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Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness

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Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003 – PowerPoint PPT presentation

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Title: 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.
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