Phonological

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Phonological Awareness
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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

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Clarifying Terms

• Phonological Awareness
• OR
• Phonemic Awareness

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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

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Phonemic Awareness Falls Under the Phonological
Awareness Umbrella
Phonological Awareness
Onset and Rime
Individual Phonemes
Words into Syllables
Sentences into Words
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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)

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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/

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Phonemic Awareness Involves

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

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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

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A Continuum of Difficulty
Phonemic Awareness
Onset Rime
Syllables
Sentence Segmentation
Rhyme Alliteration
(Chard Dickson, 1999)
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Rhyme and Alliteration

• Rhyme
• Match between the ending sounds in words

• Alliteration
• Match between the initial phonemes in words

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Sentence Segmentation

• Students count words in sentences

• Students say parts of sentences

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Syllable Blending and Segmentation

• Blending syllables together to form words
• Segmenting words into syllables

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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

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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/.

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Practice Activities for Phoneme Manipulation
Say It and Move It Pages 9-10
Elkonin Sound Boxes Pages 11-13
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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

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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

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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

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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

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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

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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

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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

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Phonemic Awareness Progress Check
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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)

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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

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Time to Reflect

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