Phonological Awareness The Big Umbrella S D R

Phonological Awareness “The Big Umbrella” S D R O W S E L B A L L Y S S D N U SO

Phonological Awareness: Whatdauthink it is? Adapted from Johnston County Schools

Understanding Phonological Awareness Why do we need it and why is it difficult for some children? How does it develop?

The Research Says… “Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level. ” (Juel, 1994) “Phoneme awareness is the single best predictor of reading success between kindergarten and second grade. ” (Adams, Stanovich, 1995) “Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension. ” (Stanovich, 1993)

Do Young Children Use Phonemes In Oral Language? Yes What sound does car start with? Uhnn. . uhnnn What does rabbit end with? a cotton tail

Does Phonological Awareness Develop Naturally? No “To learn an alphabetic script, we must learn to attend to that which we have learned not to attend to. ” Marilyn Adams, 2011, 1990

The Alphabetic Principle Type Of Language Symbol Represents Example Number Of Symbols Logographic Chinese word 1000’s syllable 100’s phoneme 26 Syllabic Japanese Alphabetic English E

Developing Phonological Awareness Word Awareness Rhyme and Alliteration with Word Play Syllable Awareness Louisa Moats and Carol Tolman (2009)

Word Awareness I can ride my bike

Rhyming

Syllable Awareness

Developing Phonological Awareness Word Awareness Rhyme and Alliteration with Word Play Syllable Awareness Individual Sound Awareness

What Exactly Do Readers Need To Be Able To Do? Spelling /m/ /o/ /p/ Segment Reading Blend

Letters Are Abstract Shapes Letters are abstract shapes that convey no meaning to the uninitiated. A B C D E F G H d f y D l F G v North Carolina State Improvement Project 15

Letters Are Abstract Shapes “. . . There are 52 capital and lower-case letter shapes, names, and sounds to learn. ” Shape: H h Name: aich Sound: /h/ North Carolina State Improvement Project

Letter-Names May Sound Alike North Carolina State Improvement Project 17

Letter-Shapes Are Often Similar bdpq hnum VWM l i j The shapes of many letters are similar, and, therefore, easily confused with one another. North Carolina State Improvement Project 18

What is this? 19

What is this? b d p q 20

Letter Forms Are Often Different A a a G g g D d E e 21

Letter Sounds In Letter Names Letter-names that begin with the letter-sound: b - “bee” k - “kay” t - “tee” Letter-names that end with the letter-sound f - “eff” l - “ell” x - “ex” Letter-names not containing the letter-sound: c - “see” h - “aich” 22

ØWith your group, pronounce the name of each consonant letter in the alphabet. ØListen to the letter-name for the sound that the letter usually represents. ØDoes the sound occur at the beginning of the letter-name, at the end of the letter-name or not at all?

Letters Are the Building Blocks for Words Automatic letter recognition is the key to automatic word recognition Berninger (2000) reports that at-risk children were found to need over 20 times more practice Perspectives, Winter, 2002 24

Accuracy First Letter Names/Letter Sounds Automaticity Next c a D S M t T C A d s m 25

Multisensory Instruction: Important Teacher Routines **Procedures Matter** Instructional Goal: Increase Cognitive Processing Don’t get too comfortable and drop them!!!

? ? ? Avoid Guessing ? ? ? • Many students with reading problems have learned to impulsively guess until they get the right answer *“That’s a b, no d, no I mean p. ” *“There, where, here…” ? ? • Remind students to use cues when they are unsure of a letter or sound. ? *“What’s your key word? ” • Tell them the answer if necessary to avoid guessing. ? ? ?

Say It and Move It Video – Reading Teachers Network

Move It and Say It

Move It and Say It c l a p /c/ /l/ /a/ /p/ “clap”

Phoneme-Grapheme Mapping /c/ c /l/ l /a/ a /p/ p Dodson, Judith. (2008). 50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction. Sopris West Educational Services.

Phoneme Segmenting and Blending: Arm Stretching Phoneme Segmentation and Blending: Finger Tapping

General Principles Of Phonological Awareness Instruction • • Provide explicit instruction. Model the skills. Begin with sounds only. Use manipulatives. Teach simple to complex. Pronounce sounds correctly. Provide guided practice. Teach the “feel” of sounds in the mouth. Felton & Lillie, 2001

Phoneme Manipulations With Word Chains Remember: change ONE phoneme at a time Order: change beginning phoneme, then ending phoneme, then middle phoneme Example: 1. at, bat, cat, mat, rat, pat, sat (word families) 2. sat, sad, sap, sax, 3. tap, top, tip, sop, sat, rat, rop, mop, map

Now, your turn: With your group, create a word chain starting with one of the following words: at pet did pot cut

Phoneme Manipulations With Word Chains • WORD CHAIN: at, sad, did, lid, slip, lips, claps, clasps – Each step requires a change of only one phoneme. – Only short vowels used here, but other vowel sounds could be used. – Only single consonants used here, but digraphs could be used (th, sh, ch, etc. ) • Example of confusion in a word chain: wag wash mash mall • Thank you for your time and attention!