Transcript Sounds! Phonological and Phonemic Awareness

Sounds!
Phonological and
Phonemic Awareness
Chapter 6
Common Sounds
_____________: smallest units of speech
that serve to distinguish one utterance from
another in a language
Common vowel sounds are _______
sounds. These are hard to master because
they are easily confused
USE ______________ TO TEACH (next page)
 May have some vowels that you change due to
regional accent (e.g., dog=dawg; still=steel;
on=own; tree)

a
apple
Vowel Cues
e
o
elf
i
u
octopus
itch
up
Continuous vs Stop
Sounds
_______________ sounds: sounds that
can be said for several seconds without
distorting the sound
__________ sounds: sounds that can
only be said for an instant
PRACTICE SOUND
PRODUCTION!!!!
Phonological &
Phonemic Awareness
______________ awareness: Awareness
of the larger parts of spoken language as
well as awareness of the smaller parts
(e.g., words, syllables, sounds)
Phonemic Awareness: Awareness of
____________ (i.e., sounds)
PHONEMIC ASWARENESS IS A
SUBCATEGORY OF PHONOLOGICAL
AWARENESS
Instruction
Begin with the most basic level and proceed
forward
Teach ____________________ rather than
implicitly
Goal: prepare student for decoding and
encoding instruction
The following instructional sequence
indicates which skills should be taught PRIOR
to, or along with, beginning decoding
instruction.
Levels 1 & 2 of
Phonological Awareness
Level 1: ____________
1. Counting words in a sentence
2. Recognizing same/different words
3. Recognizing rhyme
4. Completing or producing rhyme
Level 2: _________________
Levels 3 & 4
Level 3: _________________
1. Blending syllables to form words
2. Segmenting words into syllables
3. Deleting syllables from words
Level 4: Phoneme Level = ______________________
1. Blend onset and rime
2. Blend phonemes into words
3. Segment words into phonemes
4. Add phoneme to word, delete phoneme from a
word, change a phoneme within a word
Level 1: Word
1. Counting words in a sentence
“The dog ran.”
“The dog ran down the street.”
(counters)
Variation: __________________________
T: The dog ran down the street. Say that. (S
responds)
T: Now, say part. (S may respond, “The dog ran
down.”
T: The dog ran down. Say part of that.” (S: “The
dog ran”
T: The dog ran. Say part of that. (S: “The”)
Another variation at the sentence level is Word Chairs
Have students put four chairs in a row
 Read a sentence (e.g., We see the cow.) S repeat.
 Choose 1 student to represent each word in the
sentence
 The four students stand in order in front of the
chairs
 Lightly touch the head of each student, saying the
word he/she represents (you model)
 Lightly touch the head of each student as ALL
students say the word that each student represents.
 Have the 4th student to sit down. Lightly touch the
heads of the students have all the students say the
word that each student represents. (We see the)
 Follow this process until only the 1st student is
standing

Level 1: Word
2. Recognizing same/different words
T: Look at these 2 things. They are the same.
They are both circles. Using your finger, trace
the circle. These 2 things are the same. Can
you feel how they are the same? Your finger
goes around the circle. These 2 things are the
same. What are these two things? They are
the _________.
T: Look a these 2 things. They are
different. One is a circle and one is a
star with five points. Use your finger and
trace the circle. Your finger goes
around. Use your finger and trace the
star. Your finger goes up and down, out
and in. These things are different. What
are these 2 things? They are _____.”
Level 1: Word
3. Recognizing rhyme
Hey, They Rhyme.
Read a short rhyme, emphasizing rhyming
words.
Ex. The lazy cat sat on a mat.
Hey, cat, mat rhyme. What words rhyme?
The silly old goat slept on a coat.
Hey, goat, coat rhyme. What words rhyme?
________________
T: I will say 3 words. You say the words
after me. Two words rhyme and one
does not. Tell me which one does not
rhyme.
mat, cup, rat
lap, cap, mug
mop, fit, hit
Level 1: Word
4. Completing or producing rhyme
Oops! Wrong rhyme!
Oops! I mean this is my ______.”
______ and ____ rhyme.”
T: [Points to head] This is my red.
T: Oops! I mean this is my ______.”
S: (fill in the appropriate rhyme)
T: Head and red rhyme.
Level 2: Discrimination of Sounds
Again, start with the most simple task.
Have students say the sound /m/ while looking in the
mirror. Say, “Are your lips together? Can you see
your lips together? Can you feel your lips together?”
Now have students say /s/ while looking in the mirror.
Say, “Are your teeth together? Can you see your
teeth together? Can you feel your teeth together?
T: I am going to say some sounds. Watch my mouth as
I saw them. If my mouth looks the same, point to the
same card. If my mouth looks different, point to the
different card.
/m/ /m/; /s/ /s/; /m/ /s/; /s/ /m/; /m/ /m/ /m/; /s/ /s/ /m/
Level 3: ______________
1. Blending syllables to form words
_________________
T: Basket (pause) ball. I can say it fast.
Basketball. My turn again. Play (pause)
ground. I can say it fast. Playground.
(modeling) Do it with me (modeling). Ice
(pause) cream. Let’s say it fast (guided
practice). Rain (pause) bow. Let’s say it
fast. Now, it is your turn. Pop (pause)
corn. Say it fast.
Level 3: Syllable
2. Segmenting words into syllables
T: We are going to learn to clap out
syllables. My turn. April (2 claps). My
turn again. Kenyatta (3 claps).
(modeling)
T: Your turn to do it with me. Nakia. Say it
and clap it.
Level 3: Syllable
3. Deleting syllables from words
What’s Left?
T: Sunset. Say that.
T: Say it again but don’t say set.
pancake, rainbow, Sunday, beside, rabbit,
sidewalk, cartoon, winter
Level 4: Phoneme Level = PHONEMIC
AWARENESS
1. Blend onset and rime
Blend: beginning consonant(s) before the
vowel(s)
Rime: includes the vowel and letters to
the end of the word
Level 4: PHONEMIC AWARENESS
2. Blend phonemes into words
_____________________
Level 4: PHONEMIC AWARENESS
3. Segment words into phonemes
8
☼
T: Look at the pictures. Each word pictured has the
same number of sounds as the number of
squares under it. As you say each sound,
move a counter under each picture.
T: Now, say the word.
Level 4: PHONEMIC AWARENESS
4. Add phoneme to word, delete phoneme from
a word, change a phoneme within a word
Add phoneme:
T: at S: at
T: say it again but put a /s/ at the beginning. S: sat
Delete phoneme:
T: slip S: slip
T: say it again without /s/. S: lip
Change phoneme:
T: log S: log
T: change the /l/ to /d/. S: dog
Activities
Catts, H., & Olsen, T. (1993). Sounds
abound; Listening, rhyming, and
reading. East Moline, IL: LinguiSystems.
Neuhaus Education Center. (2002).
Reading readiness. Houston, TX:
Neuhaus Education Center.
Phonemic Awareness &
Reading
Phonemic awareness skills typically
develop slowly during _________ and
________________ but are usually not
fully developed until after students learn
to read (grades 1 & 2)
There is a __________ relationship
between phonemic awareness skills
and reading.
Telescoping and
Segmenting
Functions
1) Helps students hear different sounds
2) Gives students practice in saying
sounds in words slowly without pausing
3) Gives students practice in saying letter
sounds
Format for Telescoping
Sounds
Listen. We are going to play a say-the-wordgame. I’ll say a word slowly, then you say the
word fast.
Listen. (Pause.) iiiiiiffffff. What word? (Signal.)
Repeat step 2 with 4 more words: sat, Sid,
am, fit.
Repeat set until students can respond
correctly to all of the words, making no errors.
Teacher gives individual turns.
Error Correction for
Telescoping
Student makes the mistake. (Teacher says ssssiiiiid
and student says sad.)
Teacher says the correct answer.
Teacher then _____________ the task. My turn.
SSSSiiiid. What word? Sid.
Teacher then ______. Teacher and student respond
together. “Ssssiiiiid. What word? (Signal.) Sid.
Teacher _________ and only student responds. Your
turn. SSSSiiiid. What word?
Return to 1st word in list. Let’s see if we can do all
the words without making any mistakes.
Segmenting
We’re gong to say words slowly.
First word. Sad. I’ll say it slowly. Listen.
SSSSSaaaad. You say it slowly. Get ready.
(Signal for each sound.)
Repeat the step with me, and fit.
Repeat the set of words until students can
say every word slowly, making no errors.
Give individual turns to students.
Error Correction for
Segmenting
Stop the student immediately.
_________ the correct response.
_________ the student in making the
response.
________ the student.
Instruction of Telescoping
and Segmenting
______________: Watch mouths as students
make responses & also watch eyes because
eyes should be focused on teacher’s mouth
___________: Move quickly between words:
NOT A LOT OF VERBAGE; brisk pace keeps
students on task: no down time
_____________: select regular words that
students will see in early word reading tasks
(VC, CVC)
Direct Instruction
Rhyming Format
•Listen. I’m going to rhyme with at. What am
I going to rhyme with? (Signal)
m
s
f
•Teacher puts finger on ball of first arrow and
says: My turn. Rhymes with at. Teacher
moves finger across arrow and says mat.
•Teacher repeats step 2 with remaining
arrows.
•Teacher puts finger on ball of first arrow and
says: You’re going to rhyme with at. What
are you going to rhyme with? (Signal) Rhyme
with at. Teacher moves finger across arrow.