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Phonological Awareness

Phonological Awareness. Kindergarten. Phonological Awareness. Phonological awareness involves: segmenting - pulling apart spoken words into sounds blending - putting sounds back together manipulating - adding, deleing, and substituting these sounds. South Dakota Standards.

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Phonological Awareness

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  1. Phonological Awareness Kindergarten

  2. Phonological Awareness Phonological awareness involves: • segmenting- pulling apart spoken words into sounds • blending- putting sounds back together • manipulating- adding, deleing, and substituting these sounds South Dakota Standards

  3. Phonological Awareness Phonological awareness involves: • segmenting- pulling apart spoken words into sounds • blending- putting sounds back together • manipulating- adding, deleing, and substituting these sounds South Dakota Standards Students are able to relate letters and sounds, and identify patterns in word and phases

  4. Phonemes Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words Phonemes are the smallest units of sound in spoken words

  5. What We Know from Research • Phonological awareness instruction improves children’s understanding of how the words in spoken language are represented in print. • Phonemic awareness helps all children learn to read

  6. What We Know from Research • Phonemic awareness instruction is most effective when children are taught to use letters to represent phonemes • Phonemic awareness also helps preschoolers, kindergartners, and first graders learn to spell Page 4 from Put Reading First Booklet

  7. Phonological Awareness Continuum

  8. Rhyme Match between ending sounds of words Use Nursery Rhymes and Other Rhymes Rhyme

  9. Ten Cats Have Hats by Jean Marzollo One bear has a chair, but I have a hat.

  10. Activites focused on rhymeTen Cats Have Hats by Jean Marzollo Two ducks have trucks, but I have a hat. Picture clue allows them to predict author’s rhyme.

  11. Activities focused on rhyme “The Ants Go Marching” The ants go marching one by one, Hurrah! Hurrah! The ants go marching one by one, Hurrah! Hurrah! The ants go marching one by one, The little one stops to have some fun, And they all go down to the ground, To get out of the sun. Boom! Boom! Boom!

  12. Activities focused on rhyme “The Ants Go Marching” The ants go marching two by two, Hurrah! Hurrah! The ants go marching two by two, Hurrah! Hurrah! The ants go marching two by two, The little one stops to _____________, And they all go down to the ground, To get out of the sun. Boom! Boom! Boom!

  13. Activities focused on rhyme (oral) “Down by the Bay” “Did you ever see a whale with a polka dot tail?” “The Corner Grocery Story” “There were peas, peas walking on their knees at the store, at the store” “There was steak, steak, going shake shake at the store, at the store” Yopp & Yopp (1996). Oo-pples & boo-noo-noos: Songs & activities for phonemic awareness. Harcourt Bace School Publishers

  14. Alliteration Focus on initial phonemes Alliteration Steven Kellogg's alphabet book Aster Aardvark’s Alphabet Adventures

  15. Alliteration-Big Books

  16. Words in Sentences Have children count words 1 2 3 4 Say the parts of a sentence Sentence Segmentation

  17. Syllables Blending syllables together to form words Segmenting words into syllables Syllable Blending and Segmentation

  18. Activities with syllables manipulation“Clap, Clap, Clap Your Hands” (clues) Clap, clap, clap your hands, Clap your hands together. Clap, clap, clap your hands, Clap your hands together Snap, Snap, Snap your hands, Snap your hands together. Snap, Snap, Snap your hands, Snap your hands together continue

  19. Activities with syllables manipulation“Clap, Clap, Clap Your Hands” (clues) Say, say, say these parts. Say these parts together. Say, say, say these parts, Say these parts together: Teacher moun (pause) tain (children respond, “mountain!”) Teacher love (pause) ly (children respond, “lovely!”) Teacher un (pause) der (children respond, “under!”) Teacher tea (pause) cher (children respond, “teacher!”)

  20. Activities with syllables manipulationHow Many Syllables (clues) Tikki Tikki Tembo by Arlene Mosel Clap syllables in names + picture Tingo Tango Mango Tree by Marcia Vaughan Iguana’s name is Sombala Bombala Rombala Roh Flamingo’s name is Kokio Lokio Molio Koh Parrot’s name is Dillaby Dallaby Doh Turtle’s name is Nanaba Panaba Tanaba Goh Bat’s name is Bitteo Biteo

  21. Activities with syllables manipulation“Humpty Dumpty” (clues) Recite “Humpty Dumpty” rhyme Humpty Dumpty broke & I have some broken words. Let’s help put the words back together again. pop – si - cle Snap the cubes together to say the entire word.

  22. Activities with syllables manipulationTeacher, May We? (clues) Teacher: “You may jump the number of times as there are syllables (some teachers say “beats” or “chunks” for syllables) in the bunny.” Students: “Teacher, may we?”

  23. Onsets and Rimes Onset: initial consonant or consonant cluster of the word Rime: vowel and consonants that follow the onset In the word ca, the /k/ is the onset and the –at is the rime Onset-RimeBlending and Segmentation

  24. Activities with onset-rime manipulationGoing on a Word Hunt (clues) Teacher: Going on a word hunt! (slap toes) (slap knees) (slap toes) (slap knees) Students repeat Teacher: What’s this word? (slap toes) (slap knees) (slap toes) (slap knees) Students repeat Teacher: /m/ (pause) /ap/ pause (slap toes) (slap knees) Students repeat Together: mmmmmmmmmmmap map! (slide hands from toes to knee) (slap knees)

  25. Activities with onset-rime manipulation Make a Word (letters) It’s a word. It is not a word.

  26. Phoneme Blending Segmenting Words into Phonemes Listening to a sequence of individual sounds and combining them to pronounce a word Breaking a word into its individual sounds Phoneme Blending andSegmentation

  27. Activities with phoneme manipulationCock-a-doodle-moo! (oral) Cock-a-doodle-moo! By Bernard Most

  28. Activities with phoneme manipulationBag Game (cues)

  29. Supporting phonemic awareness development in the classroom Hallie Kay Yopp Ruth Helen Yopp The Reading Teacher Vol.54, No. 2 October 2000

  30. Using Songs Tune to London Bridge /b/ is a sound that starts these words Ball, bounce, bear, ball, bounce, bear /b/ is a sound that starts these words Ball, bounce, bear and b_________.

  31. Using Songs Tune to “Three Blind Mice” Buh buh buh, Buh buh, buh; Hear how it sounds, hear how it sounds. It starts with /b/ and it sounds like this: Buh buh buh, Buh buh, buh

  32. Using Songs Tune to London Bridge /K/ is the letter that sounds like kuh, Sounds like kuh, sounds like kuh, /K/ is the letter that sounds like kuh, In words like key, cat, and car!

  33. Using Songs Tune to “Jimmy Cracked Corn” Who has a /d/ word to share with us? Who has a /d/ word to share with us? It must start with the /d/ sounds! Dog is a word that starts with /d/ Dog is a word that starts with /d/ Dog is a word that starts with /d/ Dog stars with the /d/ sound.

  34. Oo-pples and Boo-noo-noos;Songs and Activties for phonemic Awareness Hallie Kay Yopp Ruth Helen Yopp

  35. Say It and Move It

  36. Working with Phonemics Add /s/ to beginning of pin=spin Delete /t/ at beginning of trap=rap Substitute /i/ in lip with /a/=lap Phoneme Manipulation

  37. Small Groups Teach phonological awareness, especially phonemic awareness, in small groups Grouping forInstruction

  38. Explicit and SystematicPhonological Awareness Instruction • Focus on types of phonological awareness most closely associated with beginning reading and spelling achievement by linking phonemes to print • Teach phonological awareness explicitly and regularly schedule instruction

  39. Explicit and Systematic Phonological Awareness Instruction • During a lesson, target only one type of phonological awareness, such as blending phonemes or segmenting words into phonemes • Begin with easier activities and progress to more difficult ones • Model each activity • As soon as possible, help children make the connection between letters and sounds to read and spell words

  40. Ongoing Practice inPhonological Awareness • Provide opportunities to practice phonological awareness with teacher support and guidance • Integrate practice in phonological awareness throughout the curriculum and school day

  41. Word Play Enhances phonological awareness as children practice activities using words an concepts in stories and books that are read aloud • Choose one of your children’s books • Develop a word play activity for your assigned part • On an index card, write title of book and activity • Post on the wall

  42. Phonological Awarenessand Phonics • Phonological awareness instruction helps children make the connection between letters and sounds • During reading and spelling activities, children begin to combine their knowledge of phonological awareness and phonics Phonological Awareness Phonics

  43. Taking a Closer Look Phonological awareness instruction is addressed in different types of published programs: • Comprehensive core reading programs • Supplementary phonological awareness programs

  44. Consider Diversity:English Language Learners • Capitalize on native language ability • Teach blending, segmenting, and manipulating individual phonemes and syllables • Accept oral approximations • Focus on words children already know

  45. Progress Monitoring:Phonological Awareness Results of individual administered reading inventories can help you make informed instructional decisions

  46. Remember…

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