Phonological Awareness The Time is Now in Pre-K Richmond County School District

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Phonological AwarenessThe Time is Now in
Pre-KRichmond County School District

• National Head Start Family Literacy Center
• Gail Summer, Ed.D, Karla Carpenter, M.A., Patsy
  Pierce, Ph.D.

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Activity

• What things are you doing in the classroom to
  help build childrens phonological awareness?

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Foundations of Literacy

• Oral language development
• Concepts about print
• Alphabet knowledge
• Phonological awareness
• Letter-sound correspondence
• Beginning reading vocabulary

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Being Literate

• Print Processing Beyond Word ID
• Eye-movement, Print-to-Meaning Links, Prosody,
  Inner-Speech, Integration
• Comprehension
• Knowledge of Text Structure
• Knowledge of the World
• Word Identification
• Automatic
• Mediated

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Oral Language Development

• To read effectively, children need to be able to
  express and understand ideas fully
• stories have events that occur in sequence
• stories have characters
• be able to respond to questions
• be able to ask questions to clarify what is not
  understood
• What to do?
• Read aloud!
• Record language experience stories.
• Engage in shared book experiences
• Tell stories from wordless picture books

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Enhancing Comprehension

• Build background knowledge
• Set a purpose for reading
• Read!
• Complete the task related to the purpose
• Give informative feedback on completing the task,
  remembering, comprehending

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Purposeful Shared Reading Across a Week

• Monday Read book with title covered identify
  the best title
• Tuesday Reread book and reveal title compare
  contrast what title is better
• Wednesday Reread to describe how characters are
  feeling
• Thursday Reread to expand dialogue
• Friday Reread to decide what would happen if

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Phonological AwarenessGetting the p-words
straight

• Phonological awareness refers to the whole
  spectrum from primitive awareness of speech
  sounds and rhythms to rhyme awareness and sound
  similarities and, at the highest level, awareness
  of syllables or phonemes. Phonemes are the
  smallest units in speech.

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• Becoming attentive to the sound structure of
  language -- becoming phonologically or
  phonemically aware -- is an ear skill, unlike
  phonics, which is the relation between letters
  and sounds in written words.
• One of the best ways to teach letter/sound
  relations is to draw attention to initial sounds
  (onsets) and word endings (rimes).
• Phonological processing is the ability to
  identify, remember, separate (segment), blend,
  and manipulate speech sounds.

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• Explicit phonics instruction means doing whatever
  is necessary to teach children all the
  information and skills they need to learn to
  readbut doing so appropriately--NO WORKSHEETS
• We are not talking about the bad old phonics of
  yesteryear, as some think, where teachers turned
  kids loose with some workbooks!
• By listening at ages 2, 3, and 4, children are
  beginning to gain experiences with and build
  organization of written language and its
  characteristic rhythms and structures.

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• The bottom line is that phonological awareness IS
  NOT PHONICS. It comes before phonics and it
  supports phonics

Phonics
Phonological awareness
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A message about phonics from the US Government

• Phonics instruction is only beneficial when
  provided alongside opportunities to independently
  read connected texts. Therefore phonics
  instruction alone is not a complete reading
  program, particularly for students beyond the
  early grades.
• http//www.nif.gov/nifl/pfr.html

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Enhancing Phonological Awareness

• Studies have shown that just 20 minutes three
  times a week over four months has a dramatic
  difference in childrens awareness.
• Play rhyming games to call attention to rhyme
• One two three, come along to me What two words
  rhyme?
• Offer fun chances for segmentation of morphemes
  and syllables
• Can you say only a little bit of butterfly?
  What would butterfly be without the butter?

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• Play with categorization of sounds
• Which word doesnt belong mop, top, pop, can?
• Play with syllables
• Do you hear the doe in window? In doughnut? In
  candy?
• Call attention to phonemic contrasts
• call out words that begin with /b/. Now try /p/.
• Show 2 pictures with different beginning
  phonemes, and accentuate the target sound to
  identify the picture. /b/, /b/, ball. Which
  picture begins like /b/, /b/, ball?
• Substitute the wrong sound at the beginning of
  words to make silly words.
• Use a puppet to play the phonemic sound games

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• A typical sequence for this teaching is
• listening games (listening for environmental
  sounds)
• rhyming games
• segmentation of sentences into words games
• segmentation of words into syllables games
• listening for beginning sound likeness games
• Reassess how you are using your circle time--a
  small portion (10 minutes/day) is all it takes.
  Make it a daily routine and make it playful!
• Make sure there are center games that allow
  additional play with sounds!

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Phonological Awareness and Dual Language
Development

• Phonological Awareness skills developed in one
  language can transfer to another language, even
  while those skills are still in development
  (Cisero Royer, 1995).

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Phonological Awareness and Dual Language
Development

• Children who acquire phonological awareness in
  their native language are able to transfer the
  skills to a second language (August Hakuta,
  1997 Gottardo, 2002 Quiroga, et al, 2001)

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Tips to Support Phonological Awareness and Dual
Language Development

• Recognize the childs ability in his first
  language
• Focus on words the child already knows
• Remember that spoken sounds vary from speaker to
  speaker
• Accept approximations as child is building skills

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Phonological Development
Activity Sort your colored cards to figure out
which area of phonological awareness is being
addressed
What rhymes with...?
Phonemes
Onset Rime
Syllables
Sentence Segmentation
Alliteration Rhyme
Which one rhymes?
(Anthony Lonigan, 2004 Chaney, 1992 )