Phonological Awareness

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Phonological Awareness

• Kindergarten

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Phonological Awareness

• Phonological awareness involves
• segmenting-
• pulling apart spoken words into sounds
• blending-
• putting sounds back together
• manipulating-
• adding, deleing, and substituting these sounds

South Dakota Standards
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Phonological Awareness

• Phonological awareness involves
• segmenting-
• pulling apart spoken words into sounds
• blending-
• putting sounds back together
• manipulating-
• adding, deleing, and substituting these sounds

South Dakota Standards Students are able to
relate letters and sounds, and identify patterns
in word and phases
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Phonemes

• Phonemic awareness specifically focuses on
  individual sounds (known as phonemes) in words
• Phonemes are the smallest units of sound in
  spoken words

/m/ 1st phoneme /a/ 2nd phoneme /t/ 3rd phoneme
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What We Know from Research

• Phonological awareness instruction improves
  childrens understanding of how the words in
  spoken language are represented in print.
• Phonemic awareness helps all children learn to
  read

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What We Know from Research

• Phonemic awareness instruction is most effective
  when children are taught to use letters to
  represent phonemes
• Phonemic awareness also helps preschoolers,
  kindergartners, and first graders learn to spell

Page 4 from Put Reading First Booklet
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Phonological Awareness Continuum
Types Description Examples
Phonemes Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words /k/ /a/ /t/ /sh/ /i/ /p/ /s/ /t/ /o/ /p/
Onsets and Rimes Blending or segmenting the initial consonant or consonant cluster (onset) and he vowel and consonant sounds spoken after it (rime) /m/ /ice/ /sh/ /ake/
Syllables Blending syllables to say words or segmenting spoken words into syllables /mag/ /net/ /pa/ /per/
Sentence Segmentation Segmenting sentences into spoken words The dog ran away. 1 2 3 4
Alliteration Rhyme Producing groups of words that begin with the same initial sound Matching the ending sounds of words Ten tiny tadpoles cat, hat, bat, sat
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Rhyme

• Rhyme

• Match between ending sounds of words
• Use Nursery Rhymes and Other Rhymes

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Ten Cats Have Hats by Jean Marzollo
One bear has a chair, but I have a hat.
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Activites focused on rhymeTen Cats Have Hats by
Jean Marzollo
Two ducks have trucks, but I have a hat.
Picture clue allows them to predict authors
rhyme.
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Activities focused on rhyme The Ants Go
Marching
The ants go marching one by one, Hurrah!
Hurrah! The ants go marching one by one, Hurrah!
Hurrah! The ants go marching one by one, The
little one stops to have some fun, And they all
go down to the ground, To get out of the
sun. Boom! Boom! Boom!
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Activities focused on rhyme The Ants Go
Marching
The ants go marching two by two, Hurrah!
Hurrah! The ants go marching two by two, Hurrah!
Hurrah! The ants go marching two by two, The
little one stops to _____________, And they all
go down to the ground, To get out of the
sun. Boom! Boom! Boom!
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Activities focused on rhyme (oral)
Down by the Bay Did you ever see a whale with
a polka dot tail? The Corner Grocery
Story There were peas, peas walking on their
knees at the store, at the store There was
steak, steak, going shake shake at the store, at
the store Yopp Yopp (1996). Oo-pples
boo-noo-noos Songs activities for phonemic
awareness. Harcourt Bace School Publishers
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Alliteration

• Focus on initial phonemes

• Alliteration

• Steven Kellogg's alphabet book
• Aster Aardvarks Alphabet Adventures

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Alliteration-Big Books
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Sentence Segmentation

• Words in
• Sentences

• Have children count words
• 1 2 3 4
• Say the parts of a sentence

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Syllable Blending and Segmentation

• Syllables

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

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Activities with syllables manipulationClap,
Clap, Clap Your Hands (clues)
Clap, clap, clap your hands, Clap your hands
together. Clap, clap, clap your hands, Clap your
hands together
Snap, Snap, Snap your hands, Snap your hands
together. Snap, Snap, Snap your hands, Snap your
hands together
continue
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Activities with syllables manipulationClap,
Clap, Clap Your Hands (clues)
Say, say, say these parts. Say these parts
together. Say, say, say these parts, Say these
parts together Teacher moun (pause) tain
(children respond, mountain!) Teacher love
(pause) ly (children respond, lovely!) Teacher
un (pause) der (children respond,
under!) Teacher tea (pause) cher (children
respond, teacher!)
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Activities with syllables manipulationHow Many
Syllables (clues)
Tikki Tikki Tembo by Arlene Mosel Clap syllables
in names picture Tingo Tango Mango Tree by
Marcia Vaughan Iguanas name is Sombala Bombala
Rombala Roh Flamingos name is Kokio Lokio Molio
Koh Parrots name is Dillaby Dallaby Doh Turtles
name is Nanaba Panaba Tanaba Goh Bats name is
Bitteo Biteo
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Activities with syllables manipulationHumpty
Dumpty (clues)
Recite Humpty Dumpty rhyme Humpty Dumpty broke
I have some broken words. Lets help put the
words back together again. pop si - cle
Snap the cubes together to say the entire word.
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Activities with syllables manipulationTeacher,
May We? (clues)
Teacher You may jump the number of times as
there are syllables (some teachers say beats or
chunks for syllables) in the bunny. Students
Teacher, may we?
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Onset-RimeBlending and Segmentation

• Onsets
• and
• Rimes

• Onset initial consonant or consonant cluster of
  the word
• Rime vowel and consonants that follow the onset
• In the word ca, the /k/ is the onset and the at
  is the rime

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Activities with onset-rime manipulationGoing on
a Word Hunt (clues)
Teacher Going on a word
hunt! (slap toes) (slap knees)
(slap toes) (slap knees) Students repeat Teacher
Whats this word?
(slap toes) (slap knees) (slap toes) (slap
knees) Students repeat Teacher /m/ (pause) /ap/
pause (slap toes) (slap
knees) Students repeat Together mmmmmmmmmmmap
map! (slide hands from
toes to knee) (slap knees)
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Activities with onset-rime manipulation Make a
Word (letters)
Its a word.
It is not a word.
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Phoneme Blending andSegmentation

• Phoneme
• Blending
• Segmenting
• Words into
• Phonemes

• Listening to a sequence of individual sounds and
  combining them to pronounce a word
• Breaking a word into its individual sounds

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Activities with phoneme manipulationCock-a-doodle
-moo! (oral)
Cock-a-doodle-moo! By Bernard Most
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Activities with phoneme manipulationBag Game
(cues)
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Supporting phonemic awareness development in the
classroom
Hallie Kay Yopp Ruth Helen Yopp The Reading
Teacher Vol.54, No. 2 October 2000
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Using Songs

• Tune to London Bridge
• /b/ is a sound that starts these words
• Ball, bounce, bear, ball, bounce, bear
• /b/ is a sound that starts these words
• Ball, bounce, bear and b_________.

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Using Songs

• Tune to Three Blind Mice
• Buh buh buh, Buh buh, buh
• Hear how it sounds, hear how it sounds.
• It starts with /b/ and it sounds like this
• Buh buh buh, Buh buh, buh

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Using Songs

• Tune to London Bridge
• /K/ is the letter that sounds like kuh,
• Sounds like kuh, sounds like kuh,
• /K/ is the letter that sounds like kuh,
• In words like key, cat, and car!

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Using Songs

• Tune to Jimmy Cracked Corn
• Who has a /d/ word to share with us?
• Who has a /d/ word to share with us?
• It must start with the /d/ sounds!
• Dog is a word that starts with /d/
• Dog is a word that starts with /d/
• Dog is a word that starts with /d/
• Dog stars with the /d/ sound.

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Oo-pples and Boo-noo-noosSongs and Activties
for phonemic Awareness

• Hallie Kay Yopp
• Ruth Helen Yopp

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Say It and Move It
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Phoneme Manipulation

• Working
• with
• Phonemics

• Add /s/ to beginning of pinspin
• Delete /t/ at beginning of traprap
• Substitute /i/ in lip with /a/lap

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Grouping forInstruction

• Small
• Groups

• Teach phonological
• awareness, especially
• phonemic awareness,
• in small groups

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Explicit and SystematicPhonological Awareness
Instruction

• Focus on types of phonological awareness most
  closely associated with beginning reading and
  spelling achievement by linking phonemes to print
• Teach phonological awareness explicitly and
  regularly schedule instruction

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Explicit and Systematic Phonological Awareness
Instruction

• During a lesson, target only one type of
  phonological awareness, such as blending phonemes
  or segmenting words into phonemes
• Begin with easier activities and progress to more
  difficult ones
• Model each activity
• As soon as possible, help children make the
  connection between letters and sounds to read and
  spell words

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Ongoing Practice inPhonological Awareness

• Provide opportunities to practice phonological
  awareness with teacher support and guidance
• Integrate practice in phonological awareness
  throughout the curriculum and school day

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Word Play

• Enhances phonological awareness as children
  practice activities using words an concepts in
  stories and books that are read aloud
• Choose one of your childrens books
• Develop a word play activity for your assigned
  part
• On an index card, write title of book and
  activity
• Post on the wall

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Phonological Awarenessand Phonics
Phonological Awareness
Phonics

• Phonological awareness instruction helps children
  make the connection between letters and sounds
• During reading and spelling activities, children
  begin to combine their knowledge of phonological
  awareness and phonics

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Taking a Closer Look

• Phonological awareness instruction is addressed
  in different types of published programs
• Comprehensive core reading programs
• Supplementary phonological awareness programs

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Consider DiversityEnglish Language Learners

• Capitalize on native language ability
• Teach blending, segmenting, and manipulating
  individual phonemes and syllables
• Accept oral approximations
• Focus on words children already know

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Progress MonitoringPhonological Awareness
Verify
Identify
Specify
Recognize
Results of individual administered reading
inventories can help you make informed
instructional decisions
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Remember