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CHAPTER 5

PHONEMIC AWARENESS. CHAPTER 5. Sara Billings. What is phonemic awareness?. The ability to manipulate phonemes while speaking The ability to hear phonemes The ability to identify phonemes The ability to break down words into smaller sounds All of the above.

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CHAPTER 5

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  1. PHONEMIC AWARENESS CHAPTER 5 Sara Billings

  2. What is phonemic awareness? • The ability to manipulate phonemes while speaking • The ability to hear phonemes • The ability to identify phonemes • The ability to break down words into smaller sounds • All of the above

  3. ANSWER…. WHEN EVEN IN DOUBT ALWAYS CHOOSE ALL OF THE ABOVE, E! • Phonemic awareness is the ability to detect, identify, and manipulate phonemes in spoken word. • Phonemic awareness help makes up phonological awareness which include syllables, words, spoken language, rhymes, and phonemes • mall, ball, call have different meanings due to the phonemes /m/, /b/, and /c/ being different. In the spoken language phonemes are the smallest unit that makes words different.

  4. TRUE OR FALSE? • A students’ level of phonemic awareness is a small factor of future reading abilities?

  5. FALSE! • When a child enters school, their level of phonemic awareness is considered the largest determining factor of future reading achievement (Adams 1990) • Phonemic awareness gives the ability to look at individual sounds, and be able to decode and blend words. • The most common cause of children’s early difficulties in acquiring accurate and fluent word recognition skills involves individual differences in their phonological knowledge and skills (Torgesen 2002)

  6. TRUE OR FALSE • After first grade only below leveled readers need phonemic instructions

  7. Once students reach 2nd grade instruction is only needed who are not yet reading at grade level. Like most things in teaching start with easier skills and progress to more difficult throughout the year. During kindergarten 10-15 minutes of phonological awareness instructions is suggested When in 1st grade approximately 10 minutes per day of instructions is needed for the first 3 months (or a long as needed). TRUE

  8. How Clear instructions, modeling, having students model, having students practice and apply. Lessons should focus on no more then 2 skills and be no longer then 30 mins per lesson. Having students use manipulative or physical motions will help them retain information. Use games and interactive activities to help motivation and interest

  9. CONCLUSION • Students who have the ability to read fluently and well are based on their phonemic awareness and phonological skills. • Early and repetitive instruction is key to a successful reader • Engaging and motivating instructions will benefit children’s learning

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