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Teaching Phonological Awareness

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Title: Teaching Phonological Awareness


1
Teaching PhonologicalAwareness
  • in the early grades

http//www.reconnectioncompany.com
Leecy Wise
2
Todays Agenda
  • Review terms phonemic awareness, phonological
    development and phonics
  • Take a short quiz
  • Strategies for teaching phonological awareness
  • Adaptation for students with special needs
  • Sample lesson plans and other resources
  • Using technology for reading

3
http//www.reconnectioncompany.comclick on the
Literacy Resources Pre-K-5 Teachers
4
Quick QuizPhonemic Phonological, or Phonics?
  • How many syllables does a spoken word have?
  • Phonological break down word into smaller parts
  • Say a word that rhymes with bat.
  • (Phonological- rhyming sounds)

5
Quick QuizPhonemic Phonological, or Phonics?
  • How many sounds are in cup?
  • Phonemic break into individual phonemes
  • Find all of the words in the sentence that have
    the letter that makes the /m/ mmmmm sound.
  • Phonics- match sounds to letters

6
Quick QuizPhonemic Phonological, or Phonics?
  • Put the sounds /d/, /o/, /g/ together and say the
    word.
  • Phonemic- manipulate phonemes to make words
  • What letter makes the first sound in pop?
  • Phonics- match letter to sound

7
Assessing Phonemic Readiness for Phonological
Development
  • ("Bell, bike, and boy all have /b/ at the
    beginning."
  • The beginning sound of dog is /d/. The ending
    sound of sit is /t/.
  • /m/, /a/, /p/-- map
  • up--/u/, /p/

8
ASSESSING PHONOLOGICAL AWARENESS
  • identify and make oral rhymes"The pig has a
    (wig).""Pat the (cat).""The sun is (fun)."
  • identify and work with syllables in spoken
    words"I can clap the parts in my name
    An-drew."

9
ASSESSING PHONOLOGICAL AWARENESS
  • identifying and working with onsets and rimes in
    spoken syllables or one-syllable words"The
    first part of sip is s-.""The last part of win
    is -in."
  • identifying and working with individual phonemes
    in spoken words."The first sound in sun is /s/."

10
Teaching Phonemic and Phonological Awareness
  • Teachers need to be aware of instructional
    activities that can help their students become
    aware of phonemes before they receive formal
    reading instruction they need to realize that
    phonemic awareness will become more sophisticated
    as students' reading skills develop.

11
Teaching Phonemic and Phonological Awareness
  • Research indicates that phonological awareness
    can be taught and that students who increased
    their awareness of phonemes facilitated their
    subsequent reading acquisition (Lundberg et al,
    1988).

12
Teaching Phonemic and Phonological
AwarenessGeneral Principles
  • Research (NRP) indicates that phonological
    awareness can be taught and that students who
    increased their awareness of phonemes facilitated
    their subsequent reading acquisition (Lundberg et
    al, 1988).

13
Teaching Phonemic and Phonological Awareness
General Principles
  • Teachers need to be aware of instructional
    activities that can help their students become
    aware of phonemes before they receive formal
    reading instruction they need to realize that
    phonemic awareness will become more sophisticated
    as students' reading skills develop.

14
Teaching Phonemic and Phonological Awareness
(General Principles)
  • (1) Engage children in activities that direct
    their attention to the sounds in words, such as
    rhyming and alliteration games.(Example)
  • (2) Teach students to segment and blend.
    (Example)
  • (3) Combine training in segmentation and blending
    with instruction in letter-sound relationships.
    .(Example)

Phonemic Awareness An Important Early Step in
Learning To Read. ERIC Digest.
15
Teaching Phonemic and Phonological Awareness
General Principles
  • (4) Teach segmentation and blending as
    complementary processes. .(Example)
  • (5) Systematically sequence examples when
    teaching segmentation and blending. .(Example)
  • (6) Teach for transfer to novel tasks and
    contexts.

16
Teaching Phonemic and Phonological
AwarenessGeneral Principles
  • (a) Keep a sense of playfulness and fun, avoid
    drill and rote memorization.
  • (b) Use group settings that encourage interaction
    among children.
  • (c) Encourage children's curiosity about language
    and their experimentation with it.
  • (d) Allow for and be prepared for individual
    differences.

17
Phonological Development Activities General
Principles
  • (e) Make sure the tone of the activity is not
    evaluative but rather fun and informal.
  • Spending a few minutes daily engaging preschool,
    kindergarten, and first-grade and older
    children in oral activities that emphasize the
    sounds of language may go a long way in helping
    them become successful readers and learners.

18
Teaching Phonological Awareness - Practices
  • RHYMING AND ALLITERATION
  • BLENDING AND SEGMENTING
  • LETTER SOUND RELATIONSHIPS
  • MODEL BLENDING AND SEGMENTING THOUGH THE PROCESS
  • TRANSITION TO NEW CONTENT

19
5 Levels of Phonological Ability Adams (1990)
  • to hear rhymes and alliteration as measured by
    knowledge of nursery rhymes
  • to do oddity tasks (comparing and contrasting the
    sounds of words for rhyme and alliteration)
  • to blend and split syllables

20
5 Levels of Phonological Ability Adams (1990)
  • to perform phonemic segmentation (such as
    counting out the number of phonemes in a word)
  • to perform phoneme manipulation tasks (such as
    adding, deleting a particular phoneme and
    regenerating a word from the remainder).

21
Differentiated Instruction
  • More advanced activities are those in which
    students delete or add phonemes to form new
    words, and activities in which students
    substitute phonemes to make new words.

22
Differentiated Instruction
  • Activities for students in the early stages
    should include identifying and categorizing
    phonemes.
  • Students who can identify and categorize
    phonemes should work with activities that help
    them learn to blend phonemes to form words and to
    segment words into phonemes.

23
Levels of Literacy Development
Phonemic Awareness
Greater Phonological Awareness
Phonics Awareness
Written Sounds
Spoken Spoken
Review a few lesson plans at http//www.reconnect
ioncompany.com/TLReading/Lessons/plans.htm
24
  • "Tell me and I forget. Teach me and I remember.
    Involve me and I learn." Benjamin Franklin

25
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