Transcript Teaching Phonemic Awareness

Teaching Phonemic
and Phonological
Awareness
in the early grades
Leecy Wise
What is Phonemic
Awareness?
What is Phonological Awareness?
What is Phonics?
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Literacy Resources Pre-K-5
Teachers
What is Phonemic
Awareness?
 Phonemic awareness is the ability to
notice, think about, and work with the
individual sounds in spoken words.
Before children learn to read print, they
need to become aware of how the
sounds in words work. They must
understand that words are made up of
speech sounds, or phonemes.
What is Phonemic
Awareness?
 Phonemic awareness is the understanding
that the sounds of spoken language work
together to make words.
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Phonemic Awareness Assessment
 ("Bell, bike, and boy all have /b/ at the
beginning."
 The beginning sound of dog is /d/. The
ending sound of sit is /t/.“
 /m/, /a/, /p/-- map
 up--/u/, /p/
Review Sounds – voiced, unvoiced
Children who cannot hear and work with
the phonemes of spoken words will have a
difficult time learning how to relate these
phonemes to the graphemes when they
see them in written words.
What is Phonological Awareness?
Phonemic Awareness
Phonemic
awareness is a
subcategory of
Phonological
Awareness.
What is Phonological Awareness?
The focus of phonological awareness is
much broader than that of phonemic
awareness. It includes identifying and
manipulating larger parts of spoken
language, such as words, syllables, and
onsets and rimes--as well as phonemes. It
also encompasses awareness of other
aspects of sound, such as rhyming,
alliteration, and intonation.
What is Phonics?
 Phonics is the understanding that
there is a predictable relationship
between phonemes and
graphemes, the letters that
represent those sounds in written
language
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If children are to benefit from phonics
instruction, they need phonemic
awareness.
Today’s Agenda
 Review terms
 Take a short quiz
 Strategies for teaching phonological awareness
 Adaptation for students with special needs
 Sample lesson plans and other resources
 Using technology for reading
Quick Quiz
Phonemic Phonological, or Phonics?
1. How many syllables does a spoken word
have?
 Phonological: break down word into
smaller parts
2. Say a word that rhymes with bat.
 (Phonological- rhyming sounds)
3. How many sounds are in cup?
 Phonemic – break into individual
phonemes
Quick Quiz
Phonemic Phonological, or Phonics?
4. Find all of the words in the sentence that
have the letter that makes the /m/
mmmmm sound.
 Phonics- match sounds to letters
5. Put the sounds /d/, /o/, /g/ together and
say the word.
 Phonological- manipulate phonemes to
make words
6. What letter makes the first sound in pop?
 Phonics- match letter to sound
Assessing Phonemic
Awareness
 ("Bell, bike, and boy all have /b/ at the
beginning."
 The beginning sound of dog is /d/. The
ending sound of sit is /t/.“
 /m/, /a/, /p/-- map
 up--/u/, /p/
ASSESSING PHONOLOGICAL AWARENESS
Review
 identifying and making oral rhymes;
"The pig has a (wig)."
"Pat the (cat)."
"The sun is (fun)."
 identifying and working with syllables in
spoken words;
"I can clap the parts in my name: Andrew."
ASSESSING PHONOLOGICAL AWARENESS
Review
 identifying and working with onsets and
rimes in spoken syllables or one-syllable
words;
"The first part of sip is s-."
"The last part of win is -in."
 identifying and working with individual
phonemes in spoken words.
"The first sound in sun is /s/."
Teaching Phonemic and
Phonological Awareness
 Research indicates that
phonological awareness can be
taught and that students who
increased their awareness of
phonemes facilitated their
subsequent reading acquisition
(Lundberg et al, 1988).
Teaching Phonemic and
Phonological Awareness
 Teachers need to be aware of
instructional activities that can help
their students become aware of
phonemes before they receive
formal reading instruction; they
need to realize that phonemic
awareness will become more
sophisticated as students' reading
skills develop.
Teaching Phonemic and Phonological
Awareness
(1) Engage children in activities that direct
their attention to the sounds in words,
such as rhyming and alliteration games.
(2) Teach students to segment and blend.
(3) Combine training in segmentation and
blending with instruction in letter-sound
relationships.
Phonemic Awareness: An Important Early Step in Learning To Read. ERIC Digest.
Teaching Phonemic and
Phonological Awareness
(4) Teach segmentation and blending as
complementary processes.
(5) Systematically sequence examples
when teaching segmentation and
blending.
(6) Teach for transfer to novel tasks and
contexts.
Teaching Phonemic Awareness
Yopp (1992)
(a) Keep a sense of playfulness and fun,
avoid drill and rote memorization.
(b) Use group settings that encourage
interaction among children.
(c) Encourage children's curiosity about
language and their experimentation with it.
(d) Allow for and be prepared for individual
differences.
Teaching Phonemic and
Phonological Awareness
(e) Make sure the tone of the activity is not
evaluative but rather fun and informal.
Spending a few minutes daily engaging
preschool, kindergarten, and first-grade
[and older] children in oral activities that
emphasize the sounds of language may go
a long way in helping them become
successful readers and learners.
Differentiated Instruction
 Activities for students in the early stages
should include identifying and categorizing
phonemes.
 Students who can identify and categorize
phonemes should work with activities that
help them learn to blend phonemes to
form words and to segment words into
phonemes.
Differentiated Instruction
 More advanced activities are those in
which students delete or add phonemes to
form new words, and activities in which
students substitute phonemes to make
new words.
5 Levels of Phonological Ability
Adams (1990)
 to hear rhymes and alliteration as
measured by knowledge of nursery
rhymes
 to do oddity tasks (comparing and
contrasting the sounds of words for
rhyme and alliteration)
 to blend and split syllables
5 Levels of Phonological Ability
Adams (1990)
 to perform phonemic segmentation (such
as counting out the number of phonemes
in a word)
 to perform phoneme manipulation tasks
(such as adding, deleting a particular
phoneme and regenerating a word from
the remainder).
Stages of Literacy Development
Phonemic Awareness Greater Phonological Awareness
Spoken Sounds
Phonics Awareness
Written Sounds
Literacy Resources Pre-K-5 Teachers
Sample Lessons
 "Tell me and I forget. Teach me and I
remember. Involve me and I learn."
Benjamin Franklin