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Phonological Awareness and Concepts of Print

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Listening Rhyme Awareness Awareness Concept of Ability of word of syllable ... Rhymes & Reasons: Literature Play for Phonological Awareness. Portsmouth, NH: Heinemann. ... – PowerPoint PPT presentation

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Title: Phonological Awareness and Concepts of Print


1
Phonological Awareness and
Concepts of Print
  • Developed by Kathy Casey, Jo King, Sara McCraw,
    Lorei Meanor, Pam Oliver, Cathy Petitgout, and
    Debbie Stark
  • Delaware Reading Cadre, 2001

2
GOALS
  • To gain knowledge of all the components of
    phonological awareness,
  • To understand the difference between phonological
    awareness, phonemic awareness, and phonics,
  • To understand the importance of assessing and
    teaching phonological awareness to promote early
    literacy development.

Delaware Reading Cadre 2001
3
Phonological Awareness is something you
can do in the dark.Patti Buchanan, Christina
School District
Delaware Reading Cadre 2001
4
Phonological Awareness (PA)
Anticipation Guide
  • PA can be taught and it helps children learn how
    to read and spell.
  • Older, disabled readers cannot benefit, in terms
    of reading, from PA instruction
  • Focusing on one or two PA skills produces larger
    effects than teaching many PA skills at once.
  • Classroom PA instruction is most effective when
    taught in small groups versus whole group or
    individual.
  • The results of PA research are not ready for
    implementation in the classroom.

Delaware Reading Cadre 2001
5
Phonological AwarenessTheory
  • PA is a primary indicator of early reading
    success
  • PA is acquired through a continuum of skills
  • PA needs to be taught explicitly first, then in
    context
  • National Reading Panel, 2000 and Snow, et al,
    1998

Delaware Reading Cadre 2001
6
Phonological Awareness
  • Helps Young Students
  • Grasp how the alphabetic system works,
  • Read and spell words in various ways,
  • Move from sounds to letters (preparation for
    phonic instruction),
  • Understand that spoken language is made up of
    separate words, words are made up of syllables,
    and words can be broken down into separate
    sounds.

Delaware Reading Cadre 2001
7
Phonological Awareness
Listening Rhyme Awareness
Awareness Concept of Ability

of word of
syllable initial sounds to manipulate

(Onset and rime) phonemes
(Phonemic
awareness)
Delaware Reading Cadre 2001
8
Phonological Awareness DefinedDemonstration
  • Listening
  • Rhyming
  • Concept of word
  • Syllabication
  • Onset/Rime compare to phonograms/ word families
  • Phoneme Manipulation
  • Blending
  • Segmentation
  • Deletion
  • Bibliography of activity books available in
    handouts

Delaware Reading Cadre 2001
9
What is a phoneme?
  • Phonemes are the smaller-than-syllable sounds
    that correspond roughly to individual letters.
    Although every speaker has functional knowledge
    of phonemes, lending conscious awareness to them
    would interfere with listening comprehension To
    understand speech, it is necessary to attend to
    the sense of words and not the sounds ... Having
    learned phonemes well enough to produce and
    listen to oral language, there is almost no
    reason whatsoever for children to give them
    conscious attention no reason, that is, unless
    they need to learn to read an alphabetic script.
  • To learn an alphabetic script, children must
    learn to attend to that which they have learned
    not to attend to. Adams,1990

Delaware Reading Cadre 2001
10
Reading Time
Delaware Reading Cadre 2001
11
Why teach phonemic awareness?
  • Improves their ability to manipulate phonemes in
    speech,
  • Lays the foundation for reading and spelling.
  • Helps children grasp how the alphabetic system
    works,
  • National Reading Panel, 2000

Delaware Reading Cadre 2001
12
Effective phonemic awareness instruction
  • Teaches students to manipulate phonemes by
  • Identifying phonemes in words,
  • Categorizing phonemes in words,
  • Blending phonemes to form words,
  • Deleting phonemes from words,
  • Segmenting words into phonemes.

Delaware Reading Cadre 2001
13
Small group instruction works because
  • Children benefit from close observation of
    peers.
  • Children listen and respond to their peers
    comments and explanations.
  • Children are more attentive and motivated to do
    well in front of their peers
  • National Reading Panel, 2000

Delaware Reading Cadre 2001
14
Phonological Awareness Inventory
  • ASSESSMENT

Delaware Reading Cadre 2001
15
Supporting phonemic awareness development in the
classroomHalie Kay Yopp Ruth Helen Yopp, 2000
Delaware Reading Cadre 2001
16
IMPORTANT!!!!!
  • Initial instruction is auditory followed by
    manipulation of sounds to letters.
  • Teach phonemic awareness in conjunction with
    letter names.
  • Focus on one of two skills at a time.
  • Tailor instructional time to students needs
    based on assessments.
  • Small group instruction is the best.
  • Some children will need more instruction than
    others.
  • National Reading Panel, 2000

Delaware Reading Cadre 2001
17
Reflection
  • Teaching and learning are lifelong pursuits. We
    need to take time to look backward and forward.
  • Take some time now to list some of the most
    significant changes you will make to your
    teaching, based on what you recently learned
    about phonological awareness. Organize your
    thoughts in these categories
  • Practices you will add
  • Practices you will discard
  • Practices you will alter in some way
  • Strickland and Morrow, 2000

Delaware Reading Cadre 2001
18
Resources
  • Ericson, L., and Juliebo, M.F. (1998) The
    Phonological Awareness Handbook for Kindergarten
    and Primary Teachers. Newark IRA.
  • Opitz, M. (2000). Rhymes Reasons Literature
    Play for Phonological Awareness. Portsmouth, NH
    Heinemann.
  • Adams, M., et. al. (1998), Phonemic Awareness in
    Young Children. ,Baltimore, MD Paul H. Brooks
    Publishing Co.

Delaware Reading Cadre 2001
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