Transcript Phonological Awareness Part 2 Spring2013x

Onset & Rhyme
Any sound that comes before the
vowel is the “onset.
The vowel and the sounds that
come after it are the “rhyme.”
1. Which oral words have the same
onset?
• /sip/,
/mat/
/fat/, /sit/, /sick/,
2. Which oral words have the same
rhyme?
• /sand,, /hop/, /hand/, /shop/,
/band/
Alliteration
Peter Piper, by Mother Goose
Peter Piper picked a peck of pickled
peppers; A peck of pickled peppers Peter
Piper picked; If Peter Piper picked a peck
of pickled peppers, where's the peck of
pickled peppers Peter Piper picked?
Alliteration
Peter Piper, by Mother Goose
Peter Piper picked a peck of pickled
peppers; A peck of pickled peppers Peter
Piper picked; If Peter Piper picked a peck
of pickled peppers, where's the peck of
pickled peppers Peter Piper picked?
Phonemic Awareness
• Identifying the initial phoneme (sound) of a
word
“What sound do these words start with?”
T:
S:
T:
S:
T:
S:
/sssssoap/
/sssssoap/
/sssssun/
/sunnnnn/
/ssssssack/
/ssssssack/
“What sound do these words start with?”
T:
S:
T:
S:
T:
S:
/aaaaalligator/
/aaaaalligator/
/aaaaaxe/
/aaaaaxe/
/aaaaaple/
/aaaaaple/
Key Word and Sound
• “I’m thinking of a word that starts with
the sound /a/.
It’s the name of a fruit.
It’s round
It’s red.
•
•
Literacy How, Inc.
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• Sorting Words by initial
sounds/phonemes
Isolating Initial Phoneme/Odd One Out
– All pictures that
contain initial
sound.
– Sorting pictures
that have
identified sound
and some that
don’t.
– Odd one out- what
does not belong
Identifying Final Phonemes/sounds
If the students can
recognize most
sounds in the
initial position,
teach them to
hear the sounds
in the final
position.
What sound do these words end
with?
T:
S:
T:
S:
T:
S:
/sunnnnn/
/sunnnnnn/
/fannnnnn/
/fannnnnn/
/pinnnnnn/
/pinnnnnn/
• Sorting Words by final sounds
Identifying Medial Phonemes/sounds
• The medial phonemes/sounds of a
word are the must difficult to
become aware of; usually the vowel
sound.
What sound is the same in all
these words?
T:
S:
T:
S:
T:
S:
/cuuuuuup/
/cuuuuuup/
/fuuuuuun/
/funnnnnn/
/ruuuuuuug/
/ruuuuuuug/
• Sorting Words by medial sounds
The National Reading Panel reported that
“teaching two PA (phonological awareness)
skills to children has greater long-term benefits
for reading than teaching only one PA skill or
teaching a global array
of skills” (2000, p. 2-21). The panel also noted
that the two skills of blending and
segmenting also produced a larger effect
on spelling performance than did the multiple
skill treatment.
• Identifying all the phonemes/sounds in a word
We co-articulate phonemes
• We speak syllable by syllable and not
phoneme by phoneme.
c
a
t
This is what makes phonemic
awareness difficult.
We co-articulate phonemes
1. We do not speak sound by sound.
2. There are no “spaces” between
sounds/phonemes (like there are
spaces between letters).
3. In fact, we begin the pronunciation of
the second phoneme in a syllable
before we finish pronouncing the first!
4. The sounds in a sylablle overlap.
Segmenting/analyzing syllables
into phonemes/sounds
/m/ /o/ /p/
Blending/synthesizing phonemes/sounds into syllables
/m/ /o/ /p/
Synthesis: Synthesizing sounds into words.
Sew (so)
First, the student isolates/segments the
sounds of the words using chips.
Second, the student blends the
sounds/phonemes together to say the whole
word while running finger across arrow.
/s/
/o/
/p/
/m/
/o/
/p/
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Phonemic Awareness Instruction…
Keep in Mind!
20 minutes per day is recommended for
beginner readers.
Remember the developmental sequence!
Differentiate instruction based on what
each child can do.
Differentiation of Instruction
• In order for children to benefit from direct
instruction, we need to meet children where
they are instructionally.
• When & how?
• Guided reading time:
– Extra phonemic awareness instruction
• Literacy centers- practice
• Sorts
Activities Can Be Done Throughout the Day:
• Integrate with other activities!
• Children can apply what they have
been taught.
• During morning message
• During shared reading
• Transition times
• Playground games
• Literacy work stations
• Sorting activities provide ample
practice for applying skills
English Language Learners
Research to Practice from a Bilingual
Perspective
• Phonemic awareness impacts
specifically, the decoding and
encoding of words ( word recognition
and spelling) in all alphabetic
languages.
• It is a skill that transfers across
alphabetic languages.
Haskins Laboratories
Question #9
What is the most important way in which
a teacher can best promote the
phonological skills of a student learning
English as a second language?
• To best promote the
phonological processing skills
of an English Language
Learner, identify phonemes that
are used in spoken English, but
not in the student’s primary
language.
English Language Learners
Spanish to English Transfer: Shared
Consonant Sounds
• What are the shared
consonant sounds same
spellings?
Example: /b/
• bat
• bate
•
What are the shared consonant
sounds-different spellings?
•
Example: /h/
•
spelled h as in hat
•
spelled j as in jirafa
• bat
Haskins Laboratories
44
English Language Learners
Spanish to English Transfer:
New Consonant Sounds
What are the new consonant sounds/spellings?
Example: /sh/
shoe
Haskins Laboratories
45
• The following consonants that are
present in English but not in Spanish are
likely to cause the most problems for
Spanish speakers when transitioning to
English reading and spelling.
• /kw/ in queen, /ng/ in sing, /sh/ in
shoe, /th/ in this, /zh/ in pleasure,
/v/ in voice /w/ in water, /z/ as in
zoo
English Language Learners
Spanish to English Transfer: Vowel
Sounds
• Shared vowel sounds
Example: /ē/
isla
eagle
• New vowel sounds
Example: /ă/
apple
Haskins Laboratories
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• Commonalities; Both Spanish and English share the
vowel sounds listed
•
•
•
•
•
•
•
•
/ā/ “Long-a” (cake, mesa)
/ē/ “Long-e” (easy, primo)
/ŏ/ “Short-o” (pot, casa)
/ō/ “Long-o” (go, solo)
/ū/ “Long-u” (food, grupo)
/oi/ diphthong (oil, oiga)
/ou/ dipthong (out, auto)
/or/ “bossy r” (fort, formal)
English Language Learners
ELL and Struggling Readers
How can teachers help students learn new
sounds/spellings?
•
•
•
•
•
Articulation practice (mirrors!)
Sound sorts
Visual sorts
Sound walls
Make it fun!
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