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Phonological

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... of the sounds (phonemes) that make up spoken words' (Literacy Dictionary, 1995, p. ... with essential foundational knowledge in the alphabetic system. ... – PowerPoint PPT presentation

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Title: Phonological


1
Phonological Awareness
2
Outcomes
  • Describe phonological awareness and why it is
    important to beginning reading success
  • Become familiar with documented effective
    principles that guide phonological awareness
    instruction
  • Identify principles for assessment of
    phonological awareness

3
Clarifying Terms
  • Phonological Awareness
  • OR
  • Phonemic Awareness

4
Phonological Awareness
  • . . . the understanding of different ways that
    oral language can be divided into smaller
    components and manipulated (Chard Dickson,
    1999, p 262)
  • Sentences into words
  • Words into syllables
  • Onset and rime
  • Individual phonemes

5
Phonemic Awareness Falls Under the Phonological
Awareness Umbrella
Phonological Awareness
Onset and Rime
Individual Phonemes
Words into Syllables
Sentences into Words
6
Phonemic Awareness
  • . . . awareness of the sounds (phonemes) that
    make up spoken words (Literacy Dictionary, 1995,
    p. 185)
  • . . . the ability to focus on and manipulate the
    phonemes in spoken words (Report of the National
    Reading Panel, 2000, p 2-1)

7
Phonemes
  • Phonemes are the smallest units of sound in
    spoken words
  • man has 3 phonemes
  • /m/ /a/ /n/
  • check has 3 phonemes
  • /ch/ /e/ /k/

8
Phonemic Awareness Involves
  • Segmenting
  • Pulling apart spoken words into sounds
  • Blending
  • Putting sounds back into words
  • Manipulating
  • Adding, deleting, and substituting sounds

9
Supporting Phonemic Awareness Development in the
Classroom
  • Everybody reads pages 130-135
  • Small groups read
  • Page 135 Activities that Focus on Rhyme
  • Page 138 Activities with Syllable Manipulation
  • Page 139 Activities with Onset-Rime Manipulation
  • Page 140 Activities with Phoneme Manipulation

10
A Continuum of Difficulty
Phonemic Awareness
Onset Rime
Syllables
Sentence Segmentation
Rhyme Alliteration
(Chard Dickson, 1999)
11
Rhyme and Alliteration
  • Rhyme
  • Match between the ending sounds in words
  • Alliteration
  • Match between the initial phonemes in words

12
Sentence Segmentation
  • Students count words in sentences
  • Students say parts of sentences

13
Syllable Blending and Segmentation
  • Blending syllables together to form words
  • Segmenting words into syllables

14
Onset-Rime Blending and Segmentation
  • In a one-syllable word, the onset consists of the
    initial consonant or consonant cluster of the
    word
  • The rime is the vowel and any consonants that
    follow the onset

15
Phoneme Blending, Segmentation, and Manipulation
  • Blending listening to a sequence of individual
    sounds and combining them to pronounce a word
  • Segmentation breaking a word into individual
    sounds
  • Manipulation
  • Add /s/ to the beginning of pin.
  • Delete /t/ at the beginning of trap.
  • Substitute /i/ in lip with /a/.

16
Practice Activities for Phoneme Manipulation
Say It and Move It Pages 9-10
Elkonin Sound Boxes Pages 11-13
17
What We Know from Research
  • Phonological awareness instruction improves
    students understanding of how the words in
    spoken language are represented in print
  • Phonemic awareness helps students learn to read
  • Phonemic awareness instruction is most effective
    when students are taught to use letters to
    represent phonemes
  • Phonemic awareness also helps young students
    learn to spell and decode words
  • National Reading Panel, 2000

18
Grouping for Instruction
  • Teach phonological awareness, especially phonemic
    awareness, in small groups
  • Research indicates that small-group instruction
    is more effective than one-on-one and whole-group
    instruction
  • Small-group instruction seems to be more
    effective because students benefit from listening
    to their peers and having more opportunities to
    participate
  • National Reading Panel, 2000

19
Explicit and Systematic Instruction
  • Focus on the aspects of phonological awareness
    that closely match the types of reading and
    spelling of emergent readers and writers
  • Teach phonological awareness explicitly and
    regularly

20
Explicit and Systematic Instruction (cont.)
  • Target one type of phonological awareness during
    a lesson
  • Begin with easier activities and progress to more
    difficult ones
  • Model each activity
  • Help students make the connection between letters
    and sounds as soon as possible

21
Phonological Awareness and Phonics
Phonological Awareness
Phonics
  • Phonological awareness helps make the connections
    between letters and sounds
  • Students begin to apply their knowledge of
    phonological awareness and phonics during reading
    and spelling activities

22
English Language Learners
  • Capitalize on native language ability
  • Teach blending, segmenting, and manipulating
    individual phonemes in syllables
  • Accept oral approximations
  • Focus on words students already know

23
Progress Monitoring
  • Monitor each childs progress
  • Verify that students are learning
  • Results from assessment help make informed
    instructional decisions
  • ELL students may have phonological awareness in
    their native language but not English
  • Difficulty with phonological awareness is one of
    the characteristics associated with reading
    difficulties

24
Phonemic Awareness Progress Check
25
Keep in mind . . .
  • Phonological awareness, especially phonemic
    awareness, provides children with essential
    foundational knowledge in the alphabetic system.
    It is one necessary instruction component within
    a complete and integrated reading program.
  • (National Reading Panel, 2000, p. 2-8)

26
Suggested Reading
  • Phonemic Awareness in Young Children A
    Classroom Curriculum by Adams, Foorman, Lundberg,
    Beeler
  • Road to the Code A Phonological Awareness
    Program for Young Children by Blachman, Ball,
    Black, Tangel

27
Time to Reflect
  • One thing Ive learned
  • One thing Ill try in my classroom
  • One thing Id like to know more about
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