Phonological Awareness Kindergarten Phonological Awareness Phonological awareness involves

Phonological Awareness Kindergarten

Phonological Awareness Phonological awareness involves: South Dakota Standards l segmentingpulling apart spoken words into sounds l blendingputting sounds back together l manipulatingadding, deleing, and substituting these sounds

Phonological Awareness South Dakota Standards Students are able to relate letters and sounds, and identify patterns in word and phases Phonological awareness involves: l segmentingpulling apart spoken words into sounds l blendingputting sounds back together l manipulatingadding, deleing, and substituting these sounds

Phonemes Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words Phonemes are the smallest units of sound in spoken words /m/ 1 st phoneme /a/ 2 nd phoneme /t/ 3 rd phoneme

What We Know from Research l Phonological awareness instruction improves children’s understanding of how the words in spoken language are represented in print. l Phonemic awareness helps all children learn to read

What We Know from Research l Phonemic awareness instruction is most effective when children are taught to use letters to represent phonemes l Phonemic awareness also helps preschoolers, kindergartners, and first graders learn to spell Page 4 from Put Reading First Booklet

Phonological Awareness Continuum Types Description Examples Phonemes Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words /k/ /a/ /t/ /sh/ /i/ /p/ /s/ /t/ /o/ /p/ Onsets and Rimes Blending or segmenting the initial consonant or consonant cluster (onset) and he vowel and consonant sounds spoken after it (rime) /m/ /ice/ /sh/ /ake/ Syllables Blending syllables to say words or segmenting spoken words into syllables /mag/ /net/ /pa/ /per/ Sentence Segmentation Segmenting sentences into spoken words The dog ran away. 1 2 3 4 Alliteration Rhyme Producing groups of words that begin with the same initial sound Ten tiny tadpoles Matching the ending sounds of words cat, hat, bat, sat

Rhyme Match between ending sounds of words Use Nursery Rhymes and Other Rhymes

Ten Cats Have Hats by Jean Marzollo One bear has a chair, but I have a hat.

Activites focused on rhyme Ten Cats Have Hats by Jean Marzollo Two ducks have trucks, but I have a hat. Picture clue allows them to predict author’s rhyme.

Activities focused on rhyme “The Ants Go Marching” The ants go marching one by one, Hurrah! The ants go marching one by one, The little one stops to have some fun, And they all go down to the ground, To get out of the sun. Boom!

Activities focused on rhyme “The Ants Go Marching” The ants go marching two by two, Hurrah! The ants go marching two by two, The little one stops to _______, And they all go down to the ground, To get out of the sun. Boom!

Activities focused on rhyme (oral) “Down by the Bay” “Did you ever see a whale with a polka dot tail? ” “The Corner Grocery Story” “There were peas, peas walking on their knees at the store, at the store” “There was steak, going shake at the store, at the store” Yopp & Yopp (1996). Oo-pples & boo-noos: Songs & activities for phonemic awareness. Harcourt Bace School Publishers

Alliteration Focus on initial phonemes Steven Kellogg's alphabet book Aster Aardvark’s Alphabet Adventures

Alliteration-Big Books

Sentence Segmentation Words in Sentences Have children count words 1 2 3 4 Say the parts of a sentence

Syllable Blending and Segmentation Syllables Blending syllables together to form words Segmenting words into syllables

Activities with syllables manipulation “Clap, Clap Your Hands” (clues) Clap, clap your hands, Clap your hands together Snap, Snap your hands, Snap your hands together continue

Activities with syllables manipulation “Clap, Clap Your Hands” (clues) Say, say these parts. Say these parts together. Say, say these parts, Say these parts together: Teacher moun (pause) tain (children respond, “mountain!”) Teacher love (pause) ly (children respond, “lovely!”) Teacher un (pause) der (children respond, “under!”) Teacher tea (pause) cher (children respond, “teacher!”)

Activities with syllables manipulation How Many Syllables (clues) Tikki Tembo by Arlene Mosel Clap syllables in names + picture Tingo Tango Mango Tree by Marcia Vaughan Iguana’s name is Sombala Bombala Roh Flamingo’s name is Kokio Lokio Molio Koh Parrot’s name is Dillaby Dallaby Doh Turtle’s name is Nanaba Panaba Tanaba Goh Bat’s name is Bitteo Biteo

Activities with syllables manipulation “Humpty Dumpty” (clues) Recite “Humpty Dumpty” rhyme Humpty Dumpty broke & I have some broken words. Let’s help put the words back together again. pop – si - cle Snap the cubes together to say the entire word.

Activities with syllables manipulation Teacher, May We? (clues) Teacher: “You may jump the number of times as there are syllables (some teachers say “beats” or “chunks” for syllables) in the bunny. ” Students: “Teacher, may we? ”

Onset-Rime Blending and Segmentation Onset: initial consonant or consonant cluster of the word Onsets and Rimes Rime: vowel and consonants that follow the onset In the word ca, the /k/ is the onset and the –at is the rime

Activities with onset-rime manipulation Going on a Word Hunt (clues) Teacher: Going on a word hunt! (slap toes) (slap knees) Students repeat Teacher: What’s this word? (slap toes) (slap knees) Students repeat Teacher: /m/ (pause) /ap/ pause (slap toes) (slap knees) Students repeat Together: mmmmmmap map! (slide hands from toes to knee) (slap knees)

Activities with onset-rime manipulation Make a Word (letters) It’s a word. It is not a word.

Phoneme Blending and Segmentation Phoneme Blending Listening to a sequence of individual sounds and combining them to pronounce a word Segmenting Words into Phonemes Breaking a word into its individual sounds

Activities with phoneme manipulation Cock-a-doodle-moo! (oral) Cock-a-doodle-moo! By Bernard Most

Activities with phoneme manipulation Bag Game (cues)

Supporting phonemic awareness development in the classroom Hallie Kay Yopp Ruth Helen Yopp The Reading Teacher Vol. 54, No. 2 October 2000

Using Songs Tune to London Bridge /b/ is a sound that starts these words Ball, bounce, bear, ball, bounce, bear /b/ is a sound that starts these words Ball, bounce, bear and b_____.

Using Songs Tune to “Three Blind Mice” Buh buh, buh; Hear how it sounds, hear how it sounds. It starts with /b/ and it sounds like this: Buh buh, buh

Using Songs Tune to London Bridge /K/ is the letter that sounds like kuh, Sounds like kuh, sounds like kuh, /K/ is the letter that sounds like kuh, In words like key, cat, and car!

Using Songs Tune to “Jimmy Cracked Corn” Who has a /d/ word to share with us? It must start with the /d/ sounds! Dog is a word that starts with /d/ Dog stars with the /d/ sound.

Oo-pples and Boo-noos; Songs and Activties for phonemic Awareness Hallie Kay Yopp Ruth Helen Yopp

Say It and Move It

Phoneme Manipulation Working Add /s/ to beginning of pin=spin with Delete /t/ at beginning of trap=rap Phonemics Substitute /i/ in lip with /a/=lap

Grouping for Instruction Small Groups Teach phonological awareness, especially phonemic awareness, in small groups

Explicit and Systematic Phonological Awareness Instruction l Focus on types of phonological awareness most closely associated with beginning reading and spelling achievement by linking phonemes to print l Teach phonological awareness explicitly and regularly schedule instruction

Explicit and Systematic Phonological Awareness Instruction During a lesson, target only one type of phonological awareness, such as blending phonemes or segmenting words into phonemes l Begin with easier activities and progress to more difficult ones l Model each activity l As soon as possible, help children make the connection between letters and sounds to read and spell words l

Ongoing Practice in Phonological Awareness l Provide opportunities to practice phonological awareness with teacher support and guidance l Integrate practice in phonological awareness throughout the curriculum and school day

Word Play Enhances phonological awareness as children practice activities using words an concepts in stories and books that are read aloud l Choose one of your children’s books l Develop a word play activity for your assigned part l On an index card, write title of book and activity l Post on the wall

Phonological Awareness and Phonics Phonological Awareness Phonics Phonological awareness instruction helps children make the connection between letters and sounds l During reading and spelling activities, children begin to combine their knowledge of phonological awareness and phonics l

Taking a Closer Look Phonological awareness instruction is addressed in different types of published programs: l Comprehensive core reading programs l Supplementary phonological awareness programs

Consider Diversity: English Language Learners l Capitalize on native language ability l Teach blending, segmenting, and manipulating individual phonemes and syllables l Accept oral approximations l Focus on words children already know

Progress Monitoring: Phonological Awareness Verify Identify Specify Recognize Results of individual administered reading inventories can help you make informed instructional decisions

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