Presentation is loading. Please wait.

Presentation is loading. Please wait.

LEER MAS Revised 20061 Phonological Awareness What is it? Why is it important to literacy acquisition?

Similar presentations


Presentation on theme: "LEER MAS Revised 20061 Phonological Awareness What is it? Why is it important to literacy acquisition?"— Presentation transcript:

1 LEER MAS Revised Phonological Awareness What is it? Why is it important to literacy acquisition?

2 LEER MAS Revised Phonological Awareness The ability to recognize the sounds in spoken language and how they can be segmented (pulled apart), blended (put back together), and manipulated (added, deleted, and substituted).

3 LEER MAS Revised Phonological Awareness Does Not Equal Phonics Phonological AwarenessPhonics Does not involve printInvolves print Activities are auditoryRequires looking at print Begins before students have learned a set of letter-sound correspondences by using manipulatives Focuses on the representation of spoken language Focuses on the sounds of spoken language Helps students identify words in print by sounding out the phonemes, blending them together, and saying the word

4 LEER MAS Revised Phonological Awareness Includes Rhyming Alliteration Sentence Segmenting Syllable Blending and Segmenting Onset-Rime Blending and Segmenting Blending and Segmenting Individual Phonemes Phonological Awareness Includes

5 LEER MAS Revised Phonological Awareness Continuum Rhyming/Alliteration Sentence Segmenting Syllable Blending and Segmenting Onset-Rime Blending and Segmenting Blending and Segmenting Individual Phonemes Phonemic Awareness

6 LEER MAS Revised Phonological Awareness Overview Rhyming/Alliteration Matching the ending sounds of words Producing groups of words that begin with the same initial sound Sentence Segmentation Segmenting sentences into spoken words Syllable Blending and Segmentation Blending syllables to say words or segmenting spoken words into syllables

7 LEER MAS Revised Blending and Segmentation Blending/segmenting the initial consonant or consonant cluster of a one syllable word (onset) from the vowel and consonant following the onset (rime) is rare in Spanish Blending and Segmenting Individual Phonemes Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words Phonological Awareness Overview

8 LEER MAS Revised Guidelines for Teaching Phonological Awareness Model each activity, especially when it is first introduced Consider the number of syllables in a word Provide many opportunities for practice with feedback

9 LEER MAS Revised Guidelines for Teaching Phonological Awareness Include a range of different types of activities: Start with easier activities that many students know Extend the activities to the performance level of the students Use concrete objects (such as counters, blocks, picture cue cards) to help students manipulate sounds. Slowly, transition away from the concrete to the abstract.

10 LEER MAS Revised Linking Phonological Awareness and Print Phonological awareness instruction helps students make the connection between letters and sounds. Phonological awareness, especially phonemic awareness and letter-sound knowledge, should be introduced early. In Spanish, the vowels are introduced first.

11 LEER MAS Revised Why is Phonological Awareness Important? Focuses on the sounds of spoken language and how they can be blended, segmented, and manipulated In Spanish, syllable segmentation and manipulation is essential Provides the basis for understanding the alphabetic principle and lays the foundation for phonics and spelling Has been identified as a strong predictor of later reading success

12 LEER MAS Revised Student Expectations for Phonological Awareness

13 LEER MAS Revised Strategies and Activities to Develop Phonological Awareness Expose students to poems, songs and nursery rhymes Use rhyme, alliteration, and patterned texts Play rhyming and alliteration games Integrate activities throughout the curriculum

14 LEER MAS Revised Monitoring Student Progress Identify students who are having difficulty acquiring phonological awareness and who need more intensive instruction Conduct brief, planned instructional assessments Observe and note students interactions while talking, reading, and writing Keep a portfolio of students work Use checklists Keep anecdotal records

15 LEER MAS Revised Monitoring Student Progress Rhyming, Segmenting syllables, Blending syllables, Identifying initial sounds, Blending phonemes, and Omitting initial sounds. In the Tejas LEE, phonological awareness is assessed in sections called

16 LEER MAS Revised Phonological Awareness Rhyming Activities Alliteration Activities Sentence Segmenting Activities Sentence Segmenting Activities with Print Syllable Blending/Segmenting Activities Syllable Blending/Segmenting Activities with Print Onset and Rime Activities Onset and Rime Activities with Print Phoneme Blending and Segmenting Activities Phoneme Blending and Segmenting Activities with Letters PrekindergartenKindergartenFirst Grade


Download ppt "LEER MAS Revised 20061 Phonological Awareness What is it? Why is it important to literacy acquisition?"

Similar presentations


Ads by Google