Teaching Phonological Phonemic Awareness

1. Teaching Phonological & Phonemic Awareness

3. What is phonemic awareness? Phonemic awareness is a specific type of phonological awareness that involves the ability to hear & manipulate sounds in spoken words at the phoneme level.

4. Preschool-age children�s level of phonemic awareness strongly predicts their success in learning to read. - Adams, 1990 Research shows that phonemic awareness skills can be taught to preschoolers & have a significant impact on their skills. - Adams, 1990 Preschoolers who are given training in phonemic awareness evince significant acceleration in their later acquisition of reading. - Adams, 1990

5. Phonological & Phonemic Awareness Instruction in Preschool Fun & Engaging Poems, songs, & nursery rhymes Language awareness games Rhythmic activities Structured phonological games & activities Patterned & other predictable texts

6. Important Aspects of PA Instruction Brief daily lessons in small groups Focus on 1 new skill at a time using 1-3 activities per lesson Teach skills explicitly & systematically Model, lead, observe - I do, we do, you do Oral production of sounds & words is critical Make it fun & interesting. Use manipulatives: fingers, body movements, tangibles, etc. Give immediate corrective feedback Know where your students are & progress gradually from easier to more difficult skills

7. Sequence of Skills for Preschoolers 1. Learning to Listen

8. Learning to Listen Listening to Sounds Oh, my! Oh, my! What do I hear, when I listen with my ears? Take a listening walk Hide and Seek One sound, Two sounds, what sounds do you hear? Listening to Language Telephone The Mission Game

9. Sequence of Skills for Preschoolers 1. Learning to Listen

10. Rhyming Listening to & Reciting Rhymes The Name Game Silly Rhymes

11. Sequence of Skills for Preschoolers 1. Learning to Listen 2. Rhyming 3. Words & Sentences

12. Words & Sentences Sentences are the linguistic package through which we convey our separate thoughts. Sentences are, in turn, composed of strings of separately speakable, meaningful words. The meaning or meaningfulness of a sentence depends on the particular words it contains as well as on the specific order of the words.

13. Words & Sentences What is a sentence? Hearing Words in Sentences Long Word-Short Word Words in Context and Out

14. Sequence of Skills for Preschoolers 1. Learning to Listen 2. Rhyming 3. Words & Sentences 4. Awareness of Syllables

15. Awareness of Syllables Analysis: Orally segmenting words into syllables (or later phonemes) Synthesis: Orally blending syllables (or phonemes) into words

16. Awareness of Syllables The Clapping Game 1-2-1-2-3, How Many Syllables are in me? �What Word� Game

17. Sequence of Skills for Preschoolers 1. Learning to Listen 2. Rhyming 3. Words & Sentences 4. Awareness of Syllables 5. Initial & Final Sounds

18. Initial & Final Sounds I spy Sound Match Magic Word Game

19. Sequence of Skills for Preschoolers 1. Learning to Listen 2. Rhyming 3. Words & Sentences 4. Awareness of Syllables 5. Initial & Final Sounds 6. Phonemes

20. Developing phonemic awareness is difficult because� Phonemes are meaningless. They cannot be easily distinguished in normal, everyday speech. They sound different from speaker to speaker.

21. Teach phonemic awareness by� how the phonemes are articulated, not how they sound. providing children with opportunities to explore how their voices and the positions of their mouths and tongues change with each given sound. using manipulatives, such as blocks, to represent the separate phonemes. - Adams, et al. 1998

22. Phonemes 2, 3, 4 Sound Words �What Word� Game The Magic Word Game

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24. References & Resources Adams, M. J. (1990). Beginning to Read: Thinking and Learning About Print. Cambridge, MA: MIT Press. Adams, M. J., Foorman, B. R., Lundbery, I., Beeler, T., (1998). Phonemic awareness in young children. Baltimore, MD: Paul H. Brookes Publishing Co. Big Ideas in Beginning Reading website: http://reading.uoregon.edu Kame'enui, E. J., Simmons, D. C., Baker, S., Chard, D. J., Dickson, S. V., Gunn, B., Smith, S. B., Sprick, M., & Lin, S. J. (1997). Effective strategies for teaching beginning reading. In E. J. Kame'enui, & D. W. Carnine (Eds.), Effective Teaching Strategies That Accommodate Diverse Learners. Columbus, OH: Merrill. McCardle, P. (2004). The voice of evidence in reading research. Baltimore, MD: Brookes. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development. National Research Council (1998). Preventing reading difficulties in young children, (Committee on the Prevention of Reading Difficulties in Young Children; C.E. Snow, M.S. Burns, and P. Griffin, Eds.) Washington, DC: National Academy Press. Share, D., and Stanovich, K. "Cognitive Processes in Early Reading Development: Accommodating Individual Differences into a Mode of Acquisition." Issues in Education: Contributions from Educational Psychology, Vol. 1 (1995), 1-57. Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Alfred A. Knopf. Stanovich, K. "Does Reading Make You Smarter? Literacy and the Development of Verbal Intelligence." In Advances in Child Development and Behavior, edited by H. Reese, Vol. 24, pp. 133-180. San Diego, CA: Academic Press, 1993. The Reading Skills Pyramid: http://Time4learning.com