Presentation on theme: "Phonemic Awareness and the Alphabetic Principle: A Joyful Noise"— Presentation transcript:
1Phonemic Awareness and the Alphabetic Principle: A Joyful Noise
2Phonemic Awareness and the Alphabetic Principle: A Joyful Noise Presented by Cherry Carl
3Why “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!
4Presentation Highlights Understanding the Prerequisites to Successful Phonics InstructionAssessing Student Understanding of Phonemic AwarenessProgression of Phonological AwarenessPhonemic Awareness Tasks
5Presentation Highlights Developing Phonemic AwarenessActivities to Promote Manipulation of Sounds and SyllablesSpecial Needs IndicatorsSecond Language LearnersTaking a look at StandardsResources
6What 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
7What 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
8Understanding 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, )
9Understanding 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)
10Understanding 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)
11Assessing Student Understanding of Phonemic Awareness Letter identificationLetter productionRecognizing rhyming wordsAuditory blending of soundsIsolating soundsWriting phonemes in words
12Progression of Phonological Awareness wordssyllablesonset-rime divisionphonemes[blending, segmentation, matching, deletionChildren’s phonological awareness develops in this progression.
13Phonemic Awareness Tasks to hear rhymes and alliteration as measured by knowledge of nursery rhymesto do oddity tasks (comparing and contrasting the sounds of words for rhyme and alliteration)to blend and split syllables
14Phonemic 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).
15Developing Phonemic Awareness and the Alphabetic Principle Language watchingUsing environment printPlaying with the alphabetSongs, chants, and poetryAlphabet books
16Developing Phonemic Awareness and the Alphabetic Principle Writing experiencesWord rubber-bandingHearing sounds in wordsSound addition or substitutionSound segmentation
17Activities and Procedures to Promote Manipulation of Sounds and Syllables Elkonin boxesRhyming word activitiesRhyming bingoPocket chart (sort by sound)Syllable Snap and ClapWalk Around a RhymeRiddle and rhymeRubber Band (stretch a word)
18Activities and Procedures to Promote Manipulation of Sounds and Syllables Sound boxesNonsense namesPhysical responses (tapping, clapping, snapping)What’s my word?Tap and touchJump Rope JinglesNursery Rhymes
19Special Needs Indicators Little or no knowledge of the alphabetInability to name letters when presentedInability to produce letter or letterlike forms in writingInability to recognize rhyming soundsInability to recognize or identify specific letter sounds in wordsInability to map spoken sounds onto lettersSource: Reutzel and Cooter (1999)
21Kindergarten 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/ ).
22Kindergarten 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).
23Kindergarten Standards 1.9 Blend vowel-consonant sounds orally to make words or syllables 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.
24Kindergarten Standards 1.12 Track auditorily each word in a sentence and each syllable in a word Count the number of sounds in syllables and syllables in words.
25First Grade Standards1.4 Distinguish initial, medial, and final sounds in single-syllable 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.
26First Grade Standards1.7 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).
27ResourcesNational 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.
28Instructional 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.
29Instructional Resources Yopp, Hallie and Ruth (2003). Oo-pples and Boo-noo-noos: Songs and Activities for Phonemic Awareness. Harcourt School.
30Read 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)
31Read 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!
32Read 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