Transcript PHONEMIC AWARENESS and READING How it develops

Reading & Writing & Spelling begin with
Oral Skills: Speaking
including the …
& Listening
• Ability to hear, speak, see, reason,
connect & communicate effectively through
the spoken word.
• Ability to hear all single, minute sounds
(phonemes) that make up a language and
associate sound with meaning.
• Ability to recognize that the spoken word
is represented by a sequence of different
sounds/ rhythms/ lilt/ cadence/ inflection
• Ability to recognize & identify individual
letters/ letter sounds within words.
Non-Oral/ Aural/ Literacy Skills:
Reading & Writing
are inter-related with Listening & Speaking
In general, language connects meaning with sound
and translates sound into meaning.
Experts say that between 3 and 5 thousand
different languages are known to exist on earth.
Each language has a complex set of rules/ sounds
from among those capable of being formed by
the human mouth and throat and the ability of
the brain to make associations.
Language is a tool for the survival of a culture and
it’s people. It may even shape our behavior, the
way we think, and our perception of reality.
ABC’s of
Standard English
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Ability to recognize the symbols of specific letter
sounds: ABC’s
Ability to produce/ write specific letter symbols:
ABC’s
Ability to recognize the connection between
sounds, letters, and word formation
Ability to recognize, produce, and understand the
meaning of individual and collective words
Ability to read with fluency & comprehension.
Phonemic Awareness
Phonemic Awareness is the ability to hear, identify, and
manipulate the individual sounds, or phonemes, in
spoken language, in a word and to distinguish between
words based on these different sounds.
Five levels involved with Phonemic Awareness are:
• The ability to hear rhymes and alliterations
• The ability to do oddity tasks
• The ability to blend and split syllables
• The ability to perform phonemic segmentation
• The ability to perform phoneme manipulation tasks
According to an article from the University of Oregon,
(Yopp, 1992), phonemic awareness is “the ability to
hear and manipulate the sounds in spoken words and
the understanding that spoken words and syllables are
made up of sequences of speech sounds”. Yopp. (1992).
Big Ideas in Beginning Reading. University of Oregon. Retrieved January
30, 2010 from www.reading.uoregon.edu.
Phonemic level: Sounds in language that have no
meaning
Morphological level: Sound structure of words that have
meaning
Syntax level: Relationship between words/grammar rules
Developmental Reading
Begins with an understanding of communication, story telling, picture stories/ picture
books and on frequent interactions with BOOKS/ PRINT and LANGUAGE ACTIVITIES.
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Ability to recognize the printed page conveys words
Ability to recognize pictures convey words
Skill of separating words on a page
Skill of tracking a page of print left to right/ top to bottom
Ability: to comprehend main ideas; to predict; to infer; to
make connections; to visualize; to understand
vocabulary; to recognize basic sight words; to hear the
rhythm of language; to engage in social conversation
• In early reading children may ‘pretend’ read based on
prior understanding of the story and/or pictures
Developmental Spelling
When the sound/symbol identification is in place we begin
to spell words as they sound to us. The order is
generally very specific and is as follows:
1. Beginning consonant sounds as well as Long vowel
sounds;
2. Bat = b; Beaver = b
3. Ending consonant sounds; Bat = bt; Beaver = br
4. Middle consonant sounds & long vowel sounds;
Beaver = bevr
5. Middle short vowel sounds; Bat = bat
6. Early vowel and consonant rules such as silent e, r
controlled words, y = e; ex: mommy = momy
7. Correct Spelling: bat; beaver; mommy, shark
Rules of Phonics/ Grammar
The vowels are ‘a, e, i, o, and u’; sometimes ‘y’ & ‘w’. This also includes the
diphthongs “oi, oy, ou, ow, au, aw, oo’ and others.
The consonants are all the other letters which stop or limit the flow of air from
the throat in speech: ‘b,c,d,f,g,h,j,k,l,m,n,p,qu,r,s,t,v,w,x,y,z,ch,sh,th,
ph,wh,ng,& gh’.
Sometimes the rules don't work.
There are many exceptions in English because of the vastness of the
language and the many languages from which it has borrowed. The rules do
work however, in the majority of the words.
Every syllable in every word must have a vowel.
English is a "vocal" language; Every word must have a vowel.
"C" followed by "e, i or y" usually has the soft sound of "s". Examples:
"cyst", "central", and "city".
"G" followed by "e, i or y" usually has the soft sound of "j". Example:
"gem", "gym", and "gist".
When 2 consonants a joined together and form one new sound, they are a
consonant digraph. They count as one sound and one letter and are never
separated. Examples: "ch,sh,th,ph and wh".
When a syllable ends in a consonant and has only one vowel, that vowel
is short. Examples: "fat, bed, fish, spot, luck".
When a syllable ends in a silent "e", the silent "e" is a signal that the
vowel in front of it is long. Examples: "make, gene, kite, rope, and use".
When a syllable has 2 vowels together, the first vowel is usually long and
the second is silent. Examples: "pain, eat, boat, res/cue, say, grow".
NOTE: Diphthongs don't follow this rule; In a diphthong, the vowels blend
together to create a single new sound. The diphthongs are:
"oi,oy,ou,ow,au,aw, oo" and many others.
When a syllable ends in any vowel and is the only vowel, that vowel is
usually long. Examples: "pa/per, me, I, o/pen, u/nit, and my".
When a vowel is followed by an "r" in the same syllable, that vowel is "rcontrolled". It is not long nor short. "R-controlled "er,ir,and ur" often sound
the same (like "er"). Examples: "term, sir, fir, fur, far, for, su/gar, or/der".