Teaching Phonemic Teaching Phonemic Awareness Awareness

in the early gradesin the early grades

What is Phonemic What is Phonemic Awareness?Awareness?

What is Phonics?What is Phonics?

What is Phonological What is Phonological Awareness?Awareness?

What is Phonemic What is Phonemic Awareness?Awareness?

Phonemic awarenessPhonemic awareness is the ability to is the ability to noticenotice, , think aboutthink about, and , and workwork with the with the individual sounds in individual sounds in spoken wordsspoken words. . Before children learn to read print, Before children learn to read print, they need to become aware of how they need to become aware of how the sounds in words work. They must the sounds in words work. They must understand that words are made up understand that words are made up of speech sounds, or phonemes. of speech sounds, or phonemes.

What is Phonemic What is Phonemic Awareness?Awareness?

Phonemic awarenessPhonemic awareness is the is the understanding that the sounds of understanding that the sounds of spokenspoken language work together language work together to make words. to make words.

Photo from www.phototour.minneapolis.mn.us/3744

Phonemic AwarenessPhonemic Awareness

("("Bell, bike,Bell, bike, and and boyboy all have /b/ at all have /b/ at the beginning." the beginning."

The beginning sound of The beginning sound of dogdog is /d/. is /d/. The ending sound of The ending sound of sitsit is /t/.“ is /t/.“

/m/, /a/, /p/-- /m/, /a/, /p/-- mapmap up--/u/, /p/ up--/u/, /p/

Children who cannot hear and Children who cannot hear and work with the phonemes of work with the phonemes of spoken words will have a difficult spoken words will have a difficult time learning how to relate these time learning how to relate these phonemes to the graphemes phonemes to the graphemes when they see them in written when they see them in written words. words.

What is Phonological What is Phonological Awareness?Awareness?

Phonemic awareness is a Phonemic awareness is a subcategory of Phonological subcategory of Phonological Awareness.Awareness.

What is Phonological What is Phonological Awareness?Awareness?

The focus of phonological awareness is The focus of phonological awareness is much broader than that of phonemic much broader than that of phonemic awareness. It includes identifying and awareness. It includes identifying and manipulating larger parts of spoken manipulating larger parts of spoken language, such as words, syllables, and language, such as words, syllables, and onsets and rimes--as well as onsets and rimes--as well as phonemes. It also encompasses phonemes. It also encompasses awareness of other aspects of sound, awareness of other aspects of sound, such as rhyming, alliteration, and such as rhyming, alliteration, and intonation. intonation.

What is Phonics?What is Phonics?

PhonicsPhonics is the understanding that is the understanding that there is a predictable relationship there is a predictable relationship between phonemes and graphemes, between phonemes and graphemes, the letters that represent those the letters that represent those sounds in sounds in writtenwritten language language

Photo from http:// www.reiptherewards.com

If children are to benefit from If children are to benefit from phonics instruction, they need phonics instruction, they need phonemic awareness.phonemic awareness.

Today’s AgendaToday’s Agenda Review terms Review terms Take a short quizTake a short quiz Strategies for teaching phonological Strategies for teaching phonological

awarenessawareness Adaptation for students with special Adaptation for students with special

needsneeds Sample lesson plans and other resourcesSample lesson plans and other resources Using technology for readingUsing technology for reading

http://http://www.reconnectioncompany.comwww.reconnectioncompany.com

Quick QuizQuick QuizPhonemic Phonological, or Phonics?Phonemic Phonological, or Phonics?

1.1. How many syllables does a spoken How many syllables does a spoken word have?word have?

Phonological: break down word into Phonological: break down word into smaller partssmaller parts

2.2. Say a word that rhymes with Say a word that rhymes with batbat.. (Phonological- rhyming sounds)(Phonological- rhyming sounds)

3.3. How many sounds are in How many sounds are in cupcup?? Phonemic – break into individual Phonemic – break into individual

phonemesphonemes

Quick QuizQuick QuizPhonemic Phonological, or Phonics?Phonemic Phonological, or Phonics?

4.4. Find all of the words in the sentence that Find all of the words in the sentence that have the letter that makes the /m/ have the letter that makes the /m/ mmmmmmmmmm sound. sound.

Phonics- match sounds to lettersPhonics- match sounds to letters

5.5. Put the sounds /d/, /o/, /g/ together and Put the sounds /d/, /o/, /g/ together and say the word. say the word.

Phonological- manipulate phonemes to make Phonological- manipulate phonemes to make wordswords

6.6. What letter makes the first sound in What letter makes the first sound in poppop? ? Phonics- match letter to soundPhonics- match letter to sound

Assessing Phonemic Assessing Phonemic AwarenessAwareness

("("Bell, bike,Bell, bike, and and boyboy all have /b/ at all have /b/ at the beginning." the beginning."

The beginning sound of The beginning sound of dogdog is /d/. is /d/. The ending sound of The ending sound of sitsit is /t/.“ is /t/.“

/m/, /a/, /p/-- /m/, /a/, /p/-- mapmap up--/u/, /p/ up--/u/, /p/

identifying and making oral rhymes;identifying and making oral rhymes;"The pig has a (wig).""The pig has a (wig).""Pat the (cat).""Pat the (cat).""The sun is (fun).""The sun is (fun)."

identifying and working with syllables in identifying and working with syllables in spoken words;spoken words;"I can clap the parts in my name: An-"I can clap the parts in my name: An-drew."drew."

identifying and working with onsets and identifying and working with onsets and rimes in spoken syllables or one-syllable rimes in spoken syllables or one-syllable words;words;"The first part of sip is s-.""The first part of sip is s-.""The last part of win is -in.""The last part of win is -in."

identifying and working with individual identifying and working with individual phonemes in spoken words.phonemes in spoken words."The first sound in sun is /s/.""The first sound in sun is /s/."

ASSESSING PHONOLOGICAL AWARENESSReview

Teaching Phonemic and Teaching Phonemic and Phonological AwarenessPhonological Awareness

Research indicates that phonological Research indicates that phonological awareness can be taught and that awareness can be taught and that students who increased their awareness of students who increased their awareness of phonemes facilitated their subsequent phonemes facilitated their subsequent reading acquisition (Lundberg et al, 1988). reading acquisition (Lundberg et al, 1988).

Teachers need to be aware of instructional Teachers need to be aware of instructional activities that can help their students activities that can help their students become aware of phonemes become aware of phonemes beforebefore they they receive formal reading instruction; they receive formal reading instruction; they need to realize that phonemic awareness need to realize that phonemic awareness will become more sophisticated as will become more sophisticated as students' reading skills develop. students' reading skills develop.

Teaching Phonemic and Teaching Phonemic and Phonological AwarenessPhonological Awareness

(1) Engage children in activities that (1) Engage children in activities that direct their attention to the sounds in direct their attention to the sounds in words, such as rhyming and words, such as rhyming and alliteration games. alliteration games.

(2) Teach students to segment and (2) Teach students to segment and blend.blend.

(3) Combine training in segmentation (3) Combine training in segmentation and blending with instruction in and blending with instruction in letter-sound relationships. letter-sound relationships.

Phonemic Awareness: An Important Early Step in Learning To Read. ERIC Digest.

Teaching Phonemic and Teaching Phonemic and Phonological AwarenessPhonological Awareness

(4) Teach segmentation and blending (4) Teach segmentation and blending as complementary processes. as complementary processes.

(5) Systematically sequence examples (5) Systematically sequence examples when teaching segmentation and when teaching segmentation and blending. blending.

(6) Teach for transfer to novel tasks (6) Teach for transfer to novel tasks and contexts. and contexts.

Teaching Phonemic Teaching Phonemic AwarenessAwareness Yopp (1992)Yopp (1992)

(a) Keep a sense of playfulness and fun, (a) Keep a sense of playfulness and fun, avoid drill and rote memorization. avoid drill and rote memorization.

(b) Use group settings that encourage (b) Use group settings that encourage interaction among children. interaction among children.

(c) Encourage children's curiosity about (c) Encourage children's curiosity about language and their experimentation language and their experimentation with it. with it.

(d) Allow for and be prepared for (d) Allow for and be prepared for individual differences. individual differences.

Teaching Phonemic and Teaching Phonemic and Phonological AwarenessPhonological Awareness

(e) Make sure the tone of the activity is not (e) Make sure the tone of the activity is not evaluative but rather fun and informal. evaluative but rather fun and informal.

Spending a few minutes daily engaging Spending a few minutes daily engaging preschool, kindergarten, and first-grade preschool, kindergarten, and first-grade [and older] children in oral activities that [and older] children in oral activities that emphasize the sounds of language may emphasize the sounds of language may go a long way in helping them become go a long way in helping them become successful readers and learners. successful readers and learners.

Differentiated InstructionDifferentiated Instruction Activities for students in the early stages Activities for students in the early stages

should include should include identifying and categorizing identifying and categorizing phonemesphonemes..

Students who can identify and categorize Students who can identify and categorize phonemes should work with activities that phonemes should work with activities that help them learn to help them learn to blend phonemes to form blend phonemes to form words and to segment words into phonemes. words and to segment words into phonemes.

More advanced activities are those in which More advanced activities are those in which students students delete or add phonemes to form delete or add phonemes to form new words,new words, and activities in which studentsand activities in which students substitute phonemes to make new wordssubstitute phonemes to make new words. .

5 Levels of Phonological Ability5 Levels of Phonological Ability Adams (1990)Adams (1990)

to hear rhymes and alliteration as to hear rhymes and alliteration as measured by knowledge of nursery measured by knowledge of nursery rhymes rhymes

to do oddity tasks (comparing and to do oddity tasks (comparing and contrasting the sounds of words for contrasting the sounds of words for rhyme and alliteration) rhyme and alliteration)

to blend and split syllables to blend and split syllables

5 Levels of Phonological Ability5 Levels of Phonological Ability Adams (1990)Adams (1990)

to perform phonemic segmentation to perform phonemic segmentation (such as counting out the number of (such as counting out the number of phonemes in a word) phonemes in a word)

to perform phoneme manipulation to perform phoneme manipulation tasks (such as adding, deleting a tasks (such as adding, deleting a particular phoneme and regenerating particular phoneme and regenerating a word from the remainder). a word from the remainder).

Levels of Literacy Levels of Literacy DevelopmentDevelopment

Phonemic AwarenessGreater Phonological AwarenessPhonics Awareness

Spoken Spoken Written Sounds