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I taught phoneme awareness: Why didn’t my students catch on? Bruce Murray, Auburn University Georgia Struggling Reader Conference Sept 7, 2007.

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Presentation on theme: "I taught phoneme awareness: Why didn’t my students catch on? Bruce Murray, Auburn University Georgia Struggling Reader Conference Sept 7, 2007."— Presentation transcript:

1 I taught phoneme awareness: Why didn’t my students catch on? Bruce Murray, Auburn University Georgia Struggling Reader Conference Sept 7, 2007

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3 Source for lesson ideas and materials for teaching phoneme awareness: Note: URL in the handout is incorrect.

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5 B R E J

6 think /th/i/ng/k/ saw /s/aw/ /aw/s/

7 Test of Phoneme Identities 1. Say: We’ll see the moon soon. Now say /s/. Do you hear /s/ in moon or soon? 2. Say: She caught a fish by the fin. Now say /sh/. Do you hear /sh/ in fish or fin? 3. Say: That bug makes a buzz. Now say /z/. Do you hear /z/ in bug or buzz?

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9 MEAL Is this word meal or seal?

10 SIT Is this word sit or mitt?

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12 MOON Is this word soon or moon?

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14 We define the phonemes not as sounds but as motor control structures we choose to call gestures.... The gestural strategy permits coarticulation. That is, it permits the speaker to overlap gestures that are realized by different organs of articulation. The consequence is that people can and do regularly speak at rates of 10 to 20 phonemes per second. Liberman & Liberman, 1992

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16 Non-chance Scores on Phoneme Awareness Test Wallach & Wallach, 1979

17 Vowels are phonemes made by vocalizing while forming various mouth shapes, e.g., E-I-E-I-O. Short vowels are particularly opaque because they represent very subtle differences in mouth shape.

18 Consonants are made by tightening the vocal channel enough to get some friction. Some consonants make a plain sound, visible from the outside. They are salient (noticeable). Examples: /s/, /k/, /f/, /p/ Other consonants make less distinct sounds, hidden back in mouth. Examples: /l/, /r/, /n/, /ng/.

19 FOX Is this word fox or box?

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23 /An/ ane ain a_e = /A/ ade ake ale ame ane ape ai = /A/ aid ail aim ain air ait

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31 /d/ door /dOr/ drive /jrIv/

32 HWY Q

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35 Sh is for Sheep.

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46 Inadequate generalization of phonemes. PA instruction goes wrong when teachers don't help students locate phonemes in a variety of different example words.

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48 Cats and kittens cry for Christmas.

49 1. Aunt Amy's alligator ate the armchair. 2. Amos the amiable ape ate Amy's apron.

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56 BISKL

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62 bodycoda t r u s t

63 onset rime t r u s t

64 bodycoda t r u s t

65 LIKE FIGHT BAND LEARN

66 Basic Components of a Phoneme Awareness Lesson

67 Choose one phoneme to teach. Examples: /m/ or /l/.

68 Devise a meaningful name, picture, and hand gesture for your phoneme, and display its principal grapheme.

69 Make an alliterative "tongue twister." Have students stretch or split off your phoneme in the twister. Example: Many mice make music.

70 Lead students to study the mouth move for your phoneme.

71 Provide a model of how to find your phoneme in a spoken word.

72 Add phoneme-finding practice by testing spoken words. Have students blend the new phoneme into words.

73 Apply phoneme awareness in phonetic cue reading—decoding the first letters of rhyming words. LIKE FIGHT BAND LEARN

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75 read mow

76 In kindergarten:  Introduce phonemes with a variety of developmentally appropriate activities.  Work with consonants.  Emphasize finding phonemes in spoken words.  Apply in invented spelling and in reading beginning letters to distinguish rhyming words.

77 By late kindergarten and with older poor readers:  Review phonemes to introduce vowels and digraphs in phonics.  Apply by using vowel correspondences to decode and spell written words.

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