PHONOLOGICAL & PHONEMIC AWARENESS

1. PHONOLOGICAL&PHONEMIC AWARENESS The Foundations of Successful Reading, Writing, & Spelling Diana Hanbury King Fellow/A.O.G.P.E

2. PHONOLOGICAL AWARENESSWhat is it? • A metalinguistic* awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, onset-rime units, & phonemes • *Refers to an acquired awareness of (the study of) oral language structure & function that allows one to reflect on & consciously manipulate the language • Is a more encompassing term than phoneme (phonemic) awareness • An “umbrella” term

3. PHONEMIC AWARENESSWhat is it? • It refers to the ability to identify, segment, & manipulate phonemes in words • Phonemes = smallest units constituting spoken language • English consists of about 40 – 52 phonemes • Only a few words have only one phoneme (ex. A, I) • Most words consist of a blend of phonemes ex. go = 2 phonemes check = 3 phonemes (5 letters) stop = 4 phonemes • Phonemes are different than graphemes (units of written language, which represent phonemes in the spelling of words)

4. PHONOLOGICAL AWARENESS Concepts Continuum blending & segmenting individual phonemes (by end of K) onset-rime, blending, & segmentation syllable segmentation & blending More Complex Activity sentence segmentation generating rhyming words rhyming same/different PHONEMIC AWARENESS Less Complex Activity

5. PHONEMIC AWARENESSConcepts Continuum deletion segmentation More Complex Activity blending categorization identity isolation Less Complex Activity Remember: A phoneme is the smallest unit of sound in a word; man = /m/ /a/ /n/ 1 2 3

6. PHONEMIC AWARENESS TASKS • Isolation: requires recognizing individual sounds in words; initial first, then final, then medial • Ex: Tell me the 1st sound in pan = /p/ • Identity: requires recognizing the common sound in different words • Ex: Tell me the sound that is the same in bike, boy, & bell. = /b/ • Categorization: requires recognizing the word with the odd sound in a sequence of 3 or 4 words • Ex: Which word does not belong? Bus, bun, rug? • Blending: requires listening to a sequence of separately spoken sounds & combining them to form a recognizable word • Ex: What word is /p/ /o/ /t/ ? /t/ /r/ /a/ /p/ ? • Segmentation: requires breaking a word into its sounds by tapping out or counting the sounds or by pronouncing & positioning a marker for each sound • Ex: How many phonemes are there is ship? 3 = /sh/ /i/ /p/ • Deletion: requires recognizing what word remains when a specific phoneme is removed • Ex: What is smile without the /s/? mile

7. PHONEMIC AWARENESSDeletion Concepts Continuum phoneme reversal pat - tap 2nd phoneme in initial blend brake – bake (by end of 3rd) initial phoneme in initial blend trap - rap final phoneme same – say (by end of 1st) initial phoneme boat - oat Increasing complexity of deletion tasks

8. Phonemic awareness & letter recognition is important! • Research studies have identified phonemicawareness & letter knowledge as the 2 best school entry predictorsof how well children will learn to read during their first 2 years in school • It improves children’s ability to read (including word reading, pseudo-word reading, & reading comprehension) & spell in both the short & long term • The structure of the English writing system is alphabetic • Discovering phonemic units requires instruction to learn how the system works • Spoken language is seamless; there are no breaks in speech signaling where 1 phoneme ends & the next one begins • Rather phonemes are folded into each other & are coarticulated

9. Best if use letters when teaching phonemic awareness • Characteristics of the letters must be learned so children can use them to acquire phonemic awareness • Name – the name never changes • Shape – depends on case & font • Sound – some letters make more than one sound; Ex: ch = /ch/, /k/, /sh/ • Characteristics of letters need to be over-learned so children can work with them automatically to read & spell words • Teaching children to manipulate phonemes with letters helps children apply their new skills to reading & writing.

10. Daily Clapping Exercise

11. Which students benefit in their reading from PA instruction? • Preschoolers, kindergarteners, 1st graders • Beginners who are low in PA & thus at risk for developing reading problems • Older disabled readers who already have reading problems • Children from all socio-economic levels • Students taught English as a 2nd language for speaking, reading, & writing

12. Which methods of teaching PA have the greatest impact on learning to read? • Instruction should be focused on 1 or 2 skillsuntil they are mastered, before adding more skills • Instruction must be suited to student’s level of development • Manipulating phonemes with letters helps children make the connection between PA skills & its application to reading • Explicit teaching of PA skills & how it is connected to reading is important; not incidental PA instruction

13. Who, what, where, when, &how often? • Classroom teachers with training can teach PA effectively • Children should be screened for their PA ability at the beginning of kindergarten, 1st grade, & if a child is having difficulty learning to read • Small groups are the best way to teach PA to children rather than whole class or 1:1 • Sessions should not exceed 25 minutes • Sessions should occur daily, for a total of 5 – 18 hours cumulatively per week

14. REMEMBER! • Some children will have acquired phonological awareness by mid-kindergarten, but many won’t • For instructional planning, it’s important to determine what children know & to monitor what they learn • Informal & formal instruction & assessment should be ongoing

15. Example of a Monitoring Tool Success Indicators 2: Consistently completes task correctly & pronounces all words without distortion 1: Completes a few words correctly 0: No evidence child can perform task: repeats segmented words without pronouncing them normally

16. Phonological Awareness Activity Do These Words Rhyme? Task Definition • Child tells if the words rhyme when asked, “Does everything sound the same except for the 1st sound?” • Teacher ask question asked after each set of words given • Teacher says words that rhyme & sound the same except for the first sound (the onset) - hit/sit, ten/pen • Teacher says words that have different ending sounds (the rime) - go/top, him/but, now/nap • Teacher says words that rhyme with words that don’t rhyme - light/bite, tall/toe, day/say, rip/bag • Cued rhyming • The song very __________. • The bear sat in the _________.

17. Phonological Awareness Activity Odd One Out Beginning sound

18. Phonological Awareness Activity Odd One Out End sound

19. Phonological Awareness Activity Odd One Out Identify picture name that does not rhyme with the others

20. Phonological Awareness Activity Rhyming Generation Task Definition • Student is able to echo a word & generate words that rhyme with it • Teacher says a word - light • Student take turns naming rhyming words - bite - right - sight - kite - height

21. Phonological Awareness Activity Sentence Segmentation Task Definition • Child eliminates one word at a time, showing they have the concept of what a word is • Teacher reads each sentence starting with shorter sentences first • Students take turns saying just part of the sentence • EX: Teacher: The dog jumps. Student: The dog Teacher: Good. Now say part of that. Student: The Teacher: Good for you!

22. Phonological Awareness Activity Counting Words in a Sentence Task Definition • Student counts the number of words in a given sentence • Teacher gives each student 5-7 blocks of the same size & color, placed in a straight line • Teacher reads a sentences - The dog ran. • Student echoes the sentence; as student echoes the sentence, he points to or moves a block as he says each word • Student tells the number of words in the sentence - 3

23. Segmenting Compound Words Phonological Awareness Activity Task Definition • Child will identify the 2 basewords in a compound word, thereby showing that words are made up of parts • Teacher says a word - baseball • Student echoes the word & names the two words he hears in each compound word - base & ball

24. Phonological Awareness Activity Segmenting Syllables Task Definition • Child will say each syllable he hears in a word • Teacher says a word, starting with two-syllable words & later increasing # of syllables - magnet • Student echoes the word & then names each syllable he hears in the word - magnet - mag & net

25. Phonological Awareness Activity Segmenting Syllables

26. Phonemic Awareness Activity Saying & Blending Phonemes Task Definition – Say It & Move It • Child will be able to repeat the phonemes & move counter down into a left to right sequence • Each student is given three identical markers & a card; markers are put on picture • Teacher says a sound or sequence of sounds - /i/ /t/ • Student repeats the sounds - /i/ /t/ • Student says the sound(s) again & moves each marker down to the arrow at the bottom of the card as he says each sound; counters are placed in a left to right sequence on the arrow • If the sounds make a word, see if the student can say the word after he has moved all the markers • Once the student can identify the difference between consonant & vowel sounds, use a different color for the vowel phoneme

27. Say it & Move it Task The picture is just a place for student to put the counting chips; it is not related to the blended word.

28. Say it & Move it Task The picture is just a place for student to put the counting chips; it is not related to the blended word.

29. Phonemic Awareness Activity Isolating Phonemes Task Definition • Child will recognize initial sound in a word • Teacher says a word; asks tell me the first sound in the word - sit • Student echoes the word & says the initial sound -/s/

30. Phonemic Awareness Activity Isolating Final Phonemes Task Definition • Child will recognize final sound in a word • Teacher says a word; asks tell me the last sound in the word - pin • Student echoes the word & says the final sound -/n/

31. Phonemic Awareness Activity Identifying Phonemes Task Definition • Child will recognize the common sound in different words • Teacher says three words -bike, boy, bell • Teacher asks student to say the sound that is the same in each word • Student says the sound -/b/

32. Phonemic Awareness Activity Categorizing Phonemes Task Definition • Child will recognize the word with the odd initial sound in a sequence of 3 or 4 words • Teacher says 3 words -bus, bun, rug • Teacher asks - which word does not begin with the same sound? • Student says the word & what is different • rug, because bus & bun begin with /b/, & rug begins with /r/

33. Phonemic Awareness Activity Blending Phonemes Task Definition • Child will listen to a sequence of separately spoken sounds & combine them to form a recognizable word • Teacher says a sequence of sounds - /a/ /t/ • Student echoes the sequence & blends the phonemes together to form a word; student pronounces the word -/a/ /t/ --- at • Say it & move it cards can be used or use sound tapping with hand or fingers

34. Phonemic Awareness Activity Blending & Segmenting Words Task Definition – Say it & Move It • Child will say individual phonemes & blend them into words • Teacher gives each student three identical counters & a card • Teacher says a word -sip • Student echoes the word -sip • Student unblends the word; he moves a counter down to the arrow as he says each sound in the word; counters are placed in a left to right sequence -/s/ /i/ /p/ • Student says the word again after he has moved all the markers

35. Phonemic Awareness Activity Blending & Segmenting Words

36. Phonemic Awareness Activity Segmenting Words Task Definition • Child will break a word into its sounds by tapping out & counting the sounds, or by positioning a marker for each sound • Teacher gives each student a “read the picture card”, & three markers (letters are placed on each marker only if child knows the phoneme that goes with each letter) • Student names the picture on the card • Student unblends the sound in the word • Student says the word again • Student says the sounds as he moves the appropriate markers in sequence to bottom of the page, one marker in each box • Students touches & name the letters in sequence when markers have been moved & then reads the word

37. Read the Picture Card* *Also known as Elkonin Cards

38. Read the Picture Card* *Also known as Elkonin Cards

39. Phonemic Awareness Activity Phoneme Deletion Task Definition • Child will say what word remains after a specific phoneme is removed • Teacher says a word - make • Student echoes word - make • Teacher says - now say the word without saying /k/ • Student says - may • Exercise increases in difficulty, deleting initial sound, then one phoneme in an initial blend, & then a final blend • J. Rosner’s Test of Auditory Analysis Skills (TAAS) is a deletion task measuring this ability from K – 3rd grade

40. Phonemic Awareness Activity Phonemes Reversal Task Definition • Child will recognize what word is formed when the phonemes in a given word are reversed • Teacher says a word - tap • Student repeats the word - tap • Teacher says - now say it again but this time with the phonemes reversed in order, the last phoneme is first, etc • Student says the new word - pat • Now you try one - snake

41. T.C.C.C. • Tutor writes word • Student traces word saying each letter • Student copies word saying each letter • Student writes word saying each letter with all models covered • Student writes word with eyes closed or averted saying each letter

42. T.C.C.C. Trace - Copy - Cover - Closed • Tutor writes word • Student traces word saying each letter • Student copies word saying each letter • Student writes word saying each letter with all models covered • Student writes word with eyes closed or averted saying each letter

43. RESOURCES • Adams, Marilyn J, et al. (1998) Phonemic Awareness in Young Children. Baltimore: Paul H. Brookes Publishing Co. • Reading Strategies & Activities Resource Book For Students At Risk for Reading Difficulties, Including Dyslexia. (2004) http://www.texasreading.org • Reading Readiness (K & 1st). Neuhaus Education Center. http://www.neuhaus.org; 713-664-76676 • Plastic capital & lowercase letters • ABECEDARIAN, 9311 Claridge Drive, Houston, TX 77031; 713-774-0383 • Robertson, C. & W. Salter. (1995). The Phonological Awareness Book. E. Moline, IL: LinguiSystems. • Road to the Code. • Sounds Abound.