Integrating Phonological Awareness

1. IntegratingPhonological Awareness Samantha DeFlanders RDG 504 May 13, 2012

2. Goal and Objectives: • “Today’s workshop will focus on the sounds in language and how to foster children’s learning of phonological awareness. • What is phonological awareness, and why is it important to beginning reading success? • Ways to incorporate phonological activities in whole group, small group,

3. Opening Activity: Willoughby Wallaby Woo Song • Go around your tables sing the song with each person’s name. (All tables go at the same time.) • Pose the question: • “What are some reasons children enjoy this song?” • “What can children learn from singing this song?”

4. What is Phonological Awareness?

5. Phonological Awareness The understanding of different ways that oral language can be divided into smaller components and manipulated.

6. Phonological Awarenessis an Awareness of: • Sounds in a language • Rhymes • That sentences can be broken down into words, syllables, and sounds • Ability to talk about, reflect upon, and manipulate sounds • Understanding the relationship between written and spoken language

7. Why is Phonological Awareness Important?

8. Importance: •   #1 predictor of reading success •    Prevents reading deficits •    Leads to success with spelling •    Helps children become aware of sounds in their language • Children learn to associate sounds with symbols and create links to word recognition and decoding skills necessary for reading

9. Who Benefits From Phonological Awareness

10. Who Benefits All children learning to read!

11. Who Benefits: •    Children at risk for reading failure           - Have less experience and skill using the alphabet          - Due to decreased opportunities and exposure to reading                   ~ Limited access to books/libraries                   ~ Different family priorities/expectations of reading                   ~ Unaware of the benefits of reading to children •    Children with language delays          - Tend to also have reading disorders•    Children with articulation disorders          - Awareness of sounds leads to heightened awareness of correct speech productions•    Children with spelling disorders          - Research shows these students perform poorly on PA tasks          - Helps connect sounds to letters and recognize common spelling units within words

12. Phonological Skills

13. Phonological awareness skills • Typically develop gradually and sequentially through the preschool period.  • Developed with direct training and exposure.

14. Phonological awareness skills include: •    Detecting rhyme and alliteration (use of similar consonants) •    Identifying rhymes and words that start/end with the same sounds •    Segmenting words into smaller units, such as syllables and sounds, by counting them •    Blending separated sounds into words •    Understanding that words are made up of sounds represented by symbols or letters •    Manipulating sounds in words by adding, deleting, or substituting

15. Hierarchy of Phonological Awareness Tasks Manipulation: Deleting & Substitute syllables and sounds Blending: blend syllables into words and sounds into words Segmenting : Segments sentences into words, words into syllables & sounds Phoneme Awareness : Identify the beginning, ending, and middle sounds of words Rhyme Awareness : Identify words that rhyme, produce words that rhyme Preparatory : develop listening habits, tune into print

17. How to Incorporate Phonological Awareness Activities in the Classroom

18. Surprisingly many educators are already implementing phonological awareness activities already • Name Rhyming Games (“Misa-Visa-Rhymes with Lisa”) • Incorporating Songs with rhyming (“Going to the Zoo”) • Reading! Reading! Reading (Chicka, Chicka, Boom Boom) **all these activities can be done to line up for lunch, recess, to call for snack time, or to dismiss for center time. ** when brainstorming activities to incorporate in your class, review the state standards and think of ways to integrate that standard within the activities.

19. Incorporating into Whole Group • Activity: Environmental Sounds • Activity: Common Nursery Rhymes and Chants • Activity: What Rhymes with “Cat?” • Activity: What Sound? • Activity: What Other Words Have a Beginning Sound to Match Your Name?

20. Incorporating into Small Group • Activity: Which one Matches? • Activity: What Sound do you Hear? • Activity: Matching Names • Activity: What Begins with the Same Sound? • Activity: Rhythm Sticks Word Parts

21. Incorporating into Centers • Many of the activities that you complete during whole or small group can be implemented into centers. • Block Area: • counting blocks to count words in sentences or syllables in words. • Putting picture pieces on blocks that correlate to the number of syllables (ex: cut an apple picture in half and place on two blocks.)

22. Incorporating into Centers • Music/Movement • Rhythm sticks to tap out words to songs or syllables to words • Cds with environmental noises so that students have to name the noise • Math • Words Have parts activity • Count the words in the sentences **Can incorporate in Library, Writing center as well as make theme related to incorporate in all centers.

23. Tips • Don’t wait until a child has mastered one skill before moving on • Be aware of the children’s various abilities and performance levels • Keep activities fun and playful • Incorporate phonological awareness into classroom activities • Provide visual (e.g., printed letters), tactile (e.g., touching a block for each sound), and movement (e.g.’ clapping for each syllable or sound) cues(Johnson & Roseman, 2003)

24. Resources • http://www.teacherquicksource.com/preschool/outcomes.aspx?OutcomeID=7 • http://phonologicalawareness.org/2.html