phonological awareness 02
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8/9/2019 Phonological Awareness 02
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Phonological
Awareness and Letter
Sound Knowledge
TE 301
8/9/2019 Phonological Awareness 02
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Phonological Awareness
Defined Conscious attention to the sounds of
spoken language
Includes awareness of Phonemes (smallest unit of sound)
Syllables (unit of pr onunciation consisting of avowel alone or a vowel with a consonant)
Onset and Rime (onset is the consonant sound of a syllable that comes before the vowel, r ime is vowelsound and ever ything that comes af ter it)
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Phonological AwarenessWhy is it so important?
Considered the most power ful
predictor of later reading achievement
A child¶s phonological skills in fir st
grade predict how well a child will
read in thir d grade (and beyond)
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What Phonological Awareness
Does«The ability to. . . Will eventually help children to. . .
Separate wor ds into syllables or beats Break down a wor d into parts to spell or
decode/read it -- for example, to spell the wor d
chapter , break it into chap and ter
Recognize and generate wor ds that rhyme Use known wor ds to read new wor ds -- for
example, to use catch to help them read batch
Recognize and generate wor ds that start or
end with the same sound
Lear n to associate particular sounds with
particular letter s -- for example, knowing that
Peter starts with p may help Peter recognize that
purple also starts with p
Blend sounds into wor ds ³Sound out´ wor ds -- for example, af ter saying a
sound for each letter in the wor d nap (/n/ /a/ /p/),
putting those sounds together to say nap
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What Phonological Awareness
Does«The ability to. . . Will eventually help children to. . .
Segment wor ds into sounds Spell wor ds -- for example, to hear the found
sounds in the clap (/c/ /l/ /a/ /p/), so they can spell
it
Move sounds ar ound to create new wor ds Use known wor ds to figure out new wor ds -- for
example, to use corn to help them decode the
wor d pork
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Phonological Awareness
³Skills´ Kids can:
recognize and generate rhyming wor ds
break wor ds into syllables blend sounds together into wor ds
recognize and generate wor ds that start or end
with the same sound
move sounds ar ound to make new wor ds
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recognize and generate
rhyming words Give a child a wor d and the child can
generate rhyming wor ds (known as wor d f amilies) May include ³real wor ds´ and nonsense wor ds
Examples include pr oviding the wor d cat and thechild comes up with mat, sat, and dat
Child recognizes wor ds that rhymes Either hear ing them or in pr int
An example would be the child hear ing the wor ds hear and f ear in text and telling you that they rhyme
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break words into syllables Combine syllables to say wor ds
/mag/ + /net/ = magnet
/blan/ + /ket/ = blanket Segment spoken wor ds into syllables
hockey = /hock/ + /ey/
Bubble = /bub/ + /ble/
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blend sounds together into
words Using the onset (the initial consonant
sound(s) pr ior to the vowel) and the r ime (the
vowel and ever ything af ter it) the child can blend the sounds together to say the wor d
/m/ and /ice/ to for m mice
/g/ and /oal/ to for m goal
/p/ and /uck/ to for m puck
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recognize and generate words that
start or end with the same sound Alliteration: pr oducing wor ds in a sentence
that start with the same sound
Example: Tucker took ten toucans to town Tuesday.
Rhyme: pr oducing wor ds that end with the
same sound
Fat cat sat
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move sounds around to make
new words What happens if we take away the beginning
sound of a wor d?
Example: What wor d do I have if I take away the/c/ in cat?
What happens if we take away the ending
sound of a wor d?
Example: What wor d do I have if I take away the/s/ in cats?
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Phonological Awareness
Development Syllables or beats before rhyming before individual
phonemes or sounds
Recognition before generation
Beginnings before endings before middles
Blending before segmenting
Ability to move sounds ar ound to create new wor ds
of ten one of the last skills acquired
Drawing from Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R. (2002). Phonological
sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly,
38, 470-487.
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Some Strategies for Developing
Phonological Awareness Songs
Songs with rhyming wor ds
Songs with rhyming blanks (e.g., Down by the Bay )
Songs with phonemic manipulation (e.g., T he Name Game,
Apples and Bananas, Old Mac Donald, Willoughby Wallaby Woo)
Books, poems, tongue twister s
Nur ser y rhymes and rhyming poems
Books with rhyming
Books with alliteration
Books with phonemic manipulation (e.g., unny Babbit : ABilly Sook by Shel Silver stein)
Tongue twister s
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Some Strategies for Developing
Phonological Awareness Wor d games
³Count the Beats!´ (sort things or f r iends by the number of syllables or beats)
³Going on Vacation´ (taking tur ns saying what they¶re going to
take on vacation, where there¶s a r ule like it must start with /b/(³the buh sound´) or must have a certain number of beats r thelike
³Who Gets Up?´ (deter mine who gets up with some r ule likeever yone whose name starts with /j/)
³Guess what I¶m Saying´ (saying wor ds in partially or entirely
segmented for m and children guess what the wor d is) Stretching wor ds
When wr iting in f r ont of children (³mmoooommm´ when spelling Mom)
As a for m of play (³ jooooooolllllllllllaaaaaaaaa´ for J ulia)
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Sound-letter KnowledgeOver the next few weeks, you are going to learn many things
related to sound-letter knowledge. These include:
How sounds and letters are related in English
Different approaches to decoding
Cueing systems
Stages of sight word learning
Stages of spelling development
Stages of writing development
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Sound-letter Knowledge Sound-letter knowledge is essential to literacy. It
includes:
knowledge of letter names and their associated sounds
knowledge about how sounds and letter s relate in English,for example, knowing that /b/ is represented by the letter b
and sh stands for the sound /sh/
recognition of previously-seen wor ds
ability to figure out pr onunciation of not-previously-seen
wor ds
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Sound-letter Knowledge Sound-letter knowledge develops, f r om no
knowledge of the names any alphabet letter s allthe way to sophisticated under standings that allowus, for example, to decode the wor d bandiferous.
Mor phological awareness and mor phologicalknowledge (to be discussed in two weeks) can also be seen as part of sound-letter knowledge
Sound-letter knowledge is a relevant topic
thr oughout the elementar y and middle schoolyear s.