Phonological Awareness and Concepts of Print

1. Phonological Awareness and Concepts of Print Developed by Kathy Casey, Jo King, Sara McCraw, Lorei Meanor, Pam Oliver, Cathy Petitgout, and Debbie Stark Delaware Reading Cadre, 2001

2. GOALS • To gain knowledge of all the components of phonological awareness, • To understand the difference between phonological awareness, phonemic awareness, and phonics, • To understand the importance of assessing and teaching phonological awareness to promote early literacy development. Delaware Reading Cadre 2001

3. “Phonological Awareness is something you can do in the dark.”Patti Buchanan, Christina School District Delaware Reading Cadre 2001

4. Phonological Awareness (PA) Anticipation Guide • PA can be taught and it helps children learn how to read and spell. • Older, disabled readers cannot benefit, in terms of reading, from PA instruction • Focusing on one or two PA skills produces larger effects than teaching many PA skills at once. • Classroom PA instruction is most effective when taught in small groups versus whole group or individual. • The results of PA research are not ready for implementation in the classroom. Delaware Reading Cadre 2001

5. Phonological Awareness:Theory • PA is a primary indicator of early reading success • PA is acquired through a continuum of skills • PA needs to be taught explicitly first, then in context National Reading Panel, 2000 and Snow, et al, 1998 Delaware Reading Cadre 2001

6. Phonological Awareness Helps Young Students • Grasp how the alphabetic system works, • Read and spell words in various ways, • Move from sounds to letters (preparation for phonic instruction), • Understand that spoken language is made up of separate words, words are made up of syllables, and words can be broken down into separate sounds. Delaware Reading Cadre 2001

7. Phonological Awareness Listening Rhyme Awareness Awareness Concept of Ability of word of syllable initial sounds to manipulate (Onset and rime) phonemes (Phonemic awareness) Delaware Reading Cadre 2001

8. Phonological Awareness: DefinedDemonstration • Listening • Rhyming • Concept of word • Syllabication • Onset/Rime – compare to phonograms/ word families • Phoneme Manipulation • Blending • Segmentation • Deletion Bibliography of activity books available in handouts Delaware Reading Cadre 2001

9. What is a phoneme? • “Phonemes are the smaller-than-syllable sounds that correspond roughly to individual letters. Although every speaker has functional knowledge of phonemes, lending conscious awareness to them would interfere with listening comprehension: To understand speech, it is necessary to attend to the sense of words and not the sounds ... Having learned phonemes well enough to produce and listen to oral language, there is almost no reason whatsoever for children to give them conscious attention – no reason, that is, unless they need to learn to read an alphabetic script. • To learn an alphabetic script, children must learn to attend to that which they have learned not to attend to.” Adams,1990 Delaware Reading Cadre 2001

10. Reading Time Delaware Reading Cadre 2001

11. Why teach phonemic awareness? • Improves their ability to manipulate phonemes in speech, • Lays the foundation for reading and spelling. • Helps children grasp how the alphabetic system works, National Reading Panel, 2000 Delaware Reading Cadre 2001

12. Effective phonemic awareness instruction Teaches students to manipulate phonemes by: • Identifying phonemes in words, • Categorizing phonemes in words, • Blending phonemes to form words, • Deleting phonemes from words, • Segmenting words into phonemes. Delaware Reading Cadre 2001

13. Small group instruction works because • Children benefit from close observation of peers. • Children listen and respond to their peers comments and explanations. • Children are more attentive and motivated to do well in front of their peers National Reading Panel, 2000 Delaware Reading Cadre 2001

14. Phonological Awareness Inventory ASSESSMENT Delaware Reading Cadre 2001

15. Supporting phonemic awareness development in the classroomHalie Kay Yopp & Ruth Helen Yopp, 2000 Delaware Reading Cadre 2001

16. IMPORTANT!!!!! • Initial instruction is auditory followed by manipulation of sounds to letters. • Teach phonemic awareness in conjunction with letter names. • Focus on one of two skills at a time. • Tailor instructional time to students’ needs based on assessments. • Small group instruction is the best. • Some children will need more instruction than others. National Reading Panel, 2000 Delaware Reading Cadre 2001

17. Reflection • Teaching and learning are lifelong pursuits. We need to take time to look backward and forward. • Take some time now to list some of the most significant changes you will make to your teaching, based on what you recently learned about phonological awareness. Organize your thoughts in these categories: • Practices you will add • Practices you will discard • Practices you will alter in some way Strickland and Morrow, 2000 Delaware Reading Cadre 2001

18. Resources • Ericson, L., and Juliebo, M.F. (1998) The Phonological Awareness Handbook for Kindergarten and Primary Teachers. Newark: IRA. • Opitz, M. (2000). Rhymes & Reasons: Literature Play for Phonological Awareness. Portsmouth, NH: Heinemann. • Adams, M., et. al. (1998), Phonemic Awareness in Young Children. ,Baltimore, MD: Paul H. Brooks Publishing Co. Delaware Reading Cadre 2001