Phonemic Awareness, and Assessment

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Phonemic Awareness, and Assessment

• Chapter 7Anne-Marie Utley - Ronda Hair

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Steps to Phonological Awareness

• First, children become aware of individual words
  in spoken language. Following this, children
  develop an awareness of the syllables within
  words.
• Second, children become aware that syllables are
  made up of onsets and rimes.
• Third, Children become aware of individual
  sounds, or phonemes, in spoken language
• Fourth, children develop the ability to
  manipulate individual sounds in language.

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Phonemic Awareness

• Phonemic awareness, conceptually, is defined as
  an understanding that spoken language and words
  are made up of individual sounds.
• Phonemic awareness, performance, is defined as
  the ability to pick out and manipulate sounds in
  spoken words and language.
• Awareness is not all, we need to teach our
  students how to manipulate the sounds as well

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List of Phonemic Awareness Tasks Listed from
least difficult to difficult

• 1- Rhyming
• 2- Hearing sounds in words (oddity and
  same-different judgment tasks)
• 3- Counting syllables and sound
• 4- Isolating beginning, ending, and middle sounds
  in words
• 5- Substituting and deleting sounds in words and
  syllables
• 6- Blending syllables, onset and rimes, and
  sounds into words
• 7- Segmenting words into syllables, onset and
  rimes, and sounds
• 8- Representing sounds in language and words with
  symbols in spelling and writing

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Assessments for Assessing Phonemic
Awareness
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Recognizing Rhyming Words Do These Rhyme?

• Will indicate whether the student can recognize
  rhymes
• Word pairs with at least 50 that rhyme
• Model examples and non-examples
• Record student responses

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Oddity Task Which One Doesnt Belong?

• Designed to measure development of onset and rime
  
• Awareness versus phoneme awareness
• Words sets of three words
  (can also use pictures)
• Student identifies the odd word out!
• Soap Six Dog
• (Beginning Consonant Dog is out)
• Car Man Mop
• (Beginning Consonant Car is out)

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Syllable and Sound Counting Task

• Used to assess understanding of syllables
• Use 10 picture or word pairs
• Say the word - count the sounds with fingers
• Record student responses

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Initial Consonant Sounds Test

• Measures whether students have developed
  awareness of beginning sounds
• Use reproducible from text
  (say 3 words pig, pan, kite)
• Student identifies the word with the different
  beginning sound
• Record student responses

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Same-Different Word Pair Task

• Measures development of syllable, onset and rime
  and phoneme awareness
• Use 10 word pairs or pictures
• Child will identify same or different (Hammer,
  Hammock)
• Record student responses

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Auditory Sound Blending Task

• Used to determine student's ability to recognize
  words by blending the sounds in words
• Higher skill level than phonemic awareness than
  rhyming
• Teacher uses "word rubber banding"
  stretching the word into segments such as
  m-a-n

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Segmenting Sounds

• Student abilities are assessed as they listen to
  and isolate sounds
• Teacher uses 15 words consisting of 3 phonemes
  each
• The words have target sounds in the beginning,
  middle and end of words
• Teacher says a word and the student identifies
  the place in the word that
• The sound can be heard
• Target sound "M" Slamending

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• "An informed teacher can be successful in
  teaching phonemic awareness, alphabetic
  principle, and early phonics with out the aid of
  a commercial program. These skills must be part
  of a comprehensive program that develops
  comprehension and word meaning simultaneously
  (2007 Reutzel, Cooter)."