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Phonological Awareness. Jolene Ahlschwede, FDLRS Parent Specialist. Phonological Awareness is the first building block in beginning reading. Five important components that support growth of reading skills. Five Components: Phonological Awareness Phonics Fluency

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phonological awareness

Phonological Awareness

Jolene Ahlschwede, FDLRS Parent Specialist

five important components that support growth of reading skills
Five important components that support growth of reading skills
  • Five Components:
    • Phonological Awareness
    • Phonics
    • Fluency
    • Vocabulary
    • Comprehension Strategies
what is phonological awareness
What is phonological awareness?

Phonological awareness is an oral

language skill that involves:

  • Ability to notice
  • Think about
  • Manipulate the sounds of our language
phonological awareness5
Phonological awareness

Phonological awareness also involves:

  • Rhyme
  • Alliteration
  • Awareness of words in sentences
  • Syllable awareness

Alvin alligator always asks Alice if she likes ants.

why is phonological awareness is important
Why is phonological awareness is important?
  • Weak skills in phonological awareness are a primary cause for reading difficulties
  • Students need solid phonemic awareness training for phonics instruction to be effective
children and reading
Children and reading

Children entering first grade weakin

phonemic awareness

  • have difficulty “cracking the code” of written language
  • Rely too much on guessing
  • Do not read independently
  • Remain inaccurate in their reading
skills your child needs
Skills your child needs
  • Rhyme and rhythm
  • Parts of a word
  • Sequence of sounds
  • Separation of sounds
  • Manipulation of sounds
rhyme and rhythm
Rhyme and rhythm

Hearing and identifying similar

word patterns

  • Sing or say nursery rhymes and songs
  • Play word games –”How many words can you say that rhyme with fox? Bill?”
  • Read a story-ask child to listen for words that begin with same sound
parts of a word
Parts of a word

Blending individual sounds to form a

word

  • Ask child, “What word is /b/ /i/ /g/?”

(big) (Say each soundin the word)

  • Clap each sound in a word
  • Have child hold up one finger for each sound d – o – g , then “say it fast” - dog

/d/ /o/ /g/ dog

sequence of sounds
Sequence of sounds

Identify beginning, middle and ending

of sounds in a word.

  • Listen for beginning sounds in children’s names
  • Sort out objects and pictures by beginning, middle, and ending sounds
  • Ask, “Which one doesn’t belong?

Cup cat mouse(different first sound)

separation of sounds
Separation of sounds

Breaking words apart into individual

sounds

  • Use manipulatives (chips, blocks, pretzels, coins etc) when counting sounds
  • “What sounds do you hear in hat? (Say each sound, not letter name)

hat

h

a

t

manipulation of sounds
Manipulation of sounds

cap

Substituting beginning, middle, and

ending sounds of a word.

  • “Say bug, now change /b/ to /t/ - what word do you have? Tug”
  • “Say cap, now change /p/ to /t/ - what word do you have? Cat”

Omitting beginning, middle, and

ending sounds of a word

  • “Say smile without /s/, what’s the new word?” mile

cat

read read read
Read, Read, Read

To your child 15 minutes every day!!

Have Fun!!

for more information
For More Information
  • National Institute for Literacy
  • 1-800-228-8813
  • EdPubOrders@aspensys.com
  • www.nifl.gov