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Phonological Awareness in the Classroom

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Title: Phonological Awareness in the Classroom


1
Phonological Awareness in the Classroom
  • Compiled by
  • Laura Street, Speech Pathologist
  • Nikki Worthington, Speech Pathologist
  • Jane Francis Gooden, Speech Pathologist

2
Outline
  • What is Phonological Awareness
  • Why is it important
  • The pieces of phonological awareness activities
  • Phonics
  • Sight words
  • Reading strategies
  • Resources and information
  • Phonics Vs Whole Language

3
Phonological Awareness - What??
  • There are many different terms used when
    describing early literacy skills and this can be
    confusing. A list of these terms and their
    definitions has been provided.
  • Phonological Processing
  • Phonological or Phonemic Awareness
  • Rapid Automative Naming
  • Phonological memory
  • Phonics
  • Phonology

4
Why is Phonological Awareness important??
  • Research has shown that phonological awareness
    is the most powerful predictor of success in
    learning to read and spell
  • (Wagner and Torgeson, 1987)

5
Why is Phonological Awareness important?
  • A study of 288 5-year-old kinder children found
    that children who were successful at performing
    phonological awareness tasks learnt to read
    words with greater ease (Torgesen et all., 1994)
  • Catts and Kamhi (2005, p.130) claim that there is
    now compelling evidence regarding the
    importance of phonological awareness as a
    pre-requisite for learning to read.

6
Phonological Awareness and ESL students
  • Considering the large number of ESL students in
    Victorian schools limited time is spent
    explicitly teaching how Australian sounds are
    made.

7
ESL Students some facts
  • Mandarin The only final consonants are /n/,
    /ng/ and /r/.
  • Vietnamese - /b/ /d/ do not occur and there are
    no consonant clusters.
  • Somali - /b/, /d/, /g/ are devoiced in word final
    and word initial position.

8
Phonological Awareness and ESL students
  • Research indicates that all children -
    irrespective of their native language - are
    likely to benefit from early interventions that
    include phonological awareness training.
  • There is a correlation between vocabulary
    development and effective literacy instruction
    in ESL students.
  • When foreign language learners are explicitly
    taught the phonology (sound system) of the new
    language they are able to improve both their
    ability to learn the target language and improve
    their phonological awareness skills.

9
Phonological Awareness and older students.
  • Many new arrivals from overseas start at school
    with little or no reading skills.
  • Those children still experiencing reading
    difficulty in grades 3/4/5/6 would benefit from
    explicit teaching of the sound system as well as
    improving their phonological awareness skills.

10
The Pieces of phonological awareness
Rhyming
  • Word awareness

Segmenting words to syllables
Segmenting
Alliteration
Blending
Manipulating sounds
Practice, experience, exposure
substitution
11
Word Awareness (sentences ? words)
  • The ability to break up sentences into words.
  • Mynameislaura ? My name is Laura
  • Compound words are divided into their meaningful
    parts
  • Treehouse ? Tree house
  • Love and Reilly, 1996

12
Word Awareness Activities
  • Clap words in sentences. Select sentences of
    increasing length.
  • Read poems and books students to tap each word
    in selected sentences.

13
Segmentation (words ? syllables)
  • Words can be broken into syllables or beats
  • 1 syllable ? cat, mouse, etc.
  • 2 syllable ? Walking, doctor
  • 3 syllable ? Hospital, elephant
  • 4 syllable ? supermarket, television
  • 5 syllable ? abracadabra
  • How many in supercalafrajelisticexpialidocious?

14
Segmentation Activities Breaking words into
beats/syllables
  • Make a list of 1-5 syllable words. Ask student to
    identify syllables/beats in words by
  • Clapping
  • Touching their head or knees
  • Jumping
  • Tapping
  • Clicking
  • Hitting a drum etc.
  • Ticking or colouring in parts of a picture
  • Love and Reilly The Train Game

15
Rhyming
  • This requires recognition and production of words
    that rhyme words that end with the same group of
    sounds
  • E.g. Which words rhyme sun, shirt, fun
  • E.g. What word rhymes with cat?

16
Rhyming ActivitiesRecognising rhyming words
  • Rhyming books Identify and discuss rhyming
    words (e.g. Dr Seuss). E.g. Sam and Ham rhyme
    because they have the same sounds at the end. Do
    fox and box and box have the same sounds at
    the end?
  • Sounds of the Century Quiz
  • Questions could include
  • Does rhyme with .?
  • Tell me the two words that rhyme (give four
    options e.g. dog map kite lap)?
  • Nursery rhymes Learn and recite nursery rhymes.

17
Rhyming Activities Producing rhyming words
  • Make silly rhyming sentences by asking the
    student to provide rhyming words e.g. The dog
    was lost in the(fog)
  • Change a popular nursery rhyme using new rhyming
    words.
  • Sound Detective
  • E.g. I have five fingers and rhyme with band
    (hand)
  • Older students Write a rap song.

18
Alliteration
  • The ability to identify the first sound in words.
  • Bat, scarf, show
  • Produce new words that begin with the same sound
  • Bat, bird, big, bite, basket

19
Alliteration Activities
  • Read books involving alliteration. E.g.
    Animalia, Each Peach Plum Pear, Sheep in a Shop.
  • Expand on character names in books using
    alliteration e.g. Hector and Maggie
    Horrible Hector and Magnificent Maggie

20
Segmentation (beginning, medial and final sounds)
  • Identification of how many sounds are in words
    and working out the component sounds of blends
  • E.g.
  • Car ? /k/ and /a/
  • Cat ? /k/, /æ/, /t/
  • Skate ? /s/, /k/, /ei/, /t/

21
Sound Level ActivitiesSegmenting words into
sounds
  • Eye spy e.g. I spy with my little eye something
    beginning with the sss sound.
  • Ask the student to select one word from each page
    of a book and discuss
  • What does the word mean?
  • How many sounds (sounds at the start, middle and
    end)?
  • How many letters?
  • What does the word rhyme with?
  • Does it remind the student of any other words?
  • Why is it interesting?
  • The student can write the word in a Cool Words
    Book and draw a picture.

22
Sound Level Activities
  • Discuss the difference between long and short
    sounds.
  • Activity
  • Test sounds by drawing snakes.

vvvvvvvvvvvvvvvvvvvvvvvvvv
p
23
  • Identify sounds using counters or blocks.
    Different coloured counters can be use to
    represent consonants vs vowels.
  • Nonsense words can also be used to prevent
    reliance on sight vocabulary.

c
a
t
Change the c sound to a b
b
a
t
b
r
u
sh
Change the b sound to a c
r
u
sh
c
24
Blending Sounds
  • Individual parts of words, either syllables or
    sounds are given and the child is required to
    push them together, and discover the whole word
  • E.g. /r/ - /æ/ - /k/ ? rack

25
Sound Level ActivitiesBlending sounds
  • Love and Reilly blending activity
  • I know a family of ipets who live underground.
    They had fifty babies last week and each baby has
    a different name. You find the name by putting
    together the sounds I give you.
  • ar-d, m-ar, f-igh, p-oy-l, j-ar-g, s-n-ee etc
  • Extend on the length and complexity of the
    words by inculding longer words and words
    containing consonant clusters.

26
Manipulating Sounds
  • The ability to change sounds in words around
  • E.g.
  • take the first sounds from
  • Bake ? ache
  • Brake ? rake
  • Second sound from
  • Smack ? sack

27
Substituting Sounds
  • The ability to substitute one sound in a word for
    another sound.
  • E.g.
  • take the /s/ and substitute with /p/
  • sale ? pale
  • take the /n/ and substitute with /t/
  • snake ? stake

28
  • Phonological awareness activities require concept
    knowledge e.g. first, beginning, middle, last,
    end, noisy/quiet etc.
  • Ensure students have the necessary concept
    knowledge in order to be able to comprehend and
    complete tasks.
  • Make activities fun, exciting and active. Be
    creative!! Incorporate the use of art, craft,
    musical instruments, imaginary play, ball games
    etc.
  • Think of new ways to use the resources you
    already have.

29
Phonics
  • The knowledge of the letter/sound relationship
  • Children with reading difficulties often lack
    confidence and knowledge in the area of phonics.

30
PhonicsAustralian Sounds
  • In order to teach phonics it is important to
    understand how Australian sounds are made.
  • There are 44 sounds in Australian - English and
    this group of sounds is comprised of
  • 24 consonants and
  • 20 vowels

31
Describing sounds
  • Speech sounds are usually described using the
    following terms
  • Manner - how
  • Placement - where
  • Voiced/voiceless vocal chords or not

32
Describing sounds
  • Manner refers to the type of sound.
  • Placement refers to the position of the
    articulators involved in making the sound.

33
  • Voiced Vs Voiceless
  • Voiced sounds are produced when the vocal folds
    vibrate i.e. /d/ or /a/
  • Voiceless sounds are produced without the use of
    the focal folds which are left open i.e. /t/ or
    /s/

34
http//www.sil.org/Mexico/ling/glosario/E005bi-Org
ansArt.htm
35
Teaching Phonics
  • Tools of the trade
  • ABC Chart
  • Consonant flash cards
  • Vowel flash cards short and long
  • Blend flash cards
  • Drill
  • What sound does each letter make?
  • What letter corresponds with each sound?
  • In order to achieve reading proficiency students
    require a high level of fluency in this area i.e.
    Immediate recall of sounds and letters.

36
  • Emphasise the difference between sounds and
    letters.
  • Sounds are noises we make using our mouth, lips,
    tongue and teeth.
  • We hear and say sounds.
  • Letters are used to represent sounds in words.
  • We see and write letters.
  • Discuss single sounds that are represented by two
    letters e.g. ch, sh, th
  • Thats the letter. Now tell me the sound?

37
  • Cued Articulation
  • (Jane Passy) can be used in classroom
    activities to provide visual cues for the
    discrimination of sounds e.g. Story time focusing
    on a particular sound.
  • Cued Articulation Song (see handout).
  • Each sound has a corresponding colour.

38
Sight Words
  • Knowledge of the most frequently occurring words
    in text allows poor readers to access a great
    deal of the text they encounter without having to
    resort to decoding skills that they might not
    have yet mastered. (Multilit website)
  • These words need to be learnt by rote and
    children should be able to read them quickly and
    consistently.

39
Sight Words
  • There are a number of word lists available
    including
  • Magic 100 words M100W
  • Making up lost time in literacy MULTILIT
  • Words should be placed on flashcards and
    practiced regularly

40
Reading Strategies
  • Choose a quiet place to work with minimum
    distractions.
  • Select an appropriate seating arrangement so that
    the student can see your face.
  • Follow the students lead. Discuss pictures and
    word meanings.
  • Use modelling, repetition and positive
    reinforcement.

41
Reading Strategies Pause, Prompt and Praise
  • Pause When child comes across an unknown word
    pause before offering any help
  • Prompt If the child is still unable to decode
    the word then provide a clue. These may include
    providing the first sound, reading the rest of
    the sentence to gain context and discussing
    features of the word
  • Praise Praise the child regularly for fluent,
    accurate reading and when they are able to decode
    an unfamiliar word.

42
Reading StrategiesFluency
  • Fluent readers are able to recognise, predict and
    decode text quickly and efficiently.
  • Dysfluent readers have difficulty retrieving
    words and sounds rapidly and consistently which
    leads to slow and laboured reading.

43
Reading StrategiesImproving Fluency
  • Ensure the child is reading books that match
    their reading ability. Children on a whole should
    be able to read 85 of the words in a book.
  • Read each page to the student prior to them
    having a go.
  • Read the same book more than once

44
Free Resources on the World Wide Web
  • www.freereading.net
  • www.readingrockets.org
  • www.loveandreilly.com.au
  • www.speech-language-therapy.com
  • www.starfall.com
  • www.spellingcity.com
  • www.ictgames.com

45
Commercial Resources
  • Books and games are available from
  • www.acer.edu.au/acerpress
  • www.loveandreilly.com.au
  • www.linguisystems.com (USA)
  • www.blacksheeppress.co.uk ( England)
  • www.funstuff.com.au
  • www.superduperinc.com (USA)

46
Whole Language Vs PhonicsQuote
  • Sometimes when I put my special education hat on,
    I see this controversy whole language vs.
    phonics as simply another issue of accessibility

47
  • Installing ramps at building entrances doesnt
    keep me (a temporarily able bodied person) out,
    but it does allow others in. Providing a sign
    language interpreter for a public meeting doesnt
    keep me from listening to the speakers, but it
    does allow our deaf citizens to participate..

48
  • Teaching decoding and phonemic awareness doesnt
    hinder those lucky children who would become
    readers almost effortlessly, but it does allow
    those children who need the explicit instruction
    to become readers too. It allows them to access
    the world of literacy..

49
  • If you think about it, opening up the world in
    this way also has benefits for the rest of us.
    In the first example, those of us who may be
    pushing a child in a pram can use the ramps that
    were originally installed for users of wheel
    chairs.

50
  • In the second example, as Im listening to the
    speaker, I can perhaps benefit from the
    interpreters use of body language and other
    nonverbal expression to enrich my understanding
    of the speakers intentions.

51
  • Surely, there is such an enrichment for the able
    reader who is exposed to the wonderful songs,
    word play, and word games that we use for
    teaching, decoding and phonemic awareness.
  • - Paula Stanovich, 2000

52
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53
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