Teaching Phonological Awareness in the early grades Leecy Wise

Today’s Agenda  Review terms: phonemic awareness, phonological development and phonics  Take a short quiz  Strategies for teaching phonological awareness  Adaptation for students with special needs  Sample lesson plans and other resources  Using technology for reading

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Quick Quiz Phonemic Phonological, or Phonics? 1. How many syllables does a spoken word have? Phonological: break down word into smaller parts 2. Say a word that rhymes with bat. (Phonological- rhyming sounds)

Quick Quiz Phonemic Phonological, or Phonics? 3. How many sounds are in cup? Phonemic – break into individual phonemes 4. Find all of the words in the sentence that have the letter that makes the /m/ mmmmm sound. Phonics- match sounds to letters

Quick Quiz Phonemic Phonological, or Phonics? 5. Put the sounds /d/, /o/, /g/ together and say the word. Phonemic- manipulate phonemes to make words 6. What letter makes the first sound in pop? Phonics- match letter to sound

Assessing Phonemic Readiness for Phonological Development  ("Bell, bike, and boy all have /b/ at the beginning."  The beginning sound of dog is /d/. The ending sound of sit is /t/.“  /m/, /a/, /p/-- map  up--/u/, /p/

 identify and make oral rhymes; "The pig has a (wig)." "Pat the (cat)." "The sun is (fun)."  identify and work with syllables in spoken words; "I can clap the parts in my name: An- drew." ASSESSING PHONOLOGICAL AWARENESS

 identifying and working with onsets and rimes in spoken syllables or one- syllable words; "The first part of sip is s-." "The last part of win is -in."  identifying and working with individual phonemes in spoken words. "The first sound in sun is /s/." ASSESSING PHONOLOGICAL AWARENESS

Teaching Phonemic and Phonological Awareness  Teachers need to be aware of instructional activities that can help their students become aware of phonemes before they receive formal reading instruction; they need to realize that phonemic awareness will become more sophisticated as students' reading skills develop.

Teaching Phonemic and Phonological Awareness  Research indicates that phonological awareness can be taught and that students who increased their awareness of phonemes facilitated their subsequent reading acquisition (Lundberg et al, 1988).

Teaching Phonemic and Phonological Awareness General Principles  Research (NRP) indicates that phonological awareness can be taught and that students who increased their awareness of phonemes facilitated their subsequent reading acquisition (Lundberg et al, 1988).

Teaching Phonemic and Phonological Awareness General Principles  Teachers need to be aware of instructional activities that can help their students become aware of phonemes before they receive formal reading instruction; they need to realize that phonemic awareness will become more sophisticated as students' reading skills develop.

Teaching Phonemic and Phonological Awareness ( General Principles) (1) Engage children in activities that direct their attention to the sounds in words, such as rhyming and alliteration games.(Example) (2) Teach students to segment and blend. (Example) (3) Combine training in segmentation and blending with instruction in letter-sound relationships..(Example) Phonemic Awareness: An Important Early Step in Learning To Read. ERIC Digest.

Teaching Phonemic and Phonological Awareness General Principles (4) Teach segmentation and blending as complementary processes..(Example) (5) Systematically sequence examples when teaching segmentation and blending..(Example) (6) Teach for transfer to novel tasks and contexts.

(a) Keep a sense of playfulness and fun, avoid drill and rote memorization. (b) Use group settings that encourage interaction among children. (c) Encourage children's curiosity about language and their experimentation with it. (d) Allow for and be prepared for individual differences. Teaching Phonemic and Phonological Awareness General Principles

Phonological Development Activities General Principles (e) Make sure the tone of the activity is not evaluative but rather fun and informal. Spending a few minutes daily engaging preschool, kindergarten, and first-grade [and older] children in oral activities that emphasize the sounds of language may go a long way in helping them become successful readers and learners.

 RHYMING AND ALLITERATION  BLENDING AND SEGMENTING  LETTER SOUND RELATIONSHIPS  MODEL BLENDING AND SEGMENTING THOUGH THE PROCESS  TRANSITION TO NEW CONTENT Teaching Phonological Awareness - Practices

5 Levels of Phonological Ability Adams (1990)  to hear rhymes and alliteration as measured by knowledge of nursery rhymes  to do oddity tasks (comparing and contrasting the sounds of words for rhyme and alliteration)  to blend and split syllables

5 Levels of Phonological Ability Adams (1990)  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).

Differentiated Instruction  More advanced activities are those in which students delete or add phonemes to form new words, and activities in which students substitute phonemes to make new words.

Differentiated Instruction  Activities for students in the early stages should include identifying and categorizing phonemes.  Students who can identify and categorize phonemes should work with activities that help them learn to blend phonemes to form words and to segment words into phonemes.

Levels of Literacy Development Phonemic AwarenessGreater Phonological AwarenessPhonics Awareness Spoken Written Sounds Review a few lesson plans at

 "Tell me and I forget. Teach me and I remember. Involve me and I learn." Benjamin Franklin