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Phonology

Phonology. Moats Ch. 3. Phonetics vs. Phonology. Remember, phonetics is the ability to pronounce individual speech sounds Phonology is the awareness of the sound patterns and rules by which sounds are combined and spoken

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Phonology

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  1. Phonology Moats Ch. 3

  2. Phonetics vs. Phonology • Remember, phonetics is the ability to pronounce individual speech sounds • Phonology is the awareness of the soundpatterns and rules by which sounds are combined and spoken • Think about when words “sound foreign.” We have specific sequences and combinations of sounds that make up English words.

  3. Syllables • The phonemes in a word are organized into coarticulated units that always have a vowel sound. • A word always has at least 1 syllable because it always has at least 1 vowel sound. • The number of syllables in a word is equal to the number of vowels in the word. • Closed syllables = lax/short vowels • Open syllables = tense/long vowels

  4. Simple Syllables • Simple Syllables have a vowel that may be preceded and/or followed by a single consonant.

  5. Complex Syllables • Complex Syllables have two or more consonants in a cluster before or after a vowel.

  6. Fun Facts! • Each separate vowel in a syllable is the peak. • When 2 vowel sounds are adjacent (idiot, poetry, idea) there is a syllable break between them (id-i-ot, po-et-ry, i-de-a). • Consonants tend to cluster at the beginning of a stressed syllable rather than at the end of an unstressed syllable (a-strin-gent). • Some consonant sequences can only be adjacent across a syllable break (on-ly; pump-kin)

  7. Onsets & Rimes • The internal structure of a syllable consists of onsets and rimes. • Onset: what (if anything) comes before the vowel. • Rime: the vowel and what comes after it. • Words such as egg and itch do not have an onset. • The consonants that follow the peak (vowel in the syllable) are referred to as the coda .

  8. Instructional Implications • So…How do we teach syllables? • Remember, we are talking about the sounds not the letters. Keeping that in mind, how does identifying syllable breaks in spoken words aid in decoding the words in print?

  9. Let’s Analyze Words! • Window= win (cvc)/ dow (cvc) • Onset= w Rime= in/ Onset=d Rime= ow • Porcupine= por(cvc)/ cu(cv)/ pine(cvce) • Onset= p Rime= or/ Onset= c Rime= u/ Onset= p Rime= ine • Elevator=el(vc)/e(schwa)/ va(cv)/tor(cvc) • Rime= el/ Rime= e/ Onset= v Rime= a/ Onset= t Rime= or

  10. Toward Instruction (The fun part!) • Phonological Tasks (Easiest to most difficult) • Blending syllables (Put this word together: bas-ket-ball) • Segmenting syllables (Say the syllables in Hillary) • Rhyme detection (Which words rhyme? ship, that, lip) • Alliteration categorization (Find all the objects that start with /p/; picture sorting) • Blending onset/rime (Put this word together: th-ink) • Alliteration detectionWhich picture starts with the same sound as pizza?) • Rhyme production (Tell me word that rhymes with top) • Blending phonemes (Put this word together: ch-i-p) • Segmenting onset/rime (Break sat into 2 parts) • Segmenting phonemes (Elkonin boxes)

  11. SCHWA!!! • Fun fact: the schwa is the most commonly spoken vowel in English • The schwa sound occurs when it is not contained in the stressed syllable (we innately know which syllable is stressed in English words: Photograph; Photography • A, I, and O are most often used for the schwa sound (about, definition, wagon)

  12. More Practice  • Identify the schwas in the words below. • Are there other forms of these words in which the vowels have a distinct sound? • Example: orthography/orthographic imitate application complexity blossom narrative expository about competent argumentative

  13. Instructional Activities • SEE PAGES 70-75 FOR PRINCIPLES OF TEACHING PHONOLOGICAL AWARENESS AS WELL AS A LOT OF GREAT ACTIVITIES 

  14. Phonological Awareness Spelling • Let’s look at the spelling piece again… • Good phoneme awareness/lack of conventional spelling knowledge: • Letter Name • DA= day KAM= came FEL= feel • Short Vowel Substitution (articulation) • BAD= bed FES= fish GIT= get • Nasal consonants omitted after vowels (consonant is lost) • JUP= jump AD= and ED= end • Syllabic consonants • LIDL= little BIGR= bigger OPN= open

  15. Spelling Continued… • Inflections • WAKT= walked DAWGZ= dogs LITID= lighted • Vowel confusion • SOWN= soon GOWT= goat BOE= boy • Affrication (remember affricates are /ch/ and /j/; they are stops followed by a quick release of air) • CHRA= tray JRAGN= dragon • Flaps (tongue position produces /d/) • LADR= letter WODR= water • Substitute letter names for phonemes • YOH= watch YL= will HRH= church

  16. LAST ONE! • Underdeveloped Phonemic Awareness • Consonant omissions • MIKE= milk • Consonant confusion (articulation) • INEMS= items • Schwa omission • CIMMON= cinnamon • Inflection confusion/omission/substitution • FRIGHTINGLY= frightened WASHT= washed • Omission, confusion or mis-sequencing of nasals and liquids • CLOREL= color MD= bed • Vowel substitutions (far from correct articulation) • DRONCK= drink

  17. So… • How can spelling give us insight into children’s phonemic awareness?

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