1. Phonological Awareness Abridged S. Rosenberg EDUC 573

2. In Learning to Speak, Oral Language is Transparent The focus of the speaker and the listener is on the message/communication and not on the structure of the language in the same way as the focus of the viewer is on the view outside and not on the transparent pane of glass they are looking through.

3. To Learn Written Language, Oral Language Needs to Become Opaque When glass is opaque, the viewer must pay attention to it and can not focus on the view outside. In the similar way, the beginning reader/writer (at times) must be able to consciously attend to the structures of language and not to its communicative functions.

4. Phonological awareness tasks can be done with the eyes closed.

5. Is Phonological Awareness the same as Phonics?...NO Phonics is the mapping of each sound to a letter or group of letters. It is the instruction of sound-symbol relationships (the code). ABC’s 1 0001

6. Phonological Awareness Phonological Sensitivity Phonemic Awareness 2 0001

7. What is Phonological Awareness? Phonological awareness is t he conscious awareness of the sound structure of language: -Rhyme and alliteration (cat/fat; Peter Piper picked) -Syllable segmentation (Ro /sen/ berg) -Onset/rime (c at; st ep) -Identification of the initial sound in words (map, mat, milk) -Phonemic awareness (m-a-t; s-t-e-p)

8. What is Phonemic Awareness? Most sophisticated/difficult skill under the umbrella of phonological awareness. Begins when an individual can identify the initial sounds in words. The awareness that words can be broken into individual speech sounds. Continues in sophistication until an individual can identify all the speech sounds in a word (full PA grade one 5 phonemes -think ‘blast’)

9. Rhyme Word Awareness The idea that sentences are made up of strings of words. 1.Present orally :“John eats.” Tell student the sentence has two “words.” 2.Present visually with each word on a separate card: Johneats Have students count the words Present a three word sentence and compare. Pat eats soup In books, words are separated by blank (white) spaces.

10. John eats

11. “ C aaaat’” “h aaaat” “Those words rhyme.”

12. Rhyme : The part of the syllable that contains the vowel sound and the sounds that come after it. Instruction : Begin with words that end with a vowel name (i.e. the vowel says its name – or long sound.) Emphasize the final sound: I am going to say some words in a silly way. “nooooooooo, soooooo, those words rhyme.” Have student repeat in a silly way. Prompt (if necessary) by providing the initial sound: “I’m thinking of a word that rhymes with “no” “mmmm______”

13. Rhyme Instruction Have students use hand held mirrors to watch the shape of their mouth as they say final sound.

14. Rhyme cont’d After open syllables: me, shoe, pie, etc. proceed to cosed syllables: /cat/, /pig/, /hop/, /run/, etc.

15. Syllable Segmentation It is easier to become consciously aware of parts of words (i.e. syllables) than it is to become consciously aware of individual phonemes. The syllable is the basic unit of speech production. We speak syllable by syllable and not sound by sound

16. e.

17. Syllable Segmentation Have them represent the syllables for words in their oral vocabulary. (i.e. After a trip to the zoo, have them represent the number of syllables in the names of the animals.)

18. /Ro//sen/ /berg/

19. Onset –Rhyme Anything that comes before the vowel is the “onset. The vowel and what comes after it is the “rhyme.” / s/ /ip/, /f/at/,, /n/ /o/, /b/ake/ /s/ /and,, /h/ op/, /sh/ /e/

20. Alliteration Peter Piper, by Mother GooseMother Goose Peter Piper picked a peck of pickled peppers; A peck of pickled peppers Peter Piper picked; If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?

21. Phonemic Awareness Identifying Individual sounds/phonemes

22. We co-articulate phonemes We speak syllable by syllable and not phoneme by phoneme. c a t This is what makes phonemic awareness difficult.

23. Isolating Initial Phoneme – All pictures that contain initial sound. – Sorting pictures that have identified sound and some that don’t. – Odd one out- what does not belong

24. “What sound do these words start with?” T: /sssssoap/ S: /sssssoap/ T: /sssssun/ S: /sunnnnn/ T: /ssssssack/ S: /ssssssack/

25. Final Phonemes If the students can recognize most sounds in the initial position, teach them to hear the sounds in the final position.

26. Medial Phoneme Identification The medial phonemes/sounds of a word are the must difficult to become aware of; usually the vowel sound.

27. National Reading Panel concluson: The two most important phonemic awareness skills necessary for learning to read: Segmentation and Blending

28. /m/ /o/ /p/ Analysis: Analyzing words into sounds s

29. /m/ /o/ /p/ Synthesis: Synthesizing sounds into words.

30. Sew (so) First, the student isolates/segments the sounds of the words using chips. Second, the student blends the sounds/phonemes together to say the whole word while running finger across arrow.

31. /s/ /o/ /p/

32. /m/ /o/ /p/

33. 01

37. Phonemic Awareness Instruction… Keep in Mind! 20 minutes per day is recommended for beginner readers. Remember the developmental sequence! Differentiate instruction based on what each child can do.

38. Differentiation of Instruction In order for children to benefit from direct instruction, we need to meet children where they are instructionally. When & how? Guided reading time: – Extra phonemic awareness instruction Literacy centers- practice Sorts

39. Activities Can Be Done Throughout the Day: Integrate with other activities! Children can apply what they have been taught. During morning message During shared reading Transition times Playground games Literacy work stations Sorting activities provide ample practice for applying skills

41. English Language Learners

42. To best promote the phonological processing skills of an English Language Learner, identify phonemes that are used in spoken English, but not in the student’s primary language.