Phonemic Awareness and the Alphabetic Principle: A Joyful Noise

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Phonemic Awareness and the Alphabetic
PrincipleA Joyful Noise
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Phonemic Awareness and the Alphabetic
PrincipleA Joyful Noise

• Presented by Cherry Carl

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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!

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Presentation Highlights

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

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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

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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

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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

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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)

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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)

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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)

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Assessing Student Understanding of Phonemic
Awareness

• Letter identification
• Letter production
• Recognizing rhyming words
• Auditory blending of sounds
• Isolating sounds
• Writing phonemes in words

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Progression of Phonological Awareness

• words
• syllables
• onset-rime division
• phonemes
• blending, segmentation, matching, deletion

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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

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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).

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Developing Phonemic Awareness and the Alphabetic
Principle

• Language watching
• Using environment print
• Playing with the alphabet
• Songs, chants, and poetry
• Alphabet books

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Developing Phonemic Awareness and the Alphabetic
Principle

• Writing experiences
• Word rubber-banding
• Hearing sounds in words
• Sound addition or substitution
• Sound segmentation

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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)

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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

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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)

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Taking a Look at California Standards
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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/ ).

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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).

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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.

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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.

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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.

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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).

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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.

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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.

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Instructional Resources

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

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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)

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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!

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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

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