Transcript No Slide Title

Early Literacy Pop Quiz for Early Childhood
Professionals:
Phonological Awareness
Barbara Reed M.Ed
Head Start Region X Quality Center
May 2003
Purpose of this pop quiz
• To give you an opportunity to assess how well you know
the concepts of phonological awareness.
• To give you practice with the terminology of phonological
awareness.
• To review with you the developmental progression of
phonological awareness in children.
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(Skip the next three slides if you are
familiar with these definitions:)
• Phonology The sound system of language
• Phonological awareness ability to hear the sounds in a
language apart from the meaning of that language.
• Phoneme Smallest linguistic sound in a word (the sound
produced by a letter or letter group).
• Phonemic awareness The insight that every word can be
conceived of as a sequence of phonemes.
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Developmental progression of
phonological awareness:
• Rhyming Recognition or production of words whose
endings sound alike, e.g. “Hickory Dickory”
• Alliteration Recognition or production of words with
common initial sounds, e.g. “Dickory Dock”
• Segmentation Separation of sentences or words into
smaller parts, e.g. “little” becomes “lit tle”when
segmented into syllables
• Blending Combining sounds to form words
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Combining phonological awareness
and print awareness:
• Alphabetic principal: Units of sound in speech are
represented by written letters.
• Phonics: A system for teaching reading by matching the
sounds of speech with letters.
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Pop Quiz
(answers follow each question)
1. Phonological awareness is one facet of an
intentional early literacy curriculum for children
3-5. What are two other important facets?
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1.
•
Print/Book Awareness
•
Language Development
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2. Phonological awareness is: (choose one)
• a - the awareness of the differences in sounds in the
environment
• b - the awareness of what sound a letter stands for in
written words
• c - the ability to hear the sounds in a language apart from
the meaning of that language
• d - all of the above
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2.
• c - the ability to hear the sounds in a language apart from
the meaning of that language.
• For example, to recognize that fox and box sound alike, or
that soap and socks start with the same sound, or that the
statement “Mary had a little lamb”” is made up of five
different words.
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3. Phonological awareness is an important
foundation skill to reading because:
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3.
• Children need to understand that spoken language is made
up of separate sounds so they can later “sound out”
written words.
• The performance of kindergartners on tests of phonological
awareness is a strong predictor of their future reading
achievement.
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4. Check which of the following are phonological
awareness activities:
• ___ writing the first letter of your name
• ___ singing songs that rhyme
• ___ learning the names of letters in the alphabet
• ___ clapping out the syllables in your name
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4.
• ___ writing the first letter of your name
•  singing songs that rhyme
• ___ learning the names of letters in the alphabet
•  clapping out the syllables in your name
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5.
True or False?
• In most children, an awareness of the phonological
structure of speech generally develops gradually over the
preschool years.
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5.
• True. 2 to 3 year olds have been observed to play with
sounds and monitor and correct speech errors.
• Many 3 and 4 year olds can can identify rhyming words.
• Identifying words that begin with a particular sound comes
later in the developmental progression of phonological
awareness.
• Older preschoolers can generally hear separate words and
syllables in a sentence.
• Blending and segmenting parts of words are usually
considered to be late preschool or kindergarten level skills.
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6. True or False?
• The typical preschool classroom has traditionally provided
phonological awareness activities.
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6.
• True. Phonological awareness activities that have usually
occurred in a preschool classrooms include:
• reading books that have rhyming and alliteration in their
texts,
• doing rhyming finger plays and songs
• clapping while singing,
• playing with language in conversation,
• singing sound substitution songs,
• etc.
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7. Which phonological awareness activities besides
the ones on the previous slide might appropriately
take place in preschool classrooms?
• ____talk about the beginning sounds of words
• ____ segmenting words into syllables
• ____ segmenting syllables into phonemes
• ____ blending phonemes and syllables together to build
words
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7.
•
 talk about the beginning sounds of words
•  segmenting words into syllables
•  segmenting syllables into phonemes
•  blending phonemes and syllables together to build
words
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8. Give an example of a way to have children line
up after circle time using …..
• 1. a rhyming activity
• 2. an alliteration activity
• 3. a name segmenting activity
• 4. a phoneme and syllable blending activity
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8.
• Rhyming: “I’m going to say a word that sounds like
someone’s name, and that person will be the leader today.”
• Alliteration: “Everyone whose name starts like this: Buh!
stand up.”
• Name segmenting: “Let’s go around the circle and clap out
the parts of everyone's name. When your name is done,
you can get on line.”
• Phoneme and syllable blending: “I’m going to say the
colors slowly. If you are wearing rr ed, line up. If you are
wearing puh er puh ll, line up.”
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9. What might a classroom teacher do to provide
developmentally appropriate phonological awareness
instruction to children with the following special
needs in her classroom?
• Child is already able to read some words:
• Child is not attending to conversation:
• Child has very little residual hearing:
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9.
• Child is already able to read some words:
• encourage writing, teach phonics
• Child is not attending to conversation:
• work on the objective of interactive play
• Child has very little residual hearing:
• ascertain what system child will be using to learn to read,
provide practice in precursor skills
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10.
Second Language Learners ...
• Should you include phonological awareness activities in
languages other than English in a multi-cultural classroom?
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10.
• Many researchers say you should. “Teachers need to
respect the child’s home language and culture and use it as
a base on which to build and extend children’s language
and literacy experiences”.
•
This quote is from Learning to Read and Write: Developmentally Appropriate
Practices for Young Children ( Joint position statement of the International
Reading Association and the National Association for the Education of Young
Children) 1998.
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11.
Second Language Learners ...
• What are some resources to help you find phonological
awareness activities for children whose native language is
not English?
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11.
• Family members can share native songs and nursery
rhymes
• The Center for Children & Families at Education
Development Center, Inc.’s website to support work with
the Latino population: www.edc.org/ccf/latinos
• www.spanishtoys.com
• etc.
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12. Arrange the following skills in developmental
order:
•
•
•
•
•
•
•
___ rhyming
___ matching sounds and letters (phonics instruction)
___ alliteration
___ sentence segmentation
___ responding to verbal input
___ blending sounds into words
___ attention to sounds in the environment
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12.
•
•
•
•
•
•
•
1 attention to sounds in the environment
2 responding to verbal input
3 rhyming
4 alliteration
5 sentence segmentation
6 blending sounds into words
7 matching sounds and letters (phonics instruction)
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13. True or False?
• Books based on rhyming and alliteration are
developmentally inappropriate for 2- and 3- year-olds
• By the late preschool period, if taught, many children can
distinguish the phonemes in words.
• Phonemic awareness is a precursor skill to matching letters
and sounds (phonics)
• Phoneme blending, segmenting, and manipulation are
often considered late preschool or kindergarten skills
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13.
• Books based on rhyming and alliteration are
developmentally inappropriate for 2- and 3- year-olds
False
• By the late preschool period, if taught, many children can
distinguish the phonemes in words. True
• Phonemic awareness is a precursor skill to matching letters
and sounds (phonics) True
• Phoneme blending, segmenting, and manipulation are
often considered late preschool or kindergarten skills True
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Information for this pop quiz was
taken from:
•
•
•
•
•
•
Dodge, D.T., Colker, L.J.,&Heroman,C. (2002)The Creative Curriculum
for Preschool, Fourth Edition. Washington D.C.: Teaching Strategies.
Landry, S.L., Gunnewig, S., Calhoun, D.J., Flores, E.Tuynman, B. Aston,
L. & Harrison, G.(2002). National Head Start S.T.E.P. Trainer’s
Manual.Houston: University of Texas Health Science Center.
Linder, T.W. (1999). Read, Play, and Learn. Baltimore: Brookes.
Notori-Syverson, A., O’Connor, R.E., & Vadasy, P.F. (1998). Ladders to
Literacy Baltimore: Brookes.
Sandall, S. R. & Schwartz. (2002).Building Blocks for Teaching
Preschoolers with Special Needs. Baltimore: Brookes.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1999). Preventing Reading
Difficulties in Young Children. National Academies Press.
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