Language Talk and Literacy Development Early Literacy Phonological

Language, Talk and Literacy Development & Early Literacy

Phonological Awareness and Phonics are NOT the same! Phonological Awareness Phonics Is an auditory skill that doesn’t have to involve print Involves print Activities are auditory Focuses on graphic representation of spoken language Focuses on how sounds can be segmented, combined, and manipulated in spoken language Begins before children sound-letter correspondences by manipulating them Requires actually looking at print Assists children in being able to sound out words, blend them together, and finally say the word Modified from Texas Center for Reading and Language Art: Master Reading Teacher Materials

Phonological Awareness in Pre. Kindergarten Preschool children begin to develop phonological awareness through language play and exposure to: § Poems, songs, and nursery rhymes § Language Awareness Games § Rhythmic Activities § Phonological games and activities structured by the teacher § Patterned and other predictable texts

Phonological Awareness Continuum Phoneme Blending, Segmenting, and Manipulation Onset-Rime Blending and Segmenting Syllable Blending & Segmenting 4 Sentence Segmenting 4 Alliteration 3 Rhyming 3 3 Listening Modified from Texas Center for Reading and Language Art: Master Reading Teacher Materials

Phonological Awareness Continuum: Listening • Environmental sounds • Sequencing Sounds • Reverse or substitute words in nursery rhymes or familiar phrases • Following a series of verbal directions • Specific sounds in a story

Phonological Awareness Continuum: Rhyming • • Rhyming chants, songs, and fingerplays Nursery rhymes and other poems Stories with rhyming text Use of word deletions during repeated readings

Phonological Awareness Continuum: Alliteration • Recite poems, chants, nursery rhymes, and songs with repeating initial sounds • Read alliterative texts • Group objects by beginning sounds • Play beginning sound name games • Call attention to words with similar beginning sounds Aa—My name is Alice and I come from Alabama Jj—My name is Jennifer and I jump for Joy in Jamaica.

Phonological Awareness Continuum: Sentence Segmenting • Selecting meaningful sentences from children’s speech or favorite books • Have children clap/count each word in a sentence (see example at the bottom of the slide) • Shuffle and reorder words in familiar sentences • Make silly phrases by deleting words from sentences 5. . little. . . monkeys. . jumping. . the. . bed

Phonological Awareness Continuum: Syllable Segmenting • Have children clap or tap out the syllables of their names and other familiar words Jen-ni-fer Da—vid Wil-lie

Phonological Awareness Continuum: Onset and Rimes • Build children’s repertoire of nursery rhymes • Sort words into families by rimes (C…. at, h…. at, b…. at)

Phonological Awareness Continuum: Phoneme Segmenting, Blending, and Manipulation • Sing songs that involve phoneme replacement e. g. “Apples and Bananas”, “The name game” “Mappy Mirthday Moo!”

Willoughby Wallaby wee, An elephant sat on me! Willoughby wallaby woo, An elephant sat on you! Change to Willoughby Wallaby wustin, An elephant sat on Justin! (note: child passes to next child while sitting in a small circle) Willoughby wallaby wody, An elephant sat on Cody!

Texas Center for Reading and Language Art: Master Reading Teacher Materials