REV UP: THE 2ND LAP Phonological Awareness Brandy Peters REAC3H Instructional Coach

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The objectives of today’s session are to: 1.  Review the importance of phonological awareness in core

reading instruction.

2.  Determine if students are making adequate progress.

3.  Identify methods to enhance core reading instruction as well as appropriate interventions.

OBJECTIVES: WHAT YOU WILL LEARN AND DO

FOUR PART PROCESSING SYSTEM

Context Processor

Orthographic Processor

Phonological Processor

Meaning Processor

Phonics

Adams, 1990

PHONOLOGICAL PROCESSOR

� Recognition of speech sound � Production of speech sounds � Comparisons of words � Memory for sound sequences � Phonological awareness skills � Segmenting, blending and manipulation of

phonemes

Colorado Reading First

WHAT THE RESEARCH SAYS ABOUT PHONOLOGICAL AWARENESS (PA)

� The best early predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness) (Lyon, 1995).

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� Phonological awareness is teachable and promoted by attention to instructional variables. (Smith, Simmons, & Kame'enui, 1998)

“Reading and phonemic awareness are mutually reinforcing: Phonemic awareness is necessary for reading, and reading, in turn, improves phonemic

awareness still further.” (Shaywitz, 2003, pg. 55)

WHAT THE RESEARCH SAYS ABOUT PA

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WHY PHONEMIC AWARENESS IS IMPORTANT

� There are 26 letters in the English language.

� There are 44 individual phonemes or sounds.

� Some phonemes are coarticulated, thus logical “sound units”

are not readily apparent and must be taught. (train/chran)

� Sounds are represented in approx. 250 different spelling

patterns (e.g., /f/ as in ph, f, gh, ff).

THINK – INK – PAIR – SHARE

What Do I Already Know about Phonemic Awareness?

Rate Your Knowledge &

Share on my Signal

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•  Sentences: The sun shone brightly. •  Word: the, sun, shone, brightly •  Syllables: sun, sun-shine, sun-ny •  Onset-rime: /s/ /un/; /sh/ /one/, /br/ /ightly/ •  Phoneme: /s/ /u/ /n/ /sh/ /o/ /n/ /b/ /r/ /i/ /t/ /l/ /e/

Levels of Linguistic Units

WHAT SKILLS DOES PA INCLUDE?

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� I’ll say two words, tell me if they are same or different (sun, sun; tan, ran; fit, bit)

� I’ll say two sounds, tell me if they are the same or different (/m/, /s/; /f/, /f/; /r/, /r/; /k/ ,/l/)

� I’ll say three words, tell me the one that is different (sun, hat, sun; fat, fat, hat)

� I’ll say three sounds, tell me the one that is different (/s/, /s/, /m/; /l/, /t/, /t/)

WHAT SKILLS DOES PA INCLUDE?

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Objectives of today’s session: 1.  Review the importance of phonological awareness in core

reading instruction.

2.  Determine if students are making adequate progress.

3.  Identify methods to enhance core reading instruction as well as appropriate interventions

NEXT SECTION: OBJECTIVE 2

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� How well does the child perform the skill? � Performance on recognition items (Which picture begins

with…) �  Are they consistent?

� Performance on production items (“What sound does pig begin with?”) �  Can they isolate initial sounds?

� How easily and quickly does the child perform the skill? � Time necessary for accomplishing the measure is indicative of

the student’s level of fluency.

ASSESSING ACCURACY & FLUENCY WITH FIRST SOUND

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� How well does the child perform the skill?

� Accuracy � Skill Level

Example word “chips” Student Response

Initial Sound /ch/ Onset rime /ch/ /ips/ Partial segmentation /ch/ /i/ /ps/ Complete /ch/ /i/ /p/ /s/

ASSESSING ACCURACY & FLUENCY WITH PHONEME SEGMENTATION

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The goals and objectives of today’s session are to: 1.  Review the importance of phonological awareness in core

reading instruction.

2.  Determine if students are making adequate progress.

3.  Identify methods to enhance core reading instruction as well as appropriate interventions

NEXT SECTION: OBJECTIVE 3

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1.  What we teach: Design �  Sequence �  Task factors

2.  How we teach: Delivery a)  Demonstrate explicit steps and strategies b)  Model multiple examples ( I DO) c)  Provide multiple opportunities to practice ( WE DO) d)  Structure ample review and opportunities for learning

(YOU DO)

TWO WAYS TO ENHANCE INSTRUCTION

DEMONSTRATE EXPLICIT STEPS & STRATEGIES

�  Model all steps or strategies necessary to complete the task successfully.

� Factors that affect student learning:

� Clear and concise teacher wording

� Modeling and showing before asking

� Providing feedback

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Focusing on Syllables

Focusing on Alliteration

Focusing on Rhyme

Isolating, Identifying, Categorizing Phonemes

Blending Phonemes Segmenting Phonemes

Deleting Phonemes

1

2

3

4

5

6

7

8

Focusing on Sentences/Words

Developmental Hierarchy for Phonological Awareness

Continuum

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Research indicates that materials that are structured after the following principles enhance learning for all students:

1.  Start with larger linguistic units (i.e., words and syllables) and proceed to smaller linguistic units (i.e., phonemes).

2.  Progress from easier activities to more difficult (sound matching, rhyming, blending, segmenting, etc.).

3.  Schedule more instructional time on segmenting then other skills.

4.  Begin with short words (2-3 phonemes: at, mud, run).

(Smith, Simmons, & Kame’enui, 1998)

SEQUENCING SUGGESTIONS TO ENHANCE STUDENT LEARNING

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5.  Focus first on initial (sat), then final (sat), and lastly the medial sound (sat) in words.

6.  Introduce continuous sounds (e.g., m, r, s) before stop sounds (t, b, k).

7.  Provide brief instructional sessions. Significant gains in phonemic awareness are often made in 15-20 minutes of daily instruction spread throughout the day. (5 minutes here, 5 minutes there, etc.)

(Smith, Simmons, & Kame’enui, 1998)

SEQUENCING SUGGESTIONS TO ENHANCE STUDENT LEARNING (CONT.)

EXAMPLE STOP SOUNDS

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•  /t/ • /b/ •  /p/ • /ks/ •  /k/ • /j/ •  /g/ • /kw/ •  /d/ •  /ch/ •  /h/ Words that begin with stop sounds

are difficult to use in blending activities.

Teach the pure sound. Avoid the schwa sound.

EXAMPLE CONTINUOUS SOUNDS

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•  /f/ • /v/ •  /n/ • /z/ •  /s/ • /m/ •  /r/ • all short vowels •  /l/ •  /sh/

Words that begin with continuous sounds are easier to blend.

WORKING WITH SOUNDS

VOWEL CHART (MOATS, 2004) 19 VOWEL SOUNDS

Let’s have some FUN!!

SHARED NURSERY RHYMES � Recognize rhymes � Generate rhymes � Change beginning sounds to create silly poems

(See example below-Humpty Dumpty)

Rumpty Rumpty Rumpty Rumpty rat ron ra rall.

Rumpty Rumpty rad ra reat rall. Rall re ring's rorses rand rall re ring's ren Rouldn't rut Rumpty rogether ragain!

Did you ever have the feeling

there’s a WASKET in your _________?

Or a GED under your _________?

… Or a WOSET in your __________?

- Dr. Seuss

There’s a WOCKET in my POCKET !

Activities with syllables manipulation Teacher, May We?

Teacher: “You may jump the number of times as there are in the bunny.”

Students: “Teacher, may we?”

Activities with onset-rime manipulation Going on a Word Hunt (clues)

Teacher: We’re going on a word hunt! (slap toes) (slap knees) (slap toes) (slap knees) Students repeat Teacher: What’s this word? (slap toes) (slap knees) (slap toes) (slap knees) Students repeat Teacher: /m/ (pause) /ap/ pause (slap toes) (slap knees) Students repeat Together: mmmmmmmmmmmap map! (slide hands from toes to knee) (slap knees)

*For this activity use continuous sounds for onset

SHEILA RAE, THE BRAVE

WORD BANK �  /th/ /sh/

�  mother �  thought �  father �  thunder �  anything �  dashed

�  /s/ /z/ �  eyes closet �  bears noises �  skipping bicycle �  stray corners �  streets crossed �  backwards suddenly �  snap sounds �  Louise sniffed �  house creatures �  convince

�  /r/ �  recess cherries �  cried brave �  creatures crack �  worse monster �  fear broke �  afraid trees �  frightening rope

�  /l/ �  Sheila fearless �  lightening block �  growled help �  principal closet �  classmate clapping �  giggled black �  horrible familiar �  Wendell evil

BRINGING WORDS TO LIFE IMPORTANCE & UTILITY, INSTRUCTIONAL POTENTIAL, CONCEPTUAL UNDERSTANDING

� afraid* � giggled* � familiar* � evil* � horrible* � dashed** � fearless**

� *These words can be explained easily and likely to not need additional support.

� **These words can be explained in child friendly terms, can be interacted with in a number of ways, will be used across a variety of domains, and will be encountered frequently with recurring language interactions.

Arkansas Reading First: Vocabulary Lesson

COMPOUND WORD & SYLLABLE LEVEL

�  “What word is this _____?” cher-ries

mon-ster

�  “Say _______ now say it again, but don’t say _____. classmate mate �  “How many syllables (word parts) in _____?

thunder fear

creatures frightening

ONSET-RIME LEVEL

� “What word is this?” h-elp cr-ied

� “Tell me the onset of this word _______. fear dashed crack

GENERATING RHYMES

� “Do _______ and ______ rhyme?” (recognition) block rock eyes fingers

brave save

� “Tell me a word that rhymes (sounds like) _____.” (production) cat house

tree

PHONEME BLENDING

� “What word is this?” ______ /b/ /l/ /o/ /k/ /s/ /k/ /oo/ /l/ /m/ /o/ /n/ /s/ /t/ /er/

/s/ /n/ /i/ /f/ /t/

PHONEME ISOLATION LEVEL

� “What’s the first sound in the word____?” broke

� What’s the last sound in the word____?” reached

� “What’s the middle sound in_____?” walk

PHONEME SEGMENTATION

� “Tell me the sounds in ______?” stray evil giggled closet

PHONEME DELETION LEVEL

� Say ________, now say it again but, don’t say / /. bicycle /b/ snap /s/ bear /z/

PHONEME MANIPULATION/SUBSTITUTION LEVEL

� “Say ______, now change / / to / /.” brave /br/ /s/ voice /v/ /ch/ back /k/ /t/ thunder /th/ /bl/

PA IS WORD PLAY!!! Phonological awareness skills grow as children

practice activities using words an concepts in stories and books that are read aloud in class.

� Choose one of your favorite children’s books � Develop a word play activity that you can use in

your classroom � On the page provided, write the title of book and

complete the activity

BUILDING PATHWAYS

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1.  Reviewed the importance of phonological awareness in core reading instruction.

2.  Determined how students are making adequate progress.

3.  Identified methods to enhance core reading instruction as well as appropriate interventions.

OBJECTIVE REVIEW:

RESOURCES

� http://www.youtube.com/watch?v=JTu6c9yAssY

� http://www.readworks.org/sites/default/files/bundles/lessons-gradek-character.pdf

� http://www.goodreads.com/shelf/show/builds-phonemic-awareness

� http://www.free-reading.net/index.php?title=Phonological_Awareness_Activities

Brandy Peters

bpeters.reac3coach@gmail.com

(580) 656-4619

www.reac3hcoach.weebly.com

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