Transcript Phonemic Awareness and the Alphabetic Principle: A Joyful Noise Phonemic Awareness and the Alphabetic Principle: A Joyful Noise Presented by Cherry Carl.

Phonemic Awareness and the
Alphabetic Principle:
A Joyful Noise
Phonemic Awareness and the
Alphabetic Principle:
A Joyful Noise
Presented by Cherry Carl
Why “A Joyful Noise?”
Effective phonemic awareness instructional activities
facilitate the development of positive feelings toward
learning through an atmosphere of playfulness and fun.
Listen closely to children as they explore our language and
you will hear chants, poems, songs, tongue-tanglers, and
interactive word play, all without the benefit of print! What a
joyful noise!
Presentation Highlights
• Understanding the Prerequisites to Successful Phonics
Instruction
• Assessing Student Understanding of Phonemic
Awareness
• Progression of Phonological Awareness
• Phonemic Awareness Tasks
Presentation Highlights
• Developing Phonemic Awareness
• Activities to Promote Manipulation of Sounds and
Syllables
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Special Needs Indicators
Second Language Learners
Taking a look at Standards
Resources
What Does Research Say About Phonemic
Awareness Instruction?
• Phonemic awareness can be taught and learned.
• Phonemic awareness instruction helps children learn to
read.
• Phonemic awareness instruction helps children learn to
spell.
Source: Put Reading First
What Does Research Say About Phonemic
Awareness Instruction?
• Phonemic awareness instruction is most effective when
children are taught to manipulate phonemes by using the
letters of the alphabet.
• Phonemic awareness instruction is most effective when
it focuses on only one or two types of phoneme
manipulation, rather than several types.
Source: Put Reading First
Understanding the Prerequisites to
Successful Phonics Instruction
“Research indicates that phonemic awareness is the best
predictor of the ease of early reading acquisition, better
even than IQ, vocabulary, and listening comprehension.”
(Stanovich, 1993-94)
Understanding the Prerequisites to
Successful Phonics Instruction
“Phonemic awareness, or the ability to hear and “segment”
individual sounds in spoken words, must occur before
children can begin to understand how letters represent
speech sounds.”
(Reutzel and Cooter, 1999)
Understanding the Prerequisites to
Successful Phonics Instruction
After children become aware of the alphabetic principle,
they develop the ability to manipulate letters and sounds.
This helps them to decode new words they encounter in
books and to create temporary spellings in their writing.
(Reutzel and Cooter, 1999)
Assessing Student Understanding of
Phonemic Awareness
• Letter identification
• Letter production
• Recognizing rhyming words
• Auditory blending of sounds
• Isolating sounds
• Writing phonemes in words
Progression of Phonological Awareness
words
syllables
onset-rime division
phonemes
[blending, segmentation, matching, deletion
Phonemic Awareness Tasks
• 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
Phonemic Awareness Tasks
• 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).
Developing Phonemic Awareness and
the Alphabetic Principle
• Language watching
• Using environment print
• Playing with the alphabet
• Songs, chants, and poetry
• Alphabet books
Developing Phonemic Awareness and
the Alphabetic Principle
• Writing experiences
• Word rubber-banding
• Hearing sounds in words
• Sound addition or substitution
• Sound segmentation
Activities and Procedures to Promote
Manipulation of Sounds and Syllables
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Elkonin boxes
Rhyming word activities
Rhyming bingo
Pocket chart (sort by sound)
Syllable Snap and Clap
Walk Around a Rhyme
Riddle and rhyme
Rubber Band (stretch a word)
Activities and Procedures to Promote
Manipulation of Sounds and Syllables
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Sound boxes
Nonsense names
Physical responses (tapping, clapping, snapping)
What’s my word?
Tap and touch
Jump Rope Jingles
Nursery Rhymes
Special Needs Indicators
• Little or no knowledge of the alphabet
• Inability to name letters when presented
• Inability to produce letter or letterlike forms in writing
• Inability to recognize rhyming sounds
• Inability to recognize or identify specific letter sounds in
words
• Inability to map spoken sounds onto letters
Source: Reutzel and Cooter (1999)
Taking a Look at
California Standards
Kindergarten Standards
1.7 Track (move sequentially from sound to sound) and
represent the number, sameness/difference, and order of
two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/ ).
Kindergarten Standards
1.8 Track (move sequentially from sound to sound) and
represent changes in simple syllables and words with two
and three sounds as one sound is added, substituted,
omitted, shifted, or repeated (e.g., vowel-consonant,
consonant-vowel, or consonant-vowel-consonant).
Kindergarten Standards
1.9 Blend vowel-consonant sounds orally to make words or
syllables.
1.10 Identify and produce rhyming words in response to an
oral prompt.
1.11 Distinguish orally stated one-syllable words and
separate into beginning or ending sounds.
Kindergarten Standards
1.12 Track auditorily each word in a sentence and each
syllable in a word.
1.13 Count the number of sounds in syllables and syllables
in words.
First Grade Standards
1.4 Distinguish initial, medial, and final sounds in singlesyllable words.
1.5 Distinguish long-and short-vowel sounds in orally stated
single-syllable words (e.g., bit/bite).
1.6 Create and state a series of rhyming words, including
consonant blends.
First Grade Standards
1.7 Add, delete, or change target sounds to change words
(e.g., change cow to how; pan to an).
1.8 Blend two to four phonemes into recognizable words
(e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat).
1.9 Segment single-syllable words into their components
(e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich).
Resources
• National Institute for Literacy (2001). Put reading first:
The research building blocks for teaching children to
read. Jessup, MD: Author.
• Reutzel, D. Ray and Cooter, Robert B. Jr. (1999)
Balanced Reading Strategies and Practices. Upper
Saddle River, NJ: Prentice Hall, Inc.
• Yopp, Hallie and Ruth (2000) Supporting phonemic
awareness development in the classroom. The Reading
Teacher Vol. 54 No. 2.
Instructional Resources
• Adams, Marilyn Jager et al (1997). Phonemic Awareness
in Young Children: A Classroom Curriculum. Brookes
Publishing Company.
• Blevins, Wiley (1999). Phonemic Awareness Activities for
Early Reading Success (Grades K-2) Scholastic.
• Fitzpatrick, Jo (1997). Phonemic Awareness: Playing
With Sounds to Strengthen Beginning Reading Skills
(Phonemic Awareness) Creative Teaching Press.
Instructional Resources
• Yopp, Hallie and Ruth (2003). Oo-pples and Boo-noonoos: Songs and Activities for Phonemic Awareness.
Harcourt School.
Read Alouds for Phonemic Tasks
• Bynum, Janie (1999). Altoona Baboona. New York, NY:
Harcourt Brace & Co. (phoneme substitution)
• Chapman, Cheryl (1993). Pass the Fritters, Critters. New
York: Scholastic, Inc. (rhyming)
• Edwards, Pamela Duncan (1998) Some Smug Slug.
Harper Trophy. (alliteration)
• Lester, Helen (1999). Hooway For Wodney Wat. Boston,
MA: Houghton Mifflin. (phoneme substitution)
Read Alouds for Phonemic Tasks
• Most, Bernard (1996). Cock-A-Doodle-Moo! Harcourt
Brace. (phoneme addition and substitution)
• Salisbury, Kent. (1998). There's a Dragon in my Wagon!
New York: McClanahan Book Company, Inc. (phoneme
substitution)
. There's a Bug in my Mug!
. A Bear Ate my Pear!
. My Nose is a Hose!
Read Alouds for Phonemic Tasks
• Slepian, Jan and Seidler, A. (1967). The Hungry Thing.
Scholastic. (phoneme substitution)
• Wilbur, Richard (1997). The Disappearing Alphabet. New
York, NY: Harcourt Brace & Co. phoneme deletion
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