Transcript Phonological Awareness The Time is Now in Pre-K Richmond County School District National Head Start Family Literacy Center & Gail Summer, Ed.D, Karla Carpenter, M.A., Patsy Pierce,

Phonological Awareness
The Time is Now in Pre-K
Richmond County School District
National Head Start Family Literacy
Center
&
Gail Summer, Ed.D, Karla Carpenter, M.A.,
Patsy Pierce, Ph.D.
Activity
What things are you doing in the
classroom to help build children’s
phonological awareness?
11/7/2015
2
Foundations of Literacy
•
•
•
•
•
•
Oral language development
Concepts about print
Alphabet knowledge
Phonological awareness
Letter-sound correspondence
Beginning reading vocabulary
11/7/2015
3
Being Literate
• Print Processing Beyond Word ID
– Eye-movement, Print-to-Meaning Links, Prosody,
Inner-Speech, Integration
• Comprehension
– Knowledge of Text Structure
– Knowledge of the World
• Word Identification
– Automatic
– Mediated
11/7/2015
4
Oral Language Development
• To read effectively, children need to be able to
express and understand ideas fully
– stories have events that occur in sequence
– stories have characters
– be able to respond to questions
– be able to ask questions to clarify what is not
understood
• What to do?
– Read aloud!
– Record language experience stories.
– Engage in shared book experiences
– Tell stories from wordless picture books
11/7/2015
5
Enhancing Comprehension
•
•
•
•
•
Build background knowledge
Set a purpose for reading
Read!
Complete the task related to the purpose
Give informative feedback on completing
the task, remembering, comprehending
11/7/2015
6
Purposeful Shared Reading Across
a Week
• Monday: Read book with title covered &
identify the best title
• Tuesday: Reread book and reveal title;
compare & contrast what title is better
• Wednesday: Reread to describe how
characters are feeling
• Thursday: Reread to expand dialogue
• Friday: Reread to decide what would
happen if…
11/7/2015
7
11/7/2015
8
11/7/2015
9
11/7/2015
10
11/7/2015
11
11/7/2015
12
11/7/2015
13
11/7/2015
14
11/7/2015
15
11/7/2015
16
11/7/2015
17
11/7/2015
18
Phonological Awareness:
Getting the p-words straight
• Phonological awareness refers to the whole
spectrum from primitive awareness of speech
sounds and rhythms to rhyme awareness and
sound similarities and, at the highest level,
awareness of syllables or phonemes.
Phonemes are the smallest units in speech.
11/7/2015
19
• Becoming attentive to the sound structure of
language -- becoming phonologically or
phonemically aware -- is an “ear” skill, unlike
phonics, which is the relation between letters
and sounds in written words.
• One of the best ways to teach letter/sound
relations is to draw attention to initial sounds
(onsets) and word endings (rimes).
• Phonological processing is the ability to
identify, remember, separate (segment), blend,
and manipulate speech sounds.
11/7/2015
20
• Explicit phonics instruction means doing
whatever is necessary to teach children all the
information and skills they need to learn to
read…but doing so appropriately--NO
WORKSHEETS
• We are not talking about the bad old phonics
of yesteryear, as some think, where teachers
turned kids loose with some workbooks!
• By listening at ages 2, 3, and 4, children are
beginning to gain experiences with and build
organization of written language and its
characteristic rhythms and structures.
11/7/2015
21
• The bottom line is that phonological
awareness IS NOT PHONICS. It comes
before phonics and it supports phonics
Phonics
Phonological awareness
11/7/2015
22
A message about phonics from the
US Government:
• Phonics instruction is only beneficial when
provided alongside opportunities to
independently read connected texts.
Therefore phonics instruction alone is not a
complete reading program, particularly for
students beyond the early grades.”
– http://www.nif.gov/nifl/pfr.html
11/7/2015
23
11/7/2015
24
11/7/2015
25
11/7/2015
26
Enhancing Phonological Awareness
• Studies have shown that just 20 minutes three
times a week over four months has a dramatic
difference in children’s awareness.
– Play rhyming games to call attention to rhyme
• “One two three, come along to me” What two
words rhyme?
– Offer fun chances for segmentation of morphemes
and syllables
• Can you say only a little bit of “butterfly?” What
would butterfly be without the butter?
11/7/2015
27
– Play with categorization of sounds
• “Which word doesn’t belong: mop, top, pop, can?”
– Play with syllables
• “Do you hear the doe in window? In doughnut? In
candy?
– Call attention to phonemic contrasts
• call out words that begin with /b/. Now try /p/.
• Show 2 pictures with different beginning
phonemes, and accentuate the target sound to
identify the picture. “/b/, /b/, ball. Which
picture begins like /b/, /b/, ball?
• Substitute the wrong sound at the beginning of
words to make silly words.
• Use a puppet to play the phonemic sound games
11/7/2015
28
• A typical sequence for this “teaching” is:
– listening games (listening for environmental
sounds)
– rhyming games
– segmentation of sentences into words games
– segmentation of words into syllables games
– listening for beginning sound likeness games
• Reassess how you are using your circle time--a
small portion (10 minutes/day) is all it takes.
Make it a daily routine and make it playful!
• Make sure there are center games that allow
additional play with sounds!
11/7/2015
29
Phonological Awareness and Dual
Language Development
• Phonological Awareness skills developed in
one language can transfer to another
language, even while those skills are still in
development (Cisero & Royer, 1995).
11/7/2015
30
Phonological Awareness and Dual
Language Development
• Children who acquire phonological
awareness in their native language are able
to transfer the skills to a second language
(August & Hakuta, 1997; Gottardo, 2002; Quiroga, et al, 2001)
11/7/2015
31
Tips to Support Phonological
Awareness and Dual Language
Development
• Recognize the child’s ability in his first
language
• Focus on words the child already knows
• Remember that spoken sounds vary from
speaker to speaker
• Accept approximations as child is building
skills
11/7/2015
32
Phonological Development
*Activity*
Sort your colored cards
to figure out which area
of phonological
awareness is being
addressed
Phonemes
Onset & Rime
Syllables
Sentence Segmentation
Alliteration & Rhyme
11/7/2015
33)
(Anthony & Lonigan, 2004; Chaney, 1992;