Presentation on theme: "11 Foundations in Language and Literacy A Focus on Phonological Awareness."— Presentation transcript:
11 Foundations in Language and Literacy A Focus on Phonological Awareness
22 Agenda Welcome The importance of phonological awareness in literacy development A closer look at the phonological awareness foundations Phonological awareness and the ELD foundations Bringing it back to your program or classroom
33 Outcomes Become familiar with the language and literacy foundations with a focus on the phonological awareness substrand. Identify and define the operations by which children demonstrate phonological awareness. Describe the developmental continuum of phonological awareness skills. Consider strategies for fostering phonological awareness in all children.
44 Norms Start on time and end on time. Turn off cell phones. Help the group stay on task. Listen to thoughts and ideas of others. Contribute your thoughts and ideas.
55 Parking Lot Please write questions on post-its and place them on chart paper titled Parking Lot.
66 Welcoming Activity
88 Purpose The purpose of the foundations is to promote understanding of preschool childrens learning and to guide instructional practice.
99 The Foundations… are for all children, including children learning English and children with disabilities. They describe the knowledge and skills that young children typically exhibit: –at around 48 and 60 months of age; –as they complete their first or second year of preschool; –with appropriate support; and –when attending a high-quality preschool program.
10 High-Quality Programs Include the Following: environments and experiences that encourage active, playful exploration and experimentation purposeful teaching to help children gain knowledge and skills specific support for children learning English specific accommodations and adaptations for children with special needs
11 Indicators of a High-Quality Preschool Program Include: Staff Experience and Training Staff-to-Child Ratios Environment and Materials Program Structure and Activities Adult-Child Interactions Use of Language and Reasoning Parent Involvement
12 A Guided Tour The Language and Literacy Foundations
13 The Sections Introduction (pp ) The Foundations (pp ) Bibliographic Notes (pp ) Glossary (p. 89) References and Source Material (pp )
14 Domain Map of the Foundations Language and Literacy Strand Substrand Age Foundation Examples Substrand Description Substrand Description Map of the Foundations Includes notes for children with disabilities
15 Domain Foundations Organization Strand Substrand Age Substrand Description Substrand Description Foundation Examples
16 Strand - Substrand Order Phonological awareness foundations are written only for children at around 60 months of age. Remember, the strands and substrands are not presented in a developmental progression.
17 Phonological Awareness: An individuals sensitivity to the sound (or phonological) structure of spoken language independent of meaning. California Preschool Learning Foundations p. 52 & 79
18 Phonological Units Words Syllables Onset and rimes Onset - The first consonant or consonant cluster in a syllable (e.g., the h in the one syllable word hat, the m and k in the two syllables in the word monkey) Rime - Everything left in a syllable after the onset is removed; the vowel and coda of a syllable (e.g., the at in the single syllable word hat) Phonemes (individual sounds)
19 Whats the difference??? Phonological awareness Phonemic awareness Phonics
20 Phonological awareness the ability to detect or manipulate the sound structure of spoken words, independent of meaning Phonemic awareness the ability to recognize and manipulate phonemes, the smallest units of words Phonics a method of instruction that focuses on teaching the relationship between sounds and the letters that represent them
21 Phonological awareness plays a key role in several components that help children become skilled readers such as: Understanding the alphabetic principle ( Burgess & Lonigan 1998; Ehri 1991,1995) Decoding printed words (Beck & Juel 1999; Bradley & Bryant 1985; Byrne & Fielding-Barnsley,1993, 1995; Demont & Gombert 1998) Spelling (Bryant and others 1990; Gentry 1982; Read 1975) Reading comprehension, although the relation with reading comprehension is not direct (Tunmer & Nesdale 1985) California Preschool Learning Foundations p. 81
22 Understanding Phonological Awareness With a partner complete the crossword puzzle. Use the Glossary (p. 89) and the Introduction (pp ), as necessary.
23 Answer Key
24 A Closer Look
25 The Developmental Continuum Detect and manipulate words and syllables within words Awareness of onset and rime Awareness of phonemes California Preschool Learning Foundations p. 80
26 The Phonological Awareness Foundations 2.1 Orally blend and delete words and syllables without the support of pictures or objects Orally blend words Orally blend syllables Orally take apart words Orally take apart syllables
27 Orally puts together two familiar spoken words making a compound word
28 Orally takes apart compound words into their component words
29 Orally puts together two syllables of two-syllable words that are familiar to the child
30 Orally takes apart two-syllable words into their component syllables
31 The Phonological Awareness Foundations 2.2 Orally blend the onsets, rimes and phonemes of words and orally delete the onsets of words, with the support of pictures or objects. Blend onsets and rimes Delete onsets Blend individual phonemes
32 Orally blend onsets and rimes with the support of pictures or objects
33 Delete the onset from a spoken word with the support of pictures or objects
34 Blend individual phonemes to make a simple word with the support of pictures or objects
35 Your Turn… At your table, explore the phonological awareness activities in the handout. Put the number of each activity next to the skill it supports: –Orally blend words –Orally blend syllables –Orally take apart words –Orally take apart syllables –Use pictures to blend onsets and rimes –Use pictures to delete onsets –Use pictures to blend phonemes
36 Foundations and the DRDP-R PA Foundation At around 60 months A guide and teaching tool DRDP-R Developmental continuum An observational assessment tool
37 Foundations and the DRDP-R Foundations At around 60 months 2.1 Orally blend and delete words and syllables without the support of pictures or objects. 2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onset of words, with the support of pictures and objects.
39 DRDP-R and DRDP access Phonological Awareness – DRDP- R and L&L Foundations
41 In the Classroom
42 Phonological Awareness Video Viewing Guide
43 Early Steps to Reading Success - The Code
44 Phonological Awareness Video Viewing Guide
45 English-Language Development Foundations 6.0 Children demonstrate phonological awareness. Focus: Sound differences in the home language and English BeginningMiddleLater 6.3 Attend to and manipulate different sounds or tones in words in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). 6.3 Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language. 6.3 Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English, with support. California Preschool Learning Foundations p.133
46 English-Language Development Foundations 6.0 Children demonstrate phonological awareness. Focus: Rhyming BeginningMiddleLater 6.1 Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language or English. 6.1 Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or in English. 6.1 Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English. California Preschool Learning Foundations p.131
47 English-Language Development Foundations 6.0 Children demonstrate phonological awareness. Focus: Onset (initial sound) BeginningMiddleLater 6.2 Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language or English. 6.2 Begin to recognize words that have a similar onset (initial sound) in the home language or in English. 6.2 Recognize and produce words that have a similar onset (initial sound) in English. California Preschool Learning Foundations, p.132
48 For English-Language Learners Children who have the skills to understand and communicate in their home language will transfer that knowledge to the learning of a second language, resulting in a more effective and efficient second-language learning process. (Cummins 1979; Wong Fillmore 1991a). California Preschool Learning Foundations p.104
49 English Learners … Two Important Considerations Is the child a successive or simultaneous bilingual? In what stage of language acquisition is the child?
50 Successive bilingual children… add the second language after the first was established, often when the child first enters preschool. need time to attune to the sounds of English that are not found in their home language.
51 Simultaneous bilingual children… learn two or more languages from birth or infancy. may have prior experiences and the phonological awareness necessary to distinguish the sounds of both languages. continue to develop these skills as they grow.
52 ELD Foundations and PEL Guide Beginning Middle Later Home Language Use Observational/Listening Telegraphic/Formulaic Fluid Language Use
53 English-Language Learners Rhyming techniques that produce nonsense words can be confusing, as children are listening attentively to gain meaning from English words. Songs and rhymes are one of the best techniques for exposing children to the sounds of English.
55 Meeting the Needs of All Learners
56 Meeting the Needs of All Children Children experiencing delayed speech and/or language skills may experience difficulties with phonological awareness. Some children may have difficulty hearing the individual sounds.
57 Meeting the Needs of All Children Some children may hear the sounds, but not understand what it is they hear. The more we support listening activities by engaging children through different modalities, the more children will understand and become aware of the sounds of language.
58 Teaching Strategies For All Children Children who have hearing, language, or visual impairments use: –increased practice and repetition –pictures –props –pictures or words outlined with glue
59 Teaching Strategies For All Children Use gestures or sounds to help demonstrate the sequence of sounds. Discuss the sound of a letter and how the sound is used in words. Utilize whisper phone or phoneme phone
60 Teaching Strategies for All Children Use concrete instructional strategies. Slow down the presentation of the word or words. Demonstrate with exaggerated lip and tongue movements.
61 Teaching Strategies for All Children Provide extensive repetition across environments. Initially use continuous consonants (m,n,s sounds) in phonological awareness activities to support childrens multi-sensory learning.
62 Teaching Strategies for All Children Building Sound Awareness Activities –Speak clearly –Read books with predictable patterns –Engage children in favorite rhyming songs and finger plays
63 Next Steps for Administrators Share information from todays session. Provide the resources and time for teachers to read and discuss the information. Create opportunities for teachers to learn, discuss, reflect, and implement new approaches.
Action for Administrators My First Step Will Be
Action for Teachers My first step will be
66 Q & A
67 CDE Web site At the Web address, the underlined Preschool Learning Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication. The Appendix, on pages , provides a summary list of the foundations. Frequently Asked Questions (FAQ) are posted on the website. Questions can be sent to
69 To Purchase The Preschool Learning Foundations publication is available for purchase from the CDE Press for $ Ordering information can be found at the CDE Web site or by calling
70 References & Resources Avni, F. (2001).Theres a Starfish Hidden Under my Bed. Im All Ears: Sing into reading. Bayer, J. E. (1984). A My Name Is Alice. NY, NY: Penguin Books. California Department of Education (2007). Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning. Sacramento, CA: Author. California Department of Education (2008). California Preschool Learning Foundations: Volume one. Sacramento, CA: Author.
71 Please complete an evaluation. Fill-in the bubbles completely Use pencil, black, or blue ink
72 Thank you for coming! Insert Local Information Here
73 Optional Information It was suggested that the content be flipped. Meaning, start with what phonemic awareness is and how it looks in the classroom and then relate it to the foundations. This is an optional way to present the content. You may move the slides around if you wish.
74 A my name is Alice… J my name is Jan. I want to travel to Japan and I love to jump!
75 Your Turn Use the first letter in your name to complete the following statements: _____ my name is ______. I want to travel to ________ and I love _________________!
76 Show Me The Money
77 Show Me The Money
78 Show Me The Money With your table group: Read the Phonological Awareness sections of the Introduction and Bibliographic Notes. Find the answers to the Show Me the Money questions. Be prepared to share your answers and earn money. You have 15 minutes.
79 Just the Facts Maam
80 Finding the Facts
81 Finding Facts about Phonological Awareness With your table group: Read the Phonological Awareness sections of the Introduction and the Bibliographic Notes. Find the facts about phonological awareness. Be prepared to share your answers.
82 Just the Facts Maam Each table will share one or more facts about phonological awareness.