Transcript phonemic_awareness dhk - Pat Porter - Orton

PHONOLOGICAL
&
PHONEMIC
AWARENESS
The Foundations of Successful
Reading, Writing, & Spelling
Diana Hanbury King
Fellow/A.O.G.P.E
PHONOLOGICAL AWARENESS
What is it?
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A metalinguistic* awareness of all levels
of speech sound system, including word
boundaries, stress patterns, syllables,
onset-rime units, & phonemes
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*Refers to an acquired awareness of (the study of) oral language structure & function
that allows one to reflect on & consciously manipulate the language
Is a more encompassing term than
phoneme (phonemic) awareness
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An “umbrella” term
PHONEMIC AWARENESS
What is it?
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It refers to the ability to identify, segment, &
manipulate phonemes in words
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Phonemes = smallest units constituting spoken language
English consists of about 40 – 52 phonemes
Only a few words have only one phoneme (ex. A, I)
Most words consist of a blend of phonemes
ex.
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go =
2 phonemes
check = 3 phonemes (5 letters)
stop = 4 phonemes
Phonemes are different than graphemes (units of written
language, which represent phonemes in the spelling of words)
PHONOLOGICAL AWARENESS
Concepts Continuum
rhyming
same/different
Less
Complex
Activity
blending &
segmenting
individual
onset-rime,
phonemes
blending,
&
syllable
segmentation segmentation (by end of K)
& blending
More
sentence
Complex
segmentation
generating
Activity
rhyming
words
PHONEMIC
AWARENESS
PHONEMIC AWARENESS
Concepts Continuum
deletion
segmentation
blending
categorization
More
Complex
Activity
identity
isolation
Less
Complex
Activity
Remember: A phoneme is the
smallest unit of sound in a word;
man = /m/ /a/ /n/
1 2 3
PHONEMIC AWARENESS
TASKS
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Isolation: requires recognizing individual sounds in words; initial first, then
final, then medial
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Identity: requires recognizing the common sound in different words
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Ex: What word is /p/ /o/ /t/ ?
/t/ /r/ /a/ /p/ ?
Segmentation: requires breaking a word into its sounds by tapping out or
counting the sounds or by pronouncing & positioning a marker for each sound
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Ex: Which word does not belong? Bus, bun, rug?
Blending: requires listening to a sequence of separately spoken sounds &
combining them to form a recognizable word
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Ex: Tell me the sound that is the same in bike, boy, & bell. = /b/
Categorization: requires recognizing the word with the odd sound in a
sequence of 3 or 4 words
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Ex: Tell me the 1st sound in pan = /p/
Ex: How many phonemes are there is ship? 3 = /sh/ /i/ /p/
Deletion: requires recognizing what word remains when a specific phoneme is
removed
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Ex: What is smile without the /s/? mile
PHONEMIC AWARENESS
Deletion Concepts Continuum
phoneme
reversal
2nd phoneme in
initial blend
initial phoneme
in initial blend
final phoneme
initial phoneme
boat - oat
same – say
(by end of 1st)
trap - rap
brake – bake
(by end of 3rd)
pat - tap
Phonemic awareness & letter
recognition is important!
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Research studies have identified phonemic awareness & letter
knowledge as the 2 best school entry predictors of how well
children will learn to read during their first 2 years in school
It improves children’s ability to read (including word reading,
pseudo-word reading, & reading comprehension) & spell in both
the short & long term
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The structure of the English writing system is alphabetic
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Discovering phonemic units requires instruction to learn
how the system works
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Spoken language is seamless; there are no breaks in speech
signaling where 1 phoneme ends & the next one begins
Rather phonemes are folded into each other & are coarticulated
Best if use letters when teaching
phonemic awareness
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Characteristics of the letters must be learned so
children can use them to acquire phonemic
awareness
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Name – the name never changes
Shape – depends on case & font
Sound – some letters make more than one sound;
Ex: ch = /ch/, /k/, /sh/
Characteristics of letters need to be over-learned so
children can work with them automatically to read &
spell words
Teaching children to manipulate phonemes with
letters helps children apply their new skills to reading
& writing.
Daily Clapping Exercise
Which students benefit in their
reading from PA instruction?
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Preschoolers, kindergarteners, 1st graders
Beginners who are low in PA & thus at risk for
developing reading problems
Older disabled readers who already have
reading problems
Children from all socio-economic levels
Students taught English as a 2nd language for
speaking, reading, & writing
Which methods of teaching PA have the
greatest impact on learning to read?
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Instruction should be focused on 1 or 2 skills until
they are mastered, before adding more skills
Instruction must be suited to student’s level of
development
Manipulating phonemes with letters helps children
make the connection between PA skills & its
application to reading
Explicit teaching of PA skills & how it is connected to
reading is important; not incidental PA instruction
Who, what, where, when, &
how often?
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Classroom teachers with training can teach PA
effectively
Children should be screened for their PA ability at the
beginning of kindergarten, 1st grade, & if a child is
having difficulty learning to read
Small groups are the best way to teach PA to children
rather than whole class or 1:1
Sessions should not exceed 25 minutes
Sessions should occur daily, for a total of 5 – 18
hours cumulatively per week
REMEMBER!
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Some children will have acquired
phonological awareness by midkindergarten, but many won’t
For instructional planning, it’s important
to determine what children know & to
monitor what they learn
Informal & formal instruction &
assessment should be ongoing
Example of a Monitoring Tool
Student
Rhyming
Blending
Segmenting
Ashley
2
2
2
Brooke
1
0
0
Matt
2
1
1
Success Indicators
2: Consistently completes task correctly & pronounces all
words without distortion
1: Completes a few words correctly
0: No evidence child can perform task: repeats segmented
words without pronouncing them normally
Phonological
Awareness
Activity
Do These Words Rhyme?
Task Definition
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Child tells if the words rhyme when asked, “Does everything
sound the same except for the 1st sound?”
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Teacher ask question asked after each set of words given
Teacher says words that rhyme & sound the same
except for the first sound (the onset) - hit/sit, ten/pen
Teacher says words that have different ending
sounds (the rime) - go/top, him/but, now/nap
Teacher says words that rhyme with words that don’t
rhyme - light/bite, tall/toe, day/say, rip/bag
Cued rhyming
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The song very __________.
The bear sat in the _________.
Phonological
Awareness
Activity
Odd One Out
Beginning sound
Phonological
Awareness
Activity
Odd One Out
End sound
Phonological
Awareness
Activity
Odd One Out
Identify picture
name that does
not rhyme with the
others
Phonological
Awareness
Activity
Rhyming Generation
Task Definition
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Student is able to echo a word & generate words
that rhyme with it
Teacher says a word - light
Student take turns naming rhyming words
- bite - right - sight - kite - height
Phonological
Awareness
Activity
Sentence Segmentation
Task Definition
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Child eliminates one word at a time, showing they have the
concept of what a word is
Teacher reads each sentence starting with shorter
sentences first
Students take turns saying just part of the sentence
EX: Teacher:
Student:
Teacher:
Student:
Teacher:
The dog jumps.
The dog
Good. Now say part of that.
The
Good for you!
Phonological
Awareness
Activity
Counting Words in a
Sentence
Task Definition
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Student counts the number of words in a given sentence
Teacher gives each student 5-7 blocks of the same
size & color, placed in a straight line
Teacher reads a sentences - The dog ran.
Student echoes the sentence; as student echoes the
sentence, he points to or moves a block as he says
each word
Student tells the number of words in the sentence - 3
Phonological
Awareness
Activity
Segmenting
Compound Words
Task Definition
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Child will identify the 2 basewords in a compound
word, thereby showing that words are made up of
parts
Teacher says a word - baseball
Student echoes the word & names the two
words he hears in each compound word
- base & ball
Phonological
Awareness
Activity
Segmenting Syllables
Task Definition
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Child will say each syllable he hears in a word
Teacher says a word, starting with
syllable words & later increasing # of
syllables
two-
- magnet
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Student echoes the word & then names each
syllable he hears in the word
- magnet - mag & net
Phonological
Awareness
Activity
Segmenting Syllables
Phonemic
Awareness
Activity
Saying & Blending
Phonemes
Task Definition – Say It & Move It
Child will be able to repeat the phonemes & move counter down
into a left to right sequence
Each student is given three identical markers & a card; markers are
put on picture
Teacher says a sound or sequence of sounds - /i/ /t/
Student repeats the sounds - /i/ /t/
Student says the sound(s) again & moves each marker down to the
arrow at the bottom of the card as he says each sound; counters
are placed in a left to right sequence on the arrow
If the sounds make a word, see if the student can say the word after
he has moved all the markers
Once the student can identify the difference between consonant &
vowel sounds, use a different color for the vowel phoneme
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Say it & Move it Task
The picture is
just a place for
student to put
the counting
chips; it is not
related to the
blended word.
Say it & Move it Task
The picture is
just a place for
student to put
the counting
chips; it is not
related to the
blended word.
Phonemic
Awareness
Activity
Isolating Phonemes
Task Definition
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Child will recognize initial sound in a word
Teacher says a word; asks tell me the
first sound in the word - sit
Student echoes the word & says the
initial sound - /s/
Phonemic
Awareness
Activity
Isolating Final Phonemes
Task Definition
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Child will recognize final sound in a word
Teacher says a word; asks tell me the
last sound in the word - pin
Student echoes the word & says the
final sound - /n/
Phonemic
Awareness
Activity
Identifying Phonemes
Task Definition
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Child will recognize the common sound
in different words
Teacher says three words - bike, boy, bell
Teacher asks student to say the sound that is
the same in each word
Student says the sound - /b/
Phonemic
Awareness
Activity
Categorizing
Phonemes
Task Definition
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Child will recognize the word with the odd initial
sound in a sequence of 3 or 4 words
Teacher says 3 words - bus, bun, rug
Teacher asks - which word does not begin
with the same sound?
Student says the word & what is different
-
rug, because bus & bun begin with /b/, & rug begins with /r/
Phonemic
Awareness
Activity
Blending Phonemes
Task Definition
Child will listen to a sequence of separately
spoken sounds & combine them to form a
recognizable word
Teacher says a sequence of sounds - /a/ /t/
Student echoes the sequence & blends the
phonemes together to form a word; student
pronounces the word - /a/ /t/ --- at
Say it & move it cards can be used or use sound
tapping with hand or fingers
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Phonemic
Awareness
Activity
Blending & Segmenting
Words
Task Definition – Say it & Move It
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Child will say individual phonemes & blend them into words
Teacher gives each student three identical counters & a
card
Teacher says a word - sip
Student echoes the word - sip
Student unblends the word; he moves a counter down to
the arrow as he says each sound in the word; counters
are placed in a left to right sequence - /s/ /i/ /p/
Student says the word again after he has moved all the
markers
Phonemic
Awareness
Activity
Blending & Segmenting
Words
Phonemic
Awareness
Activity
Segmenting Words
Task Definition
Child will break a word into its sounds by tapping out & counting
the sounds, or by positioning a marker for each sound
Teacher gives each student a “read the picture card”, & three markers
(letters are placed on each marker only if child knows the phoneme
that goes with each letter)
Student names the picture on the card
Student unblends the sound in the word
Student says the word again
Student says the sounds as he moves the appropriate markers in
sequence to bottom of the page, one marker in each box
Students touches & name the letters in sequence when markers have
been moved & then reads the word
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Read the Picture Card*
*Also known as
Elkonin Cards
Read the Picture Card*
*Also known as
Elkonin Cards
Phonemic
Awareness
Activity
Phoneme Deletion
Task Definition
Child will say what word remains after a specific phoneme is
removed
Teacher says a word - make
Student echoes word - make
Teacher says - now say the word without saying /k/
Student says - may
Exercise increases in difficulty, deleting initial sound, then one
phoneme in an initial blend, & then a final blend
J. Rosner’s Test of Auditory Analysis Skills (TAAS) is a deletion
task measuring this ability from K – 3rd grade
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Phonemic
Awareness
Activity
Phonemes Reversal
Task Definition
Child will recognize what word is formed when the
phonemes in a given word are reversed
Teacher says a word - tap
Student repeats the word - tap
Teacher says - now say it again but this time with the
phonemes reversed in order, the last phoneme is
first, etc
Student says the new word - pat
Now you try one - snake
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T.C.C.C.
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Tutor writes word
Student traces word saying each letter
Student copies word saying each letter
Student writes word saying each letter with all
models covered
Student writes word with eyes closed or averted
saying each letter
T.C.C.C.
Trace - Copy - Cover - Closed
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Tutor writes word
Student traces word saying each letter
Student copies word saying each letter
Student writes word saying each letter with
all models covered
Student writes word with eyes closed or
averted saying each letter
RESOURCES
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Adams, Marilyn J, et al. (1998) Phonemic Awareness in Young
Children. Baltimore: Paul H. Brookes Publishing Co.
Reading Strategies & Activities Resource Book For Students At Risk
for Reading Difficulties, Including Dyslexia. (2004)
http://www.texasreading.org
Reading Readiness (K & 1st). Neuhaus Education Center.
http://www.neuhaus.org; 713-664-76676
Plastic capital & lowercase letters
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ABECEDARIAN, 9311 Claridge Drive, Houston, TX 77031; 713-774-0383
Robertson, C. & W. Salter. (1995). The Phonological Awareness
Book. E. Moline, IL: LinguiSystems.
Road to the Code.
Sounds Abound.