.

• Child is already able to read some words
• encourage writing, teach phonics
• Child is not attending to conversation
• work on the objective of interactive play
• Child has very little residual hearing
• ascertain what system child will be using to
  learn to read, provide practice in precursor
  skills

24
10. Second Language Learners ...

• Should you include phonological awareness
  activities in languages other than English in a
  multi-cultural classroom?

25
10.

• Many researchers say you should. Teachers need
  to respect the childs home language and culture
  and use it as a base on which to build and extend
  childrens language and literacy experiences.
• This quote is from Learning to Read and Write
  Developmentally Appropriate Practices for Young
  Children ( Joint position statement of the
  International Reading Association and the
  National Association for the Education of Young
  Children) 1998.

26
11. Second Language Learners ...

• What are some resources to help you find
  phonological awareness activities for children
  whose native language is not English?

27
11.

• Family members can share native songs and nursery
  rhymes
• The Center for Children Families at Education
  Development Center, Inc.s website to support
  work with the Latino population
  www.edc.org/ccf/latinos
• www.spanishtoys.com
• etc.

28
12. Arrange the following skills in
developmental order

• ___ rhyming
• ___ matching sounds and letters (phonics
  instruction)
• ___ alliteration
• ___ sentence segmentation
• ___ responding to verbal input
• ___ blending sounds into words
• ___ attention to sounds in the environment

29
12.

• 1 attention to sounds in the environment
• 2 responding to verbal input
• 3 rhyming
• 4 alliteration
• 5 sentence segmentation
• 6 blending sounds into words
• 7 matching sounds and letters (phonics
  instruction)

30
13. True or False?

• Books based on rhyming and alliteration are
  developmentally inappropriate for 2- and 3-
  year-olds
• By the late preschool period, if taught, many
  children can distinguish the phonemes in words.
  
• Phonemic awareness is a precursor skill to
  matching letters and sounds (phonics)
• Phoneme blending, segmenting, and manipulation
  are often considered late preschool or
  kindergarten skills

31
13.

• Books based on rhyming and alliteration are
  developmentally inappropriate for 2- and 3-
  year-olds False
• By the late preschool period, if taught, many
  children can distinguish the phonemes in words.
  True
• Phonemic awareness is a precursor skill to
  matching letters and sounds (phonics) True
• Phoneme blending, segmenting, and manipulation
  are often considered late preschool or
  kindergarten skills True

32
Information for this pop quiz was taken from

• Dodge, D.T., Colker, L.J.,Heroman,C. (2002)The
  Creative Curriculum for Preschool, Fourth
  Edition. Washington D.C. Teaching Strategies.
• Landry, S.L., Gunnewig, S., Calhoun, D.J.,
  Flores, E.Tuynman, B. Aston, L. Harrison,
  G.(2002). National Head Start S.T.E.P. Trainers
  Manual.Houston University of Texas Health
  Science Center.
• Linder, T.W. (1999). Read, Play, and Learn.
  Baltimore Brookes.
• Notori-Syverson, A., OConnor, R.E., Vadasy,
  P.F. (1998). Ladders to Literacy Baltimore
  Brookes.
• Sandall, S. R. Schwartz. (2002).Building Blocks
  for Teaching Preschoolers with Special Needs.
  Baltimore Brookes.
• Snow, C.E., Burns, M.S., Griffin, P. (Eds.).
  (1999). Preventing Reading Difficulties in Young
  Children. National Academies Press.