Transcript Phonemic Awareness - Stanley Teacher Prep

PHONEMIC AWARENESS
JILLIAN
MARSHALL
OCTOBER 15, 2015
Slides adapted from Traci Haley, CU Boulder
TODAY WE WILL…
Discuss the difference between Phonemic
Awareness, Phonological awareness, and
Phonics
Learn why PA is important to literacy
Explore some activities that support
phonological and phonemic awareness
Apply it to our own teaching
TWO TRUTHS AND A LIE
-Assess your own understanding of
phonological and phonemic awareness
-We will revisit it at the end of the
session.
Phonological/Phonemic
Awareness
Concepts of Print
Emergent
Literacy
Letter/Sound
Knowledge
Oral Language
Word
Awareness
Syllables
Phonological
Awareness
Assonance
Rhyming
Phonemic
Awareness
Alliteration
•Onset and rhyme
•Blending
•Segmenting
•Manipulating
phonemes
Phonological awareness
Sentences are made up of words that have
parts
Phonemic awareness
Words are made up of sounds
Phonics
Sounds correspond with letters &
combinations of letters
Decoding & Spelling
Knowledge of letters and sounds can be
used to figure out words
Comprehension
LANGUAGE COMPREHENSION AND WORD
RECOGNITION
PURPOSE OF PA
“The ultimate aim of phonemic
awareness instruction in
general and segmentation in
particular is to enable students
to learn letter-sound
correspondence,” (Gunning,
2013).
Being able to recognize speech
sounds is so important in
literacy development
WHAT IS PHONEMIC AWARENESS?
Phonological AwarenessAbility to discriminate and manipulate
sounds orally.
Phonemic AwarenessAbility to discriminate and manipulate
sounds (phonemes) in words.
MORE SPECIFICALLY, PA IS…
Understanding of and ability to
manipulate the smallest units of sound
that make up spoken words (phonemes)
 Know that spoken words are made up of
sounds
 Know how to use sounds to make new
words
Phonemic Awareness is oral, where as
phonics deals with print
WHAT MAKES PA DIFFICULT FOR SOME
STUDENTS?
Metalinguistic awareness: requires the ability
to think about language abstractly
Coarticulation: process of articulating a sound
while still articulating the previous sound
 E.g. The word “cat” is a blend of sounds, each sound
is not pronounced separately (not /k/,/a/,/t/)
Gunning (2013)
HOW MANY PHONEMES?
ice ____
straight____
sigh____
measure____
choose____
her____
pitched____
shout____
5 BASIC T YPES OF PA TASKS
 Task 1: The ability to hear rhymes and alliteration
Example: Listen to a nursery rhyme. Have children identify
rhyming words. You may need to explicitly teach rhymes.
 Although new research suggests rhyming may be more difficulty than
we once thought (Gunning, 2013)
 Task 2: The ability to do oddity tasks
Example: Look at these pictures (sock, sun, man) Which picture
begins with a dif ferent sound?
 Task 3: The ability to orally blend words and split syllables
Example: I will say the first sound of a word and then the rest of
the word. Say the word as a whole. /s/… at. What’s the word?
(sat)
5 TASKS CONT’D
 Task 4: The ability to orally segment words (including counting
sounds)
Example: What sounds do you hear in the word sat?
/s/ /a/ /t/
 Task 5: The ability to do phonemic manipulation tasks
Example: Replace the first sound in the word sat with /m/
What’s the new word? (mat)
PA VS. PHONICS
Phonemic Awareness is the understanding
that the sounds of spoken language work
together to make words.
Phonics is the understanding that there is a
predictable relationship between the
phonemes and graphemes, the letters that
represent the sounds in written language.
2 areas that require direct instruction:
phonological awareness and alphabetic
principle (Gunning, 2014)
WHY IS PA IMPORTANT?
“The two best predictors of early reading
success are alphabet recognition and
phonemic awareness.” –Marilyn Jager Adams
“Children who cannot hear and
manipulate the sounds of spoken words
will have a hard time relating these
sounds to the letters in the written
words.”
(Fountas and Pinell, 2009)
IMPORTANCE OF PA
Prerequisite for successful phonics
instruction
BUT don’t need to be proficient before
learning phonics elements
Related to accurate and fluent decoding:
to decode, you must know how to blend
phonemes
Linked to ability to use alphabetic spelling
Without it, you cannot abstract sound
from the letter itself (Gunning, 2013)
IMPORTANCE OF PA CONT’D
Low SES children are at greater risk than
high-SES students of not developing
phonemic awareness and concepts of
print in Kindergarten
Research suggests that difficulty with PA
is at the core of many difficulties in
learning to read
Role of language
Even skilled language users need PA
instruction
HOW TO TEACH PA IN THE CLASSROOM
 Use explicit instruction
 “functional fashion,” taught as part of learning to read and not
in isolation
 Implement early: boosts success in
learning to read and spell
 Do shared readings and model
 Integrate into classroom context (thematic
units, read alouds, field trips)
 15-20 minutes daily (Plan ahead)
VIDEOS: PHONOLOGICAL AWARENESS
ASSESSMENTS
https://collab.itc.virginia.edu/portal/site/dd9a5eed-d81f-4a9e8991-b33977b60c06/page/446b7599-c8bb-4473-866f33fdc88ac224
Source: UVA , Curry School of Education
DISCUSS
Imagine you are talking to a
parent about a student’s reading.
How would you define & explain
the importance of phonemic
awareness?
PA ACTIVITIES
With a group of 2 or 3, you
will cycle through
phonemic awareness
centers. Be prepared to
share some of what you
discovered. Have fun!
NOW WHAT?
What did you
learn about
PA?
How are you
going to apply
it in your
classroom?
PA vs Phonics
sort
HELPFUL LINKS AND RESOURCES
 Florida Center for Reading Research
http://www.fcrr.org/
 Creating Literacy Instruction for all students
(Thomas Gunning, 2013)
 Reading Rockets: Phonemic Awareness Activities
http://www.readingrockets.org/article/ 388
 Phonemic Awareness Activities for Early Reading Success
(Wiley Blevins, 1997)