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Reading and Language Arts

Reading and Language Arts. Chapter 6. What Does the Lack of Phonemic Awareness Look Like?. Children lacking PA skills cannot: group words with similar and dissimilar sounds (mat, mug, sun) Blend and split syllables (f oot) Blend sounds into words (m_a_n)

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Reading and Language Arts

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  1. Reading and Language Arts Chapter 6

  2. What Does the Lack of Phonemic Awareness Look Like? • Children lacking PA skills cannot: • group words with similar and dissimilar sounds (mat, mug, sun) • Blend and split syllables (f oot) • Blend sounds into words (m_a_n) • Segment a word as a sequence of sounds (fish is made up of three phonemes, /f/, /i/, /sh/) • Detect and manipulate sounds within words (change r in run to s for sun)

  3. Correct errors by telling the answer and repeat correct answer • Example: “The first sound in man is /mmm/. Say the first sound in mmman with me, /mmm/. /Mmmmmm/.” • Non-example: Asking the question again or asking more questions. “Look at the picture again. What is the first sound?”

  4. Sound Isolation Example Instruction – Conspicuous Strategies Show children how to do all the steps in the task before asking children to do the task. Example: (Put down 2 pictures that begin with different sounds and say the names of the pictures.) “My turn to say the first sound in man, /mmm/. Mmman begins with /mmm/. Everyone, say the first sound in man, /mmm/.” Non-example: “Who can tell me the first sounds in these pictures?

  5. Phonological Deficits • Frequently appear as articulation disorders. • Child omits a consonant: “oo” for you • Child substitutes one consonant: “wabbit” for rabbit • Discrimination: child hears “go get the nail” instead of mail

  6. Informal Tests of Phonology • Analyze student’s production of phonemes in single words. • List of all the consonant phonemes + pictures to depict words containing each phoneme (e.g., picture of a pot for initial /p/, map for final /p/). • Include a comments section to describe the error recorded. • Provide prompts – “Tell me about your weekend for 3-minute sample, count correct and incorrect phonemes.

  7. Activity • In small groups, analyze phonemic awareness activities. • Choose 1-2 activities that you think the rest of the class should be aware of. • Identify the specific skills the activity is working on and why is that important. • Duplicate the activity with hands on materials. • Teach the class the activity

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