1. THE 60-MINUTE DAILY READING LESSON: UNDERSTANDING PHONOLOGICAL AWARENESS A Project LIFT Training Module 1 College of Education Module 2 – Presentation 1

2. Reminder – Module 1, Activity 2 2

3. What should the reading block look like?  Early Elementary  Phonemic Awareness Warm-Up (5-10)  Introduce or review sound/spelling (explicit)(10- 15)  Decodable Readers (10)  Robust Vocabulary Instruction (15)  Pre-Reading Activities (5)  During Reading Activities (20)  After Reading Activities (10-15) 3

4. Objectives 4  Define phonological awareness  Understand the difference between phonics and phonological awareness  Understand the subcategories of phonological awareness with a focus on phonemic awareness  Identify scientifically-based research on phonemic awareness

5. Phonological Awareness Defined  The ability to hear and manipulate the sound structure of language. This is an overall term that involves working with the sounds of language at the word, syllable, and phoneme levels  Phonological awareness is an oral language skill involving the ability to notice, think about, and manipulate the sounds in language. 5 tiger but-ter-fly b-ir-d

6. Phonological Awareness Research 6  One main difference between good and poor readers is in students’ phonological processing abilities.  Phonological awareness is a necessary, but not sufficient skill for reading acquisition

7. Phonological Awareness Skills Less Complex Activities More Complex Activities Rhyming Segmenting Sentences Blending & Segmenting Syllables Blending & Segmenting Onset-Rime Blending & Segmenting Phonemes Chard, D. J. & Dickson, S. V. (1999) Phonological awareness: Instructional and Assessment Guidelines. Intervention in School & Clinic, 34(5), 261-270. 7

8. Phonological Awareness Task Examples Rhyming  Show three CVC pictures/words  “Two of these words rhyme, one does not rhyme. Can you tell the word that does not rhyme with the others?” 8

9. Phonological Awareness Skills Less Complex Activities More Complex Activities Rhyming Segmenting Sentences Blending & Segmenting Syllables Blending & Segmenting Onset-Rime Blending & Segmenting Phonemes Chard, D. J. & Dickson, S. V. (1999) Phonological awareness: Instructional and Assessment Guidelines. Intervention in School & Clinic, 34(5), 261-270. 9

10. Phonological Awareness Task Examples  Segmenting Sentences “We are going to count words. Let’s use these blocks to count the number of words in this sentence: ‘I caught a fish.’” “How many?” “Yes, four.” 10

11. Phonological Awareness Skills Less Complex Activities More Complex Activities Rhyming Segmenting Sentences Blending & Segmenting Syllables Blending & Segmenting Onset-Rime Blending & Segmenting Phonemes Chard, D. J. & Dickson, S. V. (1999) Phonological awareness: Instructional and Assessment Guidelines. Intervention in School & Clinic, 34(5), 261-270. 11

12. Phonological Awareness Task Examples  Blending Syllables Into Words Place several picture cards with syllables in front of the students. Tell them you are going to say a word in parts using “Snail Talk.” They must look at the pictures and guess the word you are saying. It is important to have the students guess the answer in their head so that everyone gets an opportunity to try. 12

13. Blending Syllables into Words 13 “Listen carefully to me saying a word as slow as a snail. When you think you know the word, put up your thumb. When I tap my fish in my hand, say the word out loud.” Hold up the dangerous card. Ready... Cry... ing.” “What word (signal)? Yes, crying.”

14. Phonological Awareness Task Examples  Segmenting Words into Syllables “You’re going to practice saying the parts or syllables in words. I’ll say a word. Then I’ll say it again. Each time I say a part you’ll clap your hands. Ready.” “Airplane. Count the syllables in airplane.” 14 airplane “How many?” “Yes, two syllables.”

15. Phonological Awareness Skills Less Complex Activities More Complex Activities Rhyming Segmenting Sentences Blending & Segmenting Syllables Blending & Segmenting Onset-Rime Blending & Segmenting Phonemes Chard, D. J. & Dickson, S. V. (1999) Phonological awareness: Instructional and Assessment Guidelines. Intervention in School & Clinic, 34(5), 261-270. 15

16. Phonological Awareness Task Examples  Blending and Segmenting On-Set Rimes 16 Word: moon Onset: /m/ Rime: /oon/ Word: bat Onset: /b/ Rime: /at/ Word: flame Onset: fl Rime: ame k ing Word: king Onset: Rime:

17. Phonological Awareness Skills Less Complex Activities More Complex Activities Rhyming Segmenting Sentences Blending & Segmenting Syllables Blending & Segmenting Onset-Rime Blending & Segmenting Phonemes Chard, D. J. & Dickson, S. V. (1999) Phonological awareness: Instructional and Assessment Guidelines. Intervention in School & Clinic, 34(5), 261-270. 17

18. What is a phoneme? o A phoneme is the smallest part of spoken language o 41 phonemes. o A few words have one phoneme, but most have more than one. Examples: oh, or, a o Example Two Phoneme Words: if, us, see o Example Three Phoneme Words: fun, check, tail o Example Four Phoneme Words: stop, frog, bread 18 Notice that the number of phonemes does not necessarily match the number of letters in a word.

19. Module 2, Activity 1: 19  As teachers, it is important to be able to correctly blend and segment phonemes when teaching reading skills in order to model these skills.  For practice, please complete Module 2, Activity 1  Work individually or with a partner.

20. Phonological Awareness Task Examples  Blending and Segmenting Phonemes How do we teach phoneme blending and segmentation? Many activities available to do this. These will be shared in Presentation 2 of this module which focuses on teaching strategies. 20 f – i - sh

21. Other Phoneme Skills Phoneme Deletion Students can recognize a new word when a phoneme is removed from the original word. 21 Teacher: What is clock without the “c?” Students: Clock without the “c” is lock. Teacher: What is clock without the “c?” Students: Clock without the “c” is lock. Phoneme Addition Students can make a new word when a phoneme is added to an existing word. Phoneme Substitution Students substitute one phoneme for another and can create a new word. Teacher: What is the new word if I add /t/ to the beginning of “rain?” Students: Train Teacher: What is the new word if I add /t/ to the beginning of “rain?” Students: Train Teacher: The word is run. Change the /n/ to /g/. What is the new word? Students: Rug. Teacher: The word is run. Change the /n/ to /g/. What is the new word? Students: Rug.

22. In Review 22 Phonemic awareness is NOT phonics. It is an auditory skill. The ability to hear and manipulate phonemes plays a causal role in the acquisition of beginning reading skills (Smith, Simmons & Kame’enui (1998). Phonological awareness is made up of a number of different skills on a continuum with one of the important skills being phoneme segmentation.

23. 23 Module 2, Activity 2  Take out Module 2, Activity 2  Complete the activity independently by listing the phonological awareness activities on a scale of 1 to 5  Share your answers with a colleague and demonstrate what each of the phonological awareness skills looks like  Check your answers with those provided

24. Next Step 24  Move to Presentation 2, Presentation 2 to learn about instructional activities for teaching various phonological awareness skills.