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Phonemic Awareness and the Alphabetic Principle: A Joyful Noise

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Phonemic Awareness and the Alphabetic Principle: A Joyful Noise Phonemic Awareness and the Alphabetic Principle: A Joyful Noise Presented by Cherry Carl Why A ... – PowerPoint PPT presentation

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Title: Phonemic Awareness and the Alphabetic Principle: A Joyful Noise


1
Phonemic Awareness and the Alphabetic
PrincipleA Joyful Noise
2
Phonemic Awareness and the Alphabetic
PrincipleA Joyful Noise
  • Presented by Cherry Carl

3
Why A Joyful Noise?
  • Effective phonemic awareness instructional
    activities facilitate the development of positive
    feelings toward learning through an atmosphere of
    playfulness and fun. Listen closely to children
    as they explore our language and you will hear
    chants, poems, songs, tongue-tanglers, and
    interactive word play, all without the benefit of
    print! What a joyful noise!

4
Presentation Highlights
  • Understanding the Prerequisites to Successful
    Phonics Instruction
  • Assessing Student Understanding of Phonemic
    Awareness
  • Progression of Phonological Awareness
  • Phonemic Awareness Tasks

5
Presentation Highlights
  • Developing Phonemic Awareness
  • Activities to Promote Manipulation of Sounds and
    Syllables
  • Special Needs Indicators
  • Second Language Learners
  • Taking a look at Standards
  • Resources

6
What Does Research Say About Phonemic Awareness
Instruction?
  • Phonemic awareness can be taught and learned.
  • Phonemic awareness instruction helps children
    learn to read.
  • Phonemic awareness instruction helps children
    learn to spell.
  • Source Put Reading First

7
What Does Research Say About Phonemic Awareness
Instruction?
  • Phonemic awareness instruction is most effective
    when children are taught to manipulate phonemes
    by using the letters of the alphabet.
  • Phonemic awareness instruction is most effective
    when it focuses on only one or two types of
    phoneme manipulation, rather than several types.
  • Source Put Reading First

8
Understanding the Prerequisites to Successful
Phonics Instruction
  • Research indicates that phonemic awareness is
    the best predictor of the ease of early reading
    acquisition, better even than IQ, vocabulary, and
    listening comprehension.
  • (Stanovich, 1993-94)

9
Understanding the Prerequisites to Successful
Phonics Instruction
  • Phonemic awareness, or the ability to hear and
    segment individual sounds in spoken words, must
    occur before children can begin to understand how
    letters represent speech sounds.
  • (Reutzel and Cooter, 1999)

10
Understanding the Prerequisites to Successful
Phonics Instruction
  • After children become aware of the alphabetic
    principle, they develop the ability to manipulate
    letters and sounds. This helps them to decode new
    words they encounter in books and to create
    temporary spellings in their writing.
  • (Reutzel and Cooter, 1999)

11
Assessing Student Understanding of Phonemic
Awareness
  • Letter identification
  • Letter production
  • Recognizing rhyming words
  • Auditory blending of sounds
  • Isolating sounds
  • Writing phonemes in words

12
Progression of Phonological Awareness
  • words
  • syllables
  • onset-rime division
  • phonemes
  • blending, segmentation, matching, deletion

13
Phonemic Awareness Tasks
  • 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

14
Phonemic Awareness Tasks
  • 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).

15
Developing Phonemic Awareness and the Alphabetic
Principle
  • Language watching
  • Using environment print
  • Playing with the alphabet
  • Songs, chants, and poetry
  • Alphabet books

16
Developing Phonemic Awareness and the Alphabetic
Principle
  • Writing experiences
  • Word rubber-banding
  • Hearing sounds in words
  • Sound addition or substitution
  • Sound segmentation

17
Activities and Procedures to Promote Manipulation
of Sounds and Syllables
  • Elkonin boxes
  • Rhyming word activities
  • Rhyming bingo
  • Pocket chart (sort by sound)
  • Syllable Snap and Clap
  • Walk Around a Rhyme
  • Riddle and rhyme
  • Rubber Band (stretch a word)

18
Activities and Procedures to Promote Manipulation
of Sounds and Syllables
  • Sound boxes
  • Nonsense names
  • Physical responses (tapping, clapping, snapping)
  • Whats my word?
  • Tap and touch
  • Jump Rope Jingles
  • Nursery Rhymes

19
Special Needs Indicators
  • Little or no knowledge of the alphabet
  • Inability to name letters when presented
  • Inability to produce letter or letterlike forms
    in writing
  • Inability to recognize rhyming sounds
  • Inability to recognize or identify specific
    letter sounds in words
  • Inability to map spoken sounds onto letters
  • Source Reutzel and Cooter (1999)

20
Taking a Look at California Standards
21
Kindergarten Standards
  • 1.7 Track (move sequentially from sound to sound)
    and represent the number, sameness/difference,
    and order of two and three isolated phonemes
    (e.g., /f, s, th/, /j, d, j/ ).

22
Kindergarten Standards
  • 1.8 Track (move sequentially from sound to sound)
    and represent changes in simple syllables and
    words with two and three sounds as one sound is
    added, substituted, omitted, shifted, or repeated
    (e.g., vowel-consonant, consonant-vowel, or
    consonant-vowel-consonant).

23
Kindergarten Standards
  • 1.9 Blend vowel-consonant sounds orally to make
    words or syllables.1.10 Identify and produce
    rhyming words in response to an oral prompt.
  • 1.11 Distinguish orally stated one-syllable words
    and separate into beginning or ending sounds.

24
Kindergarten Standards
  • 1.12 Track auditorily each word in a sentence and
    each syllable in a word.1.13 Count the number of
    sounds in syllables and syllables in words.

25
First Grade Standards
  • 1.4 Distinguish initial, medial, and final sounds
    in single-syllable words.1.5 Distinguish
    long-and short-vowel sounds in orally stated
    single-syllable words (e.g., bit/bite).1.6
    Create and state a series of rhyming words,
    including consonant blends.

26
First Grade Standards
  • 1.7 Add, delete, or change target sounds to
    change words (e.g., change cow to how pan to
    an).1.8 Blend two to four phonemes into
    recognizable words (e.g., /c/ a/ t/ cat /f/ l/
    a/ t/ flat).1.9 Segment single-syllable words
    into their components (e.g., /c/ a/ t/ cat /s/
    p/ l/ a/ t/ splat /r/ i/ ch/ rich).

27
Resources
  • National Institute for Literacy (2001). Put
    reading first The research building blocks for
    teaching children to read. Jessup, MD Author.
  • Reutzel, D. Ray and Cooter, Robert B. Jr. (1999)
    Balanced Reading Strategies and Practices. Upper
    Saddle River, NJ Prentice Hall, Inc.
  • Yopp, Hallie and Ruth (2000) Supporting phonemic
    awareness development in the classroom. The
    Reading Teacher Vol. 54 No. 2.

28
Instructional Resources
  • Adams, Marilyn Jager et al (1997). Phonemic
    Awareness in Young Children A Classroom
    Curriculum. Brookes Publishing Company.
  • Blevins, Wiley (1999). Phonemic Awareness
    Activities for Early Reading Success (Grades K-2)
    Scholastic.
  • Fitzpatrick, Jo (1997). Phonemic Awareness
    Playing With Sounds to Strengthen Beginning
    Reading Skills (Phonemic Awareness) Creative
    Teaching Press.

29
Instructional Resources
  • Yopp, Hallie and Ruth (2003). Oo-pples and
    Boo-noo-noos Songs and Activities for Phonemic
    Awareness. Harcourt School.

30
Read Alouds for Phonemic Tasks
  • Bynum, Janie (1999). Altoona Baboona. New York,
    NY Harcourt Brace Co. (phoneme substitution)
  • Chapman, Cheryl (1993). Pass the Fritters,
    Critters. New York Scholastic, Inc. (rhyming)
  • Edwards, Pamela Duncan (1998) Some Smug Slug.
    Harper Trophy. (alliteration)
  • Lester, Helen (1999). Hooway For Wodney Wat.
    Boston, MA Houghton Mifflin. (phoneme
    substitution)

31
Read Alouds for Phonemic Tasks
  • Most, Bernard (1996). Cock-A-Doodle-Moo! Harcourt
    Brace. (phoneme addition and substitution)
  • Salisbury, Kent. (1998). There's a Dragon in my
    Wagon! New York McClanahan Book Company, Inc.
    (phoneme substitution)
  • . There's a Bug in my Mug!
  • . A Bear Ate my Pear!
  • . My Nose is a Hose!

32
Read Alouds for Phonemic Tasks
  • Slepian, Jan and Seidler, A. (1967). The Hungry
    Thing. Scholastic. (phoneme substitution)
  • Wilbur, Richard (1997). The Disappearing
    Alphabet. New York, NY Harcourt Brace Co.
    phoneme deletion

33
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