1. Phonological and Phonemic Awareness Jeanne M. Maggiacomo Spring 2014 EDC424

2. ∗ Definitions: ∗ Phoneme is the smallest unit of sound in a language. Example: the word “cat” has three phonemes: /c/-/a/-/t/. (when a letter is between the slash marks /, one make the sound /m/=“mmmmm” ∗ Grapheme is the written representation of a phoneme. A grapheme can be one letter (m) or more than one letter (igh). ∗ Onset is the sound(s) that come(s) before a vowel in a syllable. In the word “ship”, the /sh/ is the onset. ∗ Rime is the vowel and any sound that come after it in a syllable. In the word “ship”, /ip/ is the rime. Phonemic Awareness

3. ∗ PA is the ability to hear, think about, identify, and mentally manipulate the individual phonemes (sounds) in spoken words and syllables. ∗ Metalinguistic awareness: meta from the Greek meaning “above” or “overriding”, as consciousness and linguistic meaning “having to do with language” and awareness meaning conscious thinking about. Put it all together- knowing how to think about language, how it works. So… what is Phonemic Awareness? http://bcove.me/s2hjee1j

4. Phonological Awareness

5. ∗ Phonological Awareness- The understanding that the stream of speech can be divided into smaller segments. Easiest to understand to hardest: words, syllables, onset/rime, phonemes. ∗ Phonemic Awareness- is a subset of Phonological Awareness. PA is the understanding that the words are made up of individual sounds (called Phonemes) and that they can be manipulated. As when we match, blend, segment, and change. The Difference between Phonological Awareness and Phonemic Awareness

6. ∗ “And of the Four Broad areas, Rhyming and Phonemic Awareness have been found to be particularly critical in predicting children’s successful development of reading and writing skills.” (Adams, 1990; Juel, 1988; Maclean, Bryant, & Bradley, 1987) ∗ “Explicit instruction in Phonemic Awareness and phonetic decoding skills produces stronger reading growth in children with Phonological weaknesses than do approaches that do not teach these skills explicitly.” (Torgensen, 2000) Research http://bcove.me/pk7a6n6w

7. Levels of Complexity

8. ∗ Take a moment and think … how many phonemes? ∗ Let’s try counting phonemes

9. ∗ Syllable- a unit of speech organized around a vowel sound. Every syllable has a vowel sound but not every syllable has a consonant sound. Can you think of an example? ∗ Onset- beginning consonant sound in a syllable. Not every syllable has and onset. ∗ Rime- the vowel and the sounds that come after it in a syllable. ∗ Phoneme- the smallest unit of sound in a language. Metalinguistic Awareness of…

10. ∗ Phonetics standpoint- a consonant is a type of phoneme. (sound not letter) ∗ What makes a consonant sound? ∗ Air flow is completely or partially stopped- sound is ∗ impeded. ∗ Tongue, lips, teeth, back of throat. ∗ Consonant sounds are classified by place and manner of articulation. ∗ Place: where in the mouth they are produced ∗ Manner: how they are produced Consonants

11. Mouth Formation

12. ∗ Bilabial: lips together ∗ Labio-dental: lips and teeth ∗ Inter-dental: tongue between teeth ∗ Alveolar: tongue on ridge behind teeth ∗ Palatal: tongue on roof of mouth ∗ Velar: tongue raised against soft palate ∗ Glottal: sound made by blowing air through glottis Place of Articulation Terms

13. ∗ Stop: flow of air is stopped completely for a time ∗ Continuant: continuous sound ∗ Nasal: sound travels through nasal cavity ∗ Fricative: air passes through a narrow space causing friction ∗ Affricatives: combination of stop and fricative ∗ Liquid: floating sound ∗ Glide: seems like two sounds moving together Manner of Articulation

14. Place and Manner Chart Place Manner Lips together (bilabial) Teeth on lips (labio- dental) Tongue between teeth (inter- dental) Tongue on ridge behind teeth (aleveolar) Tongue pulled back on roof of mouth (palatal) Back of throat (velar) Glottis (glottal) Stop: air stopped Unvoiced Voiced /p/ /b/ /t/ /d/ /k/ /g/ Nasal /m//n//ng/ Fricative: friction Unvoiced Voiced /f/ /v/ /th/ /s/ /z/ /sh/ /zh/ Affricative: stop + fricative Unvoiced Voiced /ch/ /j/ Glide Unvoiced Voiced /y//wh/ /w/ /h/ Liquid: floating sound /l//r/

15. Vowels Chart boot book bait bit bite bet bat cut beat far port down mouth/cow coin/boy bought boat above

16. Why teach Phonological Awareness? http://bcove.me/kkzlhegi

17. Say-It-Move-It

18. Elkonin Boxes http://www.readingrockets.org/strategies/elkonin_boxes http://www.youtube.com/watch?v=CIhurqhIk0c