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Phonemic Awareness:. Teach it, and they will learn. Objective: Today we will define and practice the skills of phonemic awareness to ensure that our teaching is focused and intentional. Agenda: define terms/consult the research M & M Activity
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Phonemic Awareness: Teach it, and they will learn.
Objective: Today we will define and practice the skills of phonemic awareness to ensure that our teaching is focused and intentional.
Agenda: • define terms/consult the research • M & M Activity • define and practice the skills of phonemic awareness • explore where and how phonemic awareness is taught within the program • refine our teaching practices so that our teaching becomes INTENTIONAL
Phonological Awareness phonemic awareness words syllables rhymes onsets and rimes
Phoneme & Phonemic Awareness Phoneme: The smallest part of spoken language that makes a difference in the meaning of words. Examples: the word at has two phonemes (/a/ /t/); check hasthree phonemes (/ch/ /e/ /k/), and spot has four phonemes (/s/ /p/ /o/ /t/). Phonemic Awareness: The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words.
Why is phonemic awareness important? Research shows . . . “Phoneme awareness is the single best predictor of reading success between kindergarten and second grade.” (Adams, Stanovich, 1995) “Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.” (Stanovich, 1993) “Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level.” (Juel, 1994)
ALWAYS OFTEN SOMETIMES NOT YET M & M Activity Can I define or model this skill and locate it within the program? Phoneme substitution Phoneme isolation Phoneme identity Phoneme deletion Phoneme segmentation Phoneme addition Phoneme categorization Phoneme blending
Phoneme Isolation Children recognize individual sounds in words. Teacher: What is the first sound in lion? Child: The first sound is /l/. (house, zebra) Teacher: What is the first sound in _____? Child: The first sound is / /. Define and Practice
Phoneme Identity Children recognize the same sounds in different words. Teacher: What sound is the same in monkey, mice, mat? Child: The sound, /m/, is the same. bat, ball, butterfly tiger, toothbrush, two Teacher: What sound is the same in _____? Child: The sound, / /, is the same.
Phoneme Categorization Children recognize the word in a set of three or four words that has the “odd” sound. Teacher: Which sound doesn’t belong? turkey, turtle, pencil. Child: Pencil does not belong. Teacher: Which sound doesn’t belong? (lamp, hand, ladder – clown, balloon, bicycle) Child: _____ does not belong.
Phoneme Blending Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Teacher: What word is /w/ /i/ /g/ ? Child: /w/ /i/ /g/ is wig. (bike, pen) Teacher: What word is / / / / / / ? Child: / / / / / / is _____.
Phoneme Segmentation Children break a word into its separate sounds, saying each sound as they tap out or count it. Teacher: How many sounds are in sock? Child: /s/ /o/ /k/. Three sounds. (nose, shark) Teacher: How many sounds are in _____? Child: / / / / / / . _____ sounds.