Transcript Fab Five of Literacy: Phonemic Awareness

The art of teaching reading is like
weaving a beautiful tapestry. Like
every tapestry, reading knowledge is
made up of tightly woven, strong
foundational threads. Each thread
must be present to make the tapestry
strong, able to withstand lifelong use,
and functional through all seasons.
The Threads of Reading
K. Tankersley
Fab Five of Literacy:
Phonemic Awareness
Developed by
Meredith Parrish and Erin McClure
Questions to Consider
• What are phonemes and what is phonemic
awareness?
• How does phonemic awareness help
young children learn to read?
• How can teachers help students develop
phonemic awareness?
• Phonemic Awareness is the most potent
predictor of success in learning to read
(Stanovich 1994)
• Lack of phonemic awareness is the most
powerful determinant of the likelihood of failure
to learn to read (Adams 1990).
• Children who are taught to separate words into
sounds and blend sounds into words are better
at reading words (Torgesen, Morgan, and Davis
1992).
• About 20 minutes a day, 3-4 times a week, will
result in dramatic improvement for kids who
need further development in phonemic
awareness (National Reading Panel 2000)
Specific Findings about teaching phonemic
awareness from the National Reading Panel
Report
(National Institute of Child Health and Human Development 2000)
• Begin with easier levels of phonemic
awareness such as identifying the
initial sounds in spoken words.
Progress to segmenting, blending. and
deleting phonemes.
• Focus on 1 or 2 phonemic awareness
skills at a time. More than this is less
effective.
More findings from the National
Reading Panel:
• Working with small groups of 3 -4 students
may be more effective then 1-on-1 tutorials.
• Emphasis should be placed on segmenting
words into phonemes.
• Use manipulatives to help students develop
phonemic awareness.
• Focus attention on how the mouth changes
when pronouncing different phonemes to
increase phonemic awareness.
• Phonological awareness –understanding
of spoken words and includes an
awareness of words, syllables, rhymes,
and individual sounds.
• Phonemic awareness – the ability to play
with the smallest speech sounds in
language, phonemes.
•
Phonemic Awareness Should…
Progress from easier phonemic awareness activities to more difficult
(rhyming, sound matching to blending, segmentation, and manipulation).
•
Focus on segmentation or the combination of blending and
segmenting.
•
Start with larger linguistic units (i.e., words and syllables) and proceed to
smaller linguistic units (i.e., phonemes).
•
Begin instruction that focuses on the phonemic level of phonological
units with short words (2-3 phonemes: at, mud, run).
•
Focus first on initial (sat), then final (sat), and lastly the medial sound
(sat) in word).
•
Introduce continuous sounds (e.g., m, r, s) before stop sounds (t, b, k),
as stop sounds are more difficult to elongate and isolate.
•
Add letter-sound correspondence instruction to phonological
awareness interventions after children demonstrate early phonemic
awareness.
–
(Smith, Simmons, & Kame'enui, 1998)
Possible Phonological Focuses:
• Rhyming
• Alliteration
• Sentence Segmenting
• Syllable Blending
Let’s Try:
• What words can you make using all four of these
phonemes: /a/, /k/, /s/, and /t/? The word asked is made
from these phonemes (/a/s/k/t/)
How many phonemes in rich?
3 (/r/i/ch/)
How many in knock?
3 (n/o/k/)
Cloud?
4 (/k/l/ou/d/)
Brush?
4 (/b/r/u/sh/)
Paste?
4 (/p/A/s/t/)
–Sound matching
–Sound isolation
–Sound blending
–Sound segmenting
–Sound addition, deletion, or
substitution
Sound Matching
• 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/.“ Repeat with
second picture. Compare sounds and verbalize that they are
not the same /mmm/ and /sss/.
– Non-example: “Do these words start with the same sound?"
• Use consistent and brief wording.
– Example: "The first sound in Mmman is /mmm/. Everyone
say the first sound in man, /mmm/.“ Repeat with other
words giving students the initial sounds to
compare/contrast.
– Non-example: "Man starts with the same sound as the first
sounds in mountain, mop, and Miranda. Does anyone know
other words that begin with the same sound as man?"
Sound Isolation
• 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?"
• Use consistent and brief wording.
– Example: "The first sound in Mmman is /mmm/. Everyone say the
first sound in man, /mmm/."
– Non-example: "Man starts with the same sound as the first sounds
in mountain, mop, and Miranda. Does anyone know other words
that begin with the same sound as man?"
• Correct errors by telling the answer and having children
repeat the correct answer.
– Example: "The first sound in Man is /mmm/. Say the first sound in
mmman with me, /mmm/. /Mmmm/."
– Non-example: Asking the question again or asking more
questions. "Look at the picture again. What is the first sound?“
» http://reading.uoregon.edu/pa/pa_skills_iso.php
Sound Blending
• When children are first learning to blend, use
examples with continuous sounds, because the
sounds can be stretched and held.
– Example: "Listen, my lion puppet likes to talk in a broken
way. When he says /mmm/ - /ooo/ - /mmm/ he means mom."
– Non-example: "Listen, my lion puppet likes to talk in a
broken way. When he says /b/ - /e/ - /d/ he means bed.“
• When children are first learning the task, use short
words in teaching and practice examples. Use
pictures when possible.
– Example: Put down 3 pictures of CVC words and say: "My
lion puppet wants one of these pictures. Listen to hear
which picture he wants, /sss/ - /uuu/ - /nnn/. Which picture?"
– Non-example: ".../p/ - /e/ - /n/ - /c/ - /i/ - /l/. Which picture?"
(This is a more advanced model that should be used later.)
Blending Continued
• When children are first learning the task, use materials
that reduce memory load and to represent sounds.
– Example: Use pictures to help children remember the words and to
focus their attention. Use a 3-square strip or blocks to represent
sounds in a word.
– Non-example: Provide only verbal activities.
• As children become successful during initial learning,
remove scaffolds by using progressively more difficult
examples. As children become successful with more
difficult examples, use fewer scaffolds, such as pictures.
– Example: Move from syllable or onset-rime blending to blending
with all sounds in a word (phoneme blending). Remove scaffolds,
such as pictures.
"Listen, /s/ - /t/ - /o/ - /p/. Which picture?"
"Listen, /s/ - /t/ - /o/ - /p/. What word?"
– Non-example: Provide instruction and practice at only the easiest
levels with all the scaffolds.
http://reading.uoregon.edu/pa/pa_skills_blend.php
Sound Segmenting
• Recycle instructional and practice examples used for
blending. Blending and segmenting are sides of the same
coin. The only difference is whether children hear or
produce a segmented word. Note: A segmenting
response is more difficult for children to reproduce than
a blending response.
– Example: "Listen, my lion puppet likes to say the sounds in
words. The sounds in mom are /mmm/ - /ooo/ - /mmm/. Say
the sounds in mom with us. “
• Concurrently teach letter-sound correspondences for the
sounds children will be segmenting in words.
– Example: Letter sound /s/ and words sun and sit. Put down
letter cards for familiar letter-sounds. Then, have children
place pictures by the letter that begins with the same sound
as the picture.
– Non-example: Use letter-sounds that have not been taught
when teaching first sound in pictures for phoneme isolation
activities.
Segmenting Continued
• Make the connections between sounds in words and
sounds of letters.
– Example: After children can segment the first sound, have
them use letter tiles to represent the sounds.
– Non-example: Letters in mastered phonologic activities are
not used. Explicit connections between alphabetic and
phonologic activities are not made.
• Use phonologic skills to teach more advanced
reading skills, such as blending letter-sounds to
read words.
– Example: (Give children a 3-square strip and the letter tiles
for s, u, n.) Have children do familiar tasks and blending to
teach stretched blending with letters.
» http://reading.uoregon.edu/pa/pa_skills_seg.php
Sound addition, deletion, or
substitution
• Your turn…
• How would you teach addition, deletion, or
substitution? In pairs come up with one activity as
well as, an example and non-example for the
activity. You will share this with other pairs at your
table.
– Reading and reciting nursery rhymes
– Singing songs that play with sounds
– Engaging in games that play with words
– Sharing riddles and rhymes that focus
on songs
– Phoneme manipulation games
– What have you had success with?
Making the Most of Small Groups:
Differentiation for All D. Diller (2007)
Here’s an Example…
Phoneme Manipulation
RUNNY'S HAND-NEW BRAT
Runny got a presentA lovely hurple pat.
He put it on and pasked his als,
"What do you think of that?"
One said, "Ooh, it's storrible!"
One said, "Yuck--it hinks!"
Now Runny Babbit never asks
What other theople pink.
Shel Silverstein
Possible Phonemic Focuses:
•
•
•
•
•
•
•
•
•
Onset-rime segmenting and blending
Sound matching
Counting phonemes in a word
Blending phonemes to make a word **
Isolating the beginning phoneme in a word
Isolating the final phoneme in a word
Isolating the medial phoneme in a word
Segmenting phonemes in a word **
Substituting one phoneme for another
» Which strategies do you think are most
important? Why? How would you teach that?
Making the Most of Small Groups:
Differentiation for All D. Diller (2007)
Why do some students struggle
with Phonemic Awareness?
• Absence of rich language, reading and
word play experiences prior to school
• Attention deficits & hyperactivity
• Poor communication, enunciation and
instruction by teacher(s)
• Speech/hearing delays
The Threads of Reading, K. Tankersley (2003)
• Associate learning with concrete examples
(ex: manipulatives, animals with letter
sounds
• Work within the hierarchy of skills - - don’t
push phonics until he/she is ready
• Make it short, sweet and fun!
• Look at pg. 25 for possible prompts.
How does writing strengthen
Phonemic Awareness?
• As students move through stages (pre-phonemic,
phonemic, transitional, correct spelling)…
– Shared writings around a common theme (big
books, sentence stem charts
(ex: “I can _________”
– Encourage students to look for “noticings” and
patterns in writings
(ex: bike and banana start with the same sound
and letter)
The Threads of Reading, K. Tankersley (2003)
•
•
•
•
Initial Sound Fluency for DIBELS
Phonemic Segmentation for DIBELS
Checklists
Rhyme assessments (rhyme choice and rhyme
supply)
• Onset and rime blending
• Phoneme blending
• Writing samples (what sounds do children hear
and use?)
Elementary Literacy Wiki
• http://elementaryliteracy.cmswiki.wikispace
s.net/