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Phonological Awareness

Outcomes. Describe phonological awareness and why it is important to beginning reading successBecome familiar with documented effective principles that guide phonological awareness instructionIdentify principles for assessment of phonological awareness. Clarifying Terms. Phonological Awareness

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Phonological Awareness

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    1. Materials: Phonological awareness presentation/slides Nevada Reading Academy Binder (Section 2) Phonological Awareness Activity Cards (pages 1-4 of section 2 in the Academy Binder) (1 set for each small group) Post-It notes (small and large sizes for each table) Translucent counters (3-5 for each participant) Say It and Move It Cards (page 10 of section 2 in the Academy Binder) (1 for each participant) Elkonin Sound Boxes (page 13 of section2 in the Academy Binder) (1 for each participant) Books: Phonemic Awareness in Young Children: A Classroom Curriculum by Adams, Foorman, Lundberg, & Beeler and Road to the Code: A Phonological Awareness Program for Young Children by Blachman, Ball, Black, & Tangel Estimated Time: 90 minutes Materials: Phonological awareness presentation/slides Nevada Reading Academy Binder (Section 2) Phonological Awareness Activity Cards (pages 1-4 of section 2 in the Academy Binder) (1 set for each small group) Post-It notes (small and large sizes for each table) Translucent counters (3-5 for each participant) Say It and Move It Cards (page 10 of section 2 in the Academy Binder) (1 for each participant) Elkonin Sound Boxes (page 13 of section2 in the Academy Binder) (1 for each participant) Books: Phonemic Awareness in Young Children: A Classroom Curriculum by Adams, Foorman, Lundberg, & Beeler and Road to the Code: A Phonological Awareness Program for Young Children by Blachman, Ball, Black, & Tangel Estimated Time: 90 minutes

    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 Welcome! After participating in this session of the Nevada Reading Academy, you will be able to: Describe phonological awareness and why it is important to beginning reading success; Become familiar with documented effective principles that guide phonological awareness instruction; and Identify principles for assessment of phonological awareness. [1 minute]Welcome! After participating in this session of the Nevada Reading Academy, you will be able to: Describe phonological awareness and why it is important to beginning reading success; Become familiar with documented effective principles that guide phonological awareness instruction; and Identify principles for assessment of phonological awareness. [1 minute]

    3. Clarifying Terms Phonological Awareness OR Phonemic Awareness Many teachers are confused about the terms phonological awareness and phonemic awareness. So we’ll define them both. [1 minute]Many teachers are confused about the terms phonological awareness and phonemic awareness. So we’ll define them both. [1 minute]

    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 Phonological awareness it a broad term that includes understanding the different ways oral language can be divided into smaller components and manipulated. It includes the ability to isolate sentences into words, words into syllables, onset and rime, and individual phonemes in oral language. [1 minute]Phonological awareness it a broad term that includes understanding the different ways oral language can be divided into smaller components and manipulated. It includes the ability to isolate sentences into words, words into syllables, onset and rime, and individual phonemes in oral language. [1 minute]

    5. Phonemic Awareness Falls Under the Phonological Awareness Umbrella In a sense, phonological awareness is the “umbrella” above the ways language can be divided. As you can see, phonemic awareness falls under the larger “umbrella” of phonological awareness. [1 minute]In a sense, phonological awareness is the “umbrella” above the ways language can be divided. As you can see, phonemic awareness falls under the larger “umbrella” of phonological awareness. [1 minute]

    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) Phonemic awareness focuses on sounds in words. Research indicates that phoneme awareness is the most critical aspect of phonological awareness for learning to read. [1 minute]Phonemic awareness focuses on sounds in words. Research indicates that phoneme awareness is the most critical aspect of phonological awareness for learning to read. [1 minute]

    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/ Phonemic awareness involves hearing the smallest units of sound in words known as phonemes. The word man has 3 phonemes: /m/ /a/ /n/. The word check also has 3 phonemes: /ch/ /e/ /k/. [1 minute]Phonemic awareness involves hearing the smallest units of sound in words known as phonemes. The word man has 3 phonemes: /m/ /a/ /n/. The word check also has 3 phonemes: /ch/ /e/ /k/. [1 minute]

    8. Phonemic Awareness Involves Segmenting Pulling apart spoken words into sounds Blending Putting sounds back into words Manipulating Adding, deleting, and substituting sounds Phonemic awareness involves: Segmenting (pulling apart) spoken words into sounds; Blending (putting sounds back together); and Manipulating (adding, deleting, and substituting) sounds. [1 minute]Phonemic awareness involves: Segmenting (pulling apart) spoken words into sounds; Blending (putting sounds back together); and Manipulating (adding, deleting, and substituting) sounds. [1 minute]

    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 We’ll take some time to read an article by Hallie Kay Yopp and Ruth Helen Yopp. Find the article entitled “Supporting Phonemic Awareness Development in the Classroom” beginning on page 17 of section 2 in your Academy Binder. Everybody will read pages 130-135 to get a general overview of phonemic awareness. The remaining portion of the article describes instructional activities that promote phonemic awareness. At your table, number off from one to four. [Have participants read their assigned portion of the article.] [Have participants teach several of the items to the people at their table.] [Some of the children’s books mentioned in the article are available in the presenter’s kit for participants to use in their presentations.] [30-35 minutes]We’ll take some time to read an article by Hallie Kay Yopp and Ruth Helen Yopp. Find the article entitled “Supporting Phonemic Awareness Development in the Classroom” beginning on page 17 of section 2 in your Academy Binder. Everybody will read pages 130-135 to get a general overview of phonemic awareness. The remaining portion of the article describes instructional activities that promote phonemic awareness. At your table, number off from one to four. [Have participants read their assigned portion of the article.] [Have participants teach several of the items to the people at their table.] [Some of the children’s books mentioned in the article are available in the presenter’s kit for participants to use in their presentations.] [30-35 minutes]

    10. A Continuum of Difficulty Phonological awareness develops over time from less complex to more complex skills. It begins with rhyme and alliteration (the least complex task) and moves to phonemic awareness (the most complex task). Since phonemic awareness is the most complex, students who might need experiences with less complex tasks before they can manipulate sounds in individual words. [Distribute the Phonological Awareness Activity Cards.] For each activity, determine the stage from the continuum, write the name of the stage on a Post-It note, and place it on the activity card. After we’re all finished we’ll see how well you did! Copies of each card are also located on pages 1-8 of section 2 in your Academy Binder. [10-15 minutes]Phonological awareness develops over time from less complex to more complex skills. It begins with rhyme and alliteration (the least complex task) and moves to phonemic awareness (the most complex task). Since phonemic awareness is the most complex, students who might need experiences with less complex tasks before they can manipulate sounds in individual words. [Distribute the Phonological Awareness Activity Cards.] For each activity, determine the stage from the continuum, write the name of the stage on a Post-It note, and place it on the activity card. After we’re all finished we’ll see how well you did! Copies of each card are also located on pages 1-8 of section 2 in your Academy Binder. [10-15 minutes]

    11. Rhyme and Alliteration Rhyme Match between the ending sounds in words Alliteration Match between the initial phonemes in words Now we’ll take a closer look at each of the activity cards and determine what type of phonological awareness is involved for each one. Rhyme and alliteration involves words that share a common feature or sound at the end (rhyme) or the beginning (alliteration). [Activity Cards: Catch a Rhyme and Describe It.] [1 minute]Now we’ll take a closer look at each of the activity cards and determine what type of phonological awareness is involved for each one. Rhyme and alliteration involves words that share a common feature or sound at the end (rhyme) or the beginning (alliteration). [Activity Cards: Catch a Rhyme and Describe It.] [1 minute]

    12. Sentence Segmentation Students count words in sentences Sentence segmentation involves isolating the words in individual sentences. Students can us counters to move as they say each word. [Activity Card: One at a Time.] [1 minute]Sentence segmentation involves isolating the words in individual sentences. Students can us counters to move as they say each word. [Activity Card: One at a Time.] [1 minute]

    13. Syllable Blending and Segmentation Blending syllables together to form words Segmenting words into syllables Syllable blending involves blending syllables together to form words. Segmenting syllables involves isolating the syllables in words. [Activity Card: What’s in a Name?] [1 minute]Syllable blending involves blending syllables together to form words. Segmenting syllables involves isolating the syllables in words. [Activity Card: What’s in a Name?] [1 minute]

    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 Onset-rime blending and segmentation involves isolating and blending onsets and rimes in words. [Activity Card: Sound Blocks.] [1 minute]Onset-rime blending and segmentation involves isolating and blending onsets and rimes in words. [Activity Card: Sound Blocks.] [1 minute]

    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/. Phoneme blending, segmentation, and manipulation involves the sequence of sounds in words. [Activity Cards: Change that Tune, Round and Round We Go, and Sound by Sound.] [1 minute] Phoneme blending, segmentation, and manipulation involves the sequence of sounds in words. [Activity Cards: Change that Tune, Round and Round We Go, and Sound by Sound.] [1 minute]

    16. Practice Activities for Phoneme Manipulation Let’s practice two phoneme manipulation activities. Find a partner so that each of you can become “experts” at one activity. One of the partners will read through the “Say It and Move It Activity” found on pages 9-10 in section 2 of your Academy Binder. The other partner will read through “Elkonin Sound Boxes” on pages 11-13 in section 2 of your Academy Binder. Spanish versions are available on pages 14-15 in section 2 of your Academy Binder. Once partners are familiar with the activity, you will teach each other how to do the activity. [10 minutes]Let’s practice two phoneme manipulation activities. Find a partner so that each of you can become “experts” at one activity. One of the partners will read through the “Say It and Move It Activity” found on pages 9-10 in section 2 of your Academy Binder. The other partner will read through “Elkonin Sound Boxes” on pages 11-13 in section 2 of your Academy Binder. Spanish versions are available on pages 14-15 in section 2 of your Academy Binder. Once partners are familiar with the activity, you will teach each other how to do the activity. [10 minutes]

    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 Children learn about the alphabetic principle; understanding the left-to-right sequence of letters in a written word are represented in the sequence of phonemes in spoken words. Phonemic awareness helps students learn to read. This is true for all students from all SES levels, including preschoolers, kindergartners, first grades, ELL students, and older struggling readers. Teaching sounds along with letters helps students see how phonemic awareness relates to reading and writing. Children who have phonemic awareness use their knowledge of letter sounds as they spell and decode words. [1 minute]Children learn about the alphabetic principle; understanding the left-to-right sequence of letters in a written word are represented in the sequence of phonemes in spoken words. Phonemic awareness helps students learn to read. This is true for all students from all SES levels, including preschoolers, kindergartners, first grades, ELL students, and older struggling readers. Teaching sounds along with letters helps students see how phonemic awareness relates to reading and writing. Children who have phonemic awareness use their knowledge of letter sounds as they spell and decode words. [1 minute]

    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 Research indicates that small-group instruction is more effective than individual and whole-group in helping students acquire phonemic awareness. Small group instruction seems to be more effective because students benefit from listening to their peers and having more opportunities to participate. [1 minute] Research indicates that small-group instruction is more effective than individual and whole-group in helping students acquire phonemic awareness. Small group instruction seems to be more effective because students benefit from listening to their peers and having more opportunities to participate. [1 minute]

    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 Some students will acquire phonological awareness as they learn to read and some will not. Focus on the aspects of phonological awareness that closely match the types of reading and spelling of emergent readers and writers. Children at risk for reading difficulties tend to have poor phonemic awareness. Explicit instruction in phonemic awareness is critical to their reading success. [1 minute] Some students will acquire phonological awareness as they learn to read and some will not. Focus on the aspects of phonological awareness that closely match the types of reading and spelling of emergent readers and writers. Children at risk for reading difficulties tend to have poor phonemic awareness. Explicit instruction in phonemic awareness is critical to their reading success. [1 minute]

    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 During a lesson target only one type of phonological awareness. Use words students know and are easy to work with. Begin with easier activities and progress to more difficult ones. Some activities will be simply oral, such as songs, chants, and rhymes. Others will use concrete objects and manipulatives, such as counters, blocks, fingers, puppets, and pictures. Model each activity. Help students make the connection between letters and sounds as soon as possible. Practice, practice, practice! Make it fun! [1 minute] During a lesson target only one type of phonological awareness. Use words students know and are easy to work with. Begin with easier activities and progress to more difficult ones. Some activities will be simply oral, such as songs, chants, and rhymes. Others will use concrete objects and manipulatives, such as counters, blocks, fingers, puppets, and pictures. Model each activity. Help students make the connection between letters and sounds as soon as possible. Practice, practice, practice! Make it fun! [1 minute]

    21. Phonological Awareness and 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 As soon as letters are added to a phonological awareness activity, it becomes a phonics activity. 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. [1 minute] As soon as letters are added to a phonological awareness activity, it becomes a phonics activity. 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. [1 minute]

    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 ELL students may have phonological awareness in heir native language. Those skills can be applied to learning English as well. Children may borrow sounds from their native language that closely match the sounds of English. Teach phonological awareness in a meaningful context. Make sure the vocabulary is known to the students. Use read alouds, poems, or stories to connect phonological awareness instruction to things students already know. [1 minute] ELL students may have phonological awareness in heir native language. Those skills can be applied to learning English as well. Children may borrow sounds from their native language that closely match the sounds of English. Teach phonological awareness in a meaningful context. Make sure the vocabulary is known to the students. Use read alouds, poems, or stories to connect phonological awareness instruction to things students already know. [1 minute]

    23. Progress Monitoring Monitor each child’s 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 Find the handout “Progress Monitoring” on page 16 of section 2 in your Academy Binder. Progress monitoring: Monitor each child’s progress; Verify that students are learning; Results from assessments help make informed instructional decisions; ELL students may have phonological awareness in their native langue but not English; and Difficulty with phonological awareness is one of the characteristics associated with reading difficulties. [1 minute] Find the handout “Progress Monitoring” on page 16 of section 2 in your Academy Binder. Progress monitoring: Monitor each child’s progress; Verify that students are learning; Results from assessments help make informed instructional decisions; ELL students may have phonological awareness in their native langue but not English; and Difficulty with phonological awareness is one of the characteristics associated with reading difficulties. [1 minute]

    24. Phonemic Awareness Progress Check Find the handout “Phonemic Awareness Progress Check” on page 17 of section 2 of your Academy Binder. This is an open-ended assessment designed to help teachers monitor their students’ progress. In order to use the assessment, brainstorm a list of words with two, three, and four phonemes. Begin by working with three sample words. Provide any assistance the child might need on the practice items. Administer the assessment individually, asking the student to tell you the phonemes in each word. Do not provide any assistance on the test items. [Have participants brainstorm words with two, three, and four phonemes that they might use on the assessment.] [5 minutes]Find the handout “Phonemic Awareness Progress Check” on page 17 of section 2 of your Academy Binder. This is an open-ended assessment designed to help teachers monitor their students’ progress. In order to use the assessment, brainstorm a list of words with two, three, and four phonemes. Begin by working with three sample words. Provide any assistance the child might need on the practice items. Administer the assessment individually, asking the student to tell you the phonemes in each word. Do not provide any assistance on the test items. [Have participants brainstorm words with two, three, and four phonemes that they might use on the assessment.] [5 minutes]

    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) The National Reading Panel states: “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.” [1 minute]The National Reading Panel states: “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.” [1 minute]

    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 Two excellent resources for teachers are Phonemic Awareness in Young Children: A Classroom Curriculum by Adams, Foorman, Lundberg, & Beeler and Road to the Code: A Phonological Awareness Program for Young Children by Blachman, Ball, Black, & Tangel. Both books provide a brief but detailed summaries of the benefits of phonemic awareness instruction. Each book includes sequential and detailed lessons for classroom teachers. [Also call attention to the article Be a good detective: Solve the case of oral reading fluency on pages 8-13 in section 4 of the binder.] [1 minute] Two excellent resources for teachers are Phonemic Awareness in Young Children: A Classroom Curriculum by Adams, Foorman, Lundberg, & Beeler and Road to the Code: A Phonological Awareness Program for Young Children by Blachman, Ball, Black, & Tangel. Both books provide a brief but detailed summaries of the benefits of phonemic awareness instruction. Each book includes sequential and detailed lessons for classroom teachers. [Also call attention to the article Be a good detective: Solve the case of oral reading fluency on pages 8-13 in section 4 of the binder.] [1 minute]

    27. Time to Reflect One thing I’ve learned One thing I’ll try in my classroom One thing I’d like to know more about Let’s debrief our experiences from this session. [As a whole group, in small groups, or individually, ask participants to reflect on their learning by responding to the questions.] [5-10 minutes]Let’s debrief our experiences from this session. [As a whole group, in small groups, or individually, ask participants to reflect on their learning by responding to the questions.] [5-10 minutes]

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