Transcript Phonemic Awareness - Ashland School District

Phonemic Awareness
Phonemic Awareness is the
ability to notice, think about,
and work with individual
sounds in spoken words.
It is not a visual process– it is
aural.
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• Phonemic awareness is the
conscious awareness of sounds in
spoken words.
• Phonemic awareness is one of the
best predictors of success in
learning to read.
(Bryant, Bradley, Maclean, and
Crossland, 1989; National Reading
Panel, 2000b)
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• Phonemic awareness is more likely to
transfer to future decoding ability than to
later word recognition and oral reading
fluency abilities.
(Byrne & Fielding-Barnsley, 1995)
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Continuum of Skills
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Rhyme (pre k - k)
Identifying words within a sentence (pre k - k)
Blending and segmenting compound words (pre k - k)
Blending and segmenting syllables (pre k - k)
Onset-rime segmentation (pre k - k)
Sound isolation (First – last) (k – 1)
Phoneme blending (k – 1)
Phoneme segmentation (k – 1)
Phoneme manipulation (k – 1)
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How is Phonemic Awareness
supported through Balanced
Literacy?
Read Aloud and Shared Reading
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Students have the opportunity to learn about sounds
by:
Learning nursery rhymes
Learning songs
Reading text with repetitive language
Reading text with rhyme
Playing with words.
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Phonemic Awareness continued
Word Work
Through word play which includes songs,
chants, rhymes and riddles, students are
taught:
• How to segment
• How to blend
• Letter-sound relationships
• To identify onsets and rhymes
B-A-T
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Phonemic Awareness
Writing Components
• Letters, sounds and words are
manipulated to create text through a
gradual release of responsibility
from teacher to student.
Immersion -- Demonstration – Approximation – Employment
Student
Responsibility
Teacher
Responsibility
Write to/for – Write with – Guided writing – Write by
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Teachers and students are engaged in
encoding by breaking words apart and
segmenting sounds.
Ss-cc-rr-aa-mm
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• Word play
– By replacing sounds to make new words
What word would you have if…
– “Say it Fast Game” (Blending)
– “Say it Slow Game” (Segmenting)
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What Research Says…
•Explicit instruction – be intentional
•Small groups – achievement grouped
•Focus on one to two tasks at a time no more
than 10 – 15 minutes per day
•Component of balanced, integrated reading
program
•Phonemic awareness and letter knowledge
are the two best school entry predictors of
how well children will learn to read during the
first two years of instruction
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