Transcript Phonological Awareness

Phonological Awareness
Presented by: Ashley Miller-Tazelaar
May 16, 2011
Welcome back!
Please discuss the following at your table:
 Share something you did with your child to
help promote his/her literacy learning since
our last session.
 Did you do anything to promote his/her oral
language or concepts of print?
What is Phonological Awareness?
•Phonological
awareness is the
understanding of different ways that oral
language can be divided into smaller
components and manipulated (Chard & Dickson,
1999, p. 2).
Phonological Awareness Includes:
Rhyming
 Segmenting sentences into words
 Segmenting words into syllables
 Blending syllables into words
 Segmenting words into onsets and rimes
(example: segmenting bag into b-ag)
 Blending onsets and rimes into words
(example: blending b-ag into bag)

Phonological Awareness
Includes…(cont.)

Phonemic Awareness (the understanding
that words are made up of individual
sounds or phonemes and the ability to
manipulate these phonemes either by
segmenting, blending, or changing
individual phonemes within words to
create new words (Chard & Dickson, 1999, p. 2).
Phonological Awareness
vs.
Phonemic Awareness
•
•
Phonological awareness is a broad skill that
includes identifying and manipulating units of oral
language such as words, syllables, onsets, and
rimes (Texas Education Agency, 2001, p. ).
Phonemic awareness is the most sophisticated
level of phonological awareness and refers to the
specific ability to focus on and manipulate the
smallest sounds (phonemes) in words.
Is This the Same as Phonics?
•
No! While they are related and both are
important in learning to read, they are not the
same. Children need phonemic awareness in
order to benefit from phonics instruction
(Armbruster et al., 2001, p.11).
•
Phonemic awareness focuses on the sounds of
spoken language while phonics teaches children
the relationships between the letters of written
language and the individual sounds of spoken
language (Armbruster et al., 2001, p.11).
Why is Phonological
Awareness Important?
Phonological awareness is a critical part in
learning to read and write because we rely on it
for many literacy tasks such as spelling, writing,
decoding unfamiliar words while reading, and
reading comprehension.
• Children who cannot hear and work with the
phonemes of spoken words will have a difficult
time learning how to relate these phonemes to
the graphemes when they see them in written
words (Armbruster et al., 2001, p. 1).
• Phonological awareness prepares children for
later reading instruction, including phonics, word
analysis, and spelling (Chard & Dickson, 1999,p. 1).
•
What Does it All Mean?
If children can separate words into syllables or
beats…it will help them break down a word into
parts to spell or decode/read it.
• If children recognize and generate rhyming
words…it will help them use known words to
decode new words.
• If children recognize and generate words that
start or end with the same sound…it will help
them learn to associate particular sounds with
particular letters.
•
(Bennett-Armistead et al., 2005, p. 92)
What Does it All Mean (cont.)?
If children can blend words into sounds…this will help
them be able to sound out unknown words when they
are reading.
 If children can segment words into sounds…this will
help them spell words. For example, they will be able
to stretch words out to hear all the sounds (s-l-i-p).
 If children can move sounds around to create new
words…this will help them use unknown words to
figure out new words. For example, if children know
the word car, they can use that to help them read the
word bar.

(Bennett-Armistead et al., 2005, p. 92)
How Can I Support My Child’s
Phonological Awareness?
Let me help you!
Can You Read This Five Times Fast?
Betty and Bob brought
back blue balloons
from the big bazaar.
Why Tongue Twisters?
 Tongue
twisters are a fun way to help
develop phonological awareness because
they help children recognize and
generate words that start with the same
sound (Bennett-Armistead et al., 2005, p. 92).
Songs, Nursery Rhymes,
and Rhyming Poems

Songs, nursery rhymes, and rhyming poems
help children build phonological awareness by
giving them practice recognizing and
generating rhyming words, recognizing and
generating words that start or end with the
same sound, and moving sounds around to
create new words (Bennett-Armistead et al., 2005, p. 93).
The Name Game
Ashley!
Ashley, Ashley bo Bashley
Banana fanna fo Fashley
Mee my mo Mashley, Ashley!
***Does this bring back childhood memories? Did you
know it helps children practice the skill of moving
sounds around to create new words, generating
words that start with the same sound, and blending
sounds into words?
ALL THIS WHILE HAVING FUN!!!!!!!!!! 
“Count the Beats!”
This game helps children build skills in
separating words into syllables or beats.
 Put toys on the floor and help your child
sort the toys by the number of beats
their names.
 This game can be played with any objects.

(Bennett-Armistead et al., 2007, p. 98)
Blending Phonemes
Have children listen to you say a sequence
of separately spoken phonemes. They
must give you the word.
 For example:You would say, “What word
is /b/ /i/ /g/?” The child would answer,
“big!”

(Bennett-Armistead, et al., 2005, p. 103)
Segmenting Phonemes
Have children break a word into separate
sounds, saying each sound as they tap out
or count it.
 For example, ask your child, “Tell me the
sounds you hear in clap.” Your child
should reply, “/c/ /l/ /a/ /p/.”

(Bennett-Armistead, et al., 2007, p. 103)
Suggested Books for Building
Phonological Awareness

Separating Words into Syllables or Beats:
--Silly Sally by Audrey Wood
--We’re Going on a Bear Hunt by Michael Rosen

Recognizing and/or Generating Rhyming Words:
--Duck in the Truck by Jez Alborough
--Hop on Pop by Dr. Seuss
--Is Your Mama a Llama? by Deborah Guarino
Suggested Books (cont.)

Recognizing Words that Start With the
Same Sound:
--Sheep in a Shop by Nancy Shaw

Moving Sounds Around to Create New
Words
--Ook the Book and Other Silly Rhymes by
Lissa Rovetch
--Runny Babbit: A Billy Sook by Shel Silverstein
Questions???
Now’s your chance! 
Or feel free to email me later:
[email protected]
Next week…
HOMEWORK! Next week, please be
ready to share what you have done with
your child to promote his/her
phonological awareness
 Next week’s topic is alphabet knowledge!

References
Armbruster, B., Lehr, F., Osborn, J., (2001). National institute
for
literacy: Put reading first. Washington, DC.
Bennett-Armistead,V. S., Duke, N. K., Moses, A. M. (2007).
Beyond
bedtime stories: A parent’s guide to promoting reading, writing, and other
literacy skills from birth to 5.
New York: Scholastic.
Bennett-Armistead,V. S., Duke, N. K., & Moses, A. M. (2005).
Literacy
and the youngest learner: Best practices for educators of children from
birth to 5. New York:
Scholastic.
Chard, D. J., Dickson, S.V., (1999). Phonological awareness: Instructional and
assessment guidelines. Retrieved from www.ldonline.org/article/6254
(n.d.). Phonological and phonemic awareness. Retrieved from
www.readingrockets.org/helping/target/
phonologicalphonemic