Phonemic Awareness and Phonics

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Phonemic Awareness and Phonics
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Phonemic Awareness

• Is crucial in the development of the ability to
  decode, to read for meaning and to spell (
  Yopp,1992, Adams,1990).
• Phonemic awareness is central in learning to read
  and spell because English and other alphabetic
  languages map speech to print at the level of
  phonemes.

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Phonemic Awareness

• Research shows that phonemic awareness is the
  most potent predictor of a childs success in
  learning to read (Stanovich, 1994).
• The lack of phonemic awareness is the most
  powerful determinant of the likelihood of failure
  to learn to read (Adams, 1990).

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Phonemic Awareness

• Phonemic awareness is the awareness of phonemes
  in the speech stream.
• The ability to manipulate phonemes is also a part
  of phonemic awareness.
• Phonemic awareness requires a shift in attention
  from the content of speech to the form of speech.

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Phonemic Awareness

• There are 41 different phonemes that are
  represented by 26 letters of the alphabet.

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Terminology

• Auditory discrimination the ability to hear
  similarities and differences in phonemes and
  words. Example Say these sounds /r/,/s/. Are
  they the same or different?
• Phoneme the phoneme is the smallest part of
  spoken language that makes a difference in the
  meaning of words.

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Terminology

• Phonological awareness the broad term for
  sensitivity to any size unit of sound.
  Phonological awareness activities can involve
  work with syllables, rhymes, words, rimes and
  onsets.

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Terminology

• Grapheme the grapheme is the smallest part of
  written language that represents a phoneme in the
  spelling of a word. A grapheme may be one letter
  or several letters.

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Terminology

• Syllable a syllable is a word part that contains
  a vowel or in spoken language, a vowel sound
  (e-vent news-pa-per ver-y).
• Onsets and rimes onsets and rimes are parts of
  spoken language that are smaller than syllables
  but larger than phonemes.

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Terminology

• Onset is the initial consonant(s) sound of a
  syllable (the onset of bag is /b/ of swim,/sw/).
• A rime is the part of a syllable that contains
  the vowel and all that follows it ( the rime of
  bag is /ag/ of swim ,/im/).

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Terminology

• Phoneme manipulation involves children working
  with phonemes in words. Phoneme manipulation
  includes blending phonemes to make words,
  segmentating words into phonemes, deleting
  phonemes from words, adding phonemes to words or
  substituting one phoneme for another to make a
  new word.

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Terminology

• Blending involves combining individual phonemes
  to form words. Combining onsets and rimes to make
  syllables and combining syllables to make words
  is also apart of blending.

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Terminology

• Segmenting segmentation is a childs ability to
  break a word into individual phonemes. Breaking
  words into syllables and syllables into onsets
  and rimes are also considered segmenting.

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Phonemic Awareness

• Phoneme isolation
• Recognition of individual sounds in a word.
• Example What is the same sound in fix, fall,
  fun? /f/

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Phonemic Awareness

• Phoneme categorization
• Recognition of a word in a set of three or four
  words that has the odd sound.
• Which word does not belong big, bat, tuna?

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Phonemic Awareness

• Phoneme blending
• After listening to a sequence of separately
  spoken sounds a child can combine the phonemes to
  form a word.
• Example What word is /d/ /o/ /g/
• /a/ /t/
• /ch/ /i/ /n/

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Phonemic Awareness

• Phoneme segmentation
• After saying a word children can break it into
  individual sounds by saying them, tapping them or
  counting them.
• Example How many sounds in the word cat? 3 /c/
  /a/ /t/

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Phonemic Awareness

• Phoneme deletion
• Children are able to recognize the word that
  remains when a phoneme is removed from another
  word.
• Example What is chat without the c?

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Phonemic Awareness

• Phoneme addition
• Children make a new word by adding a phoneme to
  an existing word.
• Example What word would you have if you add an
  /h/ to /at/ hat?

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Phonemic Awareness

• Phoneme substitution
• Children substitute one phoneme for another to
  make a new word.
• Example Change the /g/ in bug to an /n/ what is
  the new word?

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Phonemic Awareness

• In older children phonemic awareness is helpful
  in spelling.

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Phonemic Awareness

• Elkonin Boxes help children slow down the sounds
  in a word.
• Elkonin Boxes help children recognize the number
  of letters in a word and letter placement within
  a word.
• A childs hand can replace boxes.

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Pictures, Pictures, Pictures

• Take each aspect of phonemic awareness and use
  the pictures to demonstrate each area of phonemic
  awareness

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Activities

• Read poetry to children.
• Ask children to identify words that rhyme.
• Look for alliteration.
• Have children create their own rhymes.
• Combine phonemic awareness to phonics by having
  children create their own poetry.

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Activities

• Have children echo or choral read poems.
• Use poetry to identify and develop the critical
  steps in phonemic awareness.

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Activities

• The Green Grass Grows All Around
• In a park there is some ground,
• The prettiest ground you ever did see
• And the green grass grows all around, all around
• And the green grass grows all around.

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Activities

• The White Clouds Float All Around
• Above my head there is some sky
• The bluest sky that you ever did see
• And the white clouds float in the sky,in the sky
• And the white clouds float in the sky.

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Activities

• Tongue twisters
• Five fine fellows find feathers
• Four foolish friends flipping Fritos.
• Six silly sisters sipping sodas .

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Activities

• Rhyme time- give students a group of pictures and
  have them sort according to words in the pictures
  that rhyme.
• Rhyme me- one student says a word another must
  make a rhyme.
• Rhyme circle- one student starts a rhyme and the
  others must continue until no more rhymes can be
  made.

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Bridging Phonemic Awareness and Phonics

• Phonograms after playing rhyme games have
  students work on phonograms.
• In primary texts of the 286 phonograms that
  appear, 95 are pronounced the same way in every
  word in which they are found.

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Bridging Phonemic Awareness and Phonics

• 500 words can be made from the following 37
  rimes.
• -ack -all -ain -ake -ale -ame an-ank
• -ap -ash -at -ate -aw -ay -eat -ell
• -est -ist -ice -ick -ide -ight -ill -in
• -ine -ing -ink -ip -ir -ock -oke -op
• -ore -or -uck -ug -ump -unk

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Bridging Phonemic Awareness and Phonics

• Place a letter on the board and have a student
  say it.
• Add a letter and make a new word.
• Add a letter and make a new word.
• Take away a letter and make a new word.
• Add two letters and make a new word.

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Bridging Phonics and Phonemic Awareness

• Word Surgery
• a talk
• at talking
• hat talks
• hats walk
• that chalk

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Bridging Phonemic Awareness and Phonics

• Make phonogram books.
• Make phonogram chains.
• Use color to highlight the phonogram.

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Bridging Phonemic Awareness and Phonics

• Word searches
• Scrambled words- scramble a word and have
  students make as many one letter, two letter,
  three letter, four letter words as possible.
• Use a Venn diagram to sort two words and make as
  many words from them as possible.
• Sort words into categories.

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Activities

• Poetry exchange- turn a poem into a rap.
• My Friend
• My friend is nice,
• We like to play
• We play together every day.
• We laugh, we cry,
• We scream,we shout,
• We never call each other out
• Cause thats what friends are all about.

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Bridging Phonemic Awareness and Phonics

• Word walls
• Use word walls to call attention to features of
  words or build words.
• ExampleFind a word that starts withends with
  has 3 sounds, could be if we took the off,
  rhymes with

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Phonics - Terminology

• Synthetic phonics
• Children learn how to covert letters or letter
  combinations into sounds, and then how to blend
  the sounds together to form recognizable words.

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Phonics- Terminology

• Analytic phonics
• Learning to analyze letter-sound relationships in
  previously learned words. Sounds are not
  pronounced in isolation.

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Phonics- Terminology

• Analogy-based phonics
• Children learn to use the parts of word families
  they know to identify words they dont know that
  have similar parts. I know the word cat and
  this word looks like it except it starts with an
  /r/ so it must be rat.

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Phonics Terminology

• Phonics through spelling
• Learning to segment words into phonemes and to
  make words by writing letters for phonemes
  primarily to learn to spell words.

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Phonics- Terminology

• Embedded phonics
• Learning letter sound correspondences during the
  reading of connected text. Since children
  encounter different letter sound correspondences
  and different letter sound relationships as they
  read this approach is not systematic or explicit.

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Phonics- Terminology

• Onset-rime phonics
• Children learn to identify the sound of the
  letter or letters before the first vowel
  (the onset) in a one syllable word and the sound
  of the remaining part of the word (the rime).

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Phonics- Terminology

• Systematic-explicit phonics
• Systematic and explicit phonics instruction
  provides practice with letter-sound relationships
  in a predetermined sequence. Children learn to
  use these relationships to decode words that
  contain the element being taught.

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Systematic- Explicit Phonics

• Significantly improves instruction in word
  recognition and spelling.
• Improves comprehension because children are
  reading text accurately.
• Is effective for children of various economic
  levels.
• Is not an entire reading program

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Vowel Rules

• When two vowels go walking, the first one does
  the talking.
• Nail, bead, ceiling, pie, boat, suit
• Exceptions- said, head, chief, build

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Vowel Rules

• When a word ends in a vowel plus a consonant plus
  e the e is usually silent and the other vowel is
  long.
• Cake, late, ride, hide, chime, bone, June
• Exceptions- have, give, come, bare, move

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Vowel Rules

• When a vowel is in the middle of a one syllable
  word, the vowel is short. (CVC)
• Cat, mat,hat,rat, pat
• When a word has only one vowel letter, the vowel
  sound is likely to be short.
• The combination of ee is pronounced with a long e
  sound.

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Vowel Rules

• When y is the last letter in a word, it usually
  has a vowel sound.
• An r the preceding the vowel makes the vowel
  neither long nor short.
• Car,bar, far,charm,certain,curtain

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Explicit Phonics Lesson

• Display a letter card and have children give the
  letter name.
• Explain that the letter stands for sound
• Write several words with the sound in initial
  position and/or show several words with the sound
  in initial position.

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Explicit Phonics Lesson

• Have children practice the sound by naming a
  picture, finding pictures, or locating words with
  the sound.
• Have children make words with the sound.
• Web words that have the sound.
• Have children make their own words with the sound
  using a word builder.
• Introduce words with the sound in the final
  position.

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Explicit Phonics Lesson

• Have children identify words that have the sound
  at the end of the word.
• Have children practice making words with the
  sound at the beginning or end using word
  builders.
• Have children find words with the sound in a
  story.
• Have children compose sentences with the sound.

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Skill Mastery Model

• Present skills in micro-steps.
• Have students repeat each step and show,tell,
  and do each step in skill acquisition.
• Have students practice each skill in a variety of
  interactive ways ( not just worksheets).

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Skill Mastery Model

• Use peer teaching and group work.
• Provide for closure- check to see if students
  understood concept through application.
• Review concepts on successive days.
• Spiral review of concepts.

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Skill Mastery Model

• Create positive ready to learn reading
  environment.
• Establish relevance of what is to be taught to
  students
• Identify and communicate measurable, observable
  learner outcomes
• Model parts and whole of skills and strategies.
• Demonstrate skills and ask for student
  demonstration.

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Skill Mastery Model

• Give specific, clear, short directions.
• Have children repeat and demonstrate
  understanding of directions.
• Praise effort as well as success.
• Allow for self-evaluation Were you right? How
  do you know? What could you do?

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Skill Mastery Model

• Does it look right?
• Does it sound right?
• Does it make sense?
• Does it look right, sound right, make sense?
• Does it look right, sound right, make sense to
  you?

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Application

• Look through several lessons in your teachers
  manual.
• Find places you could use phonemic awareness and
  phonics.
• Create a lesson within the total reading lesson
  using phonemic awareness and phonics.

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Application

• List 5 joys of teaching.
• List 5 joys of children.
• List 5 reasons why you are proud to be a teacher.

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Strive to thrive, not just survive.
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If you want to your students to enjoy learning
you must enjoy teaching.
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Share some joy each day.