Phonological Awarenessand Syllable Segmentation

February 17, 2012

•  Why do I need to build my phonological awareness knowledge?

• What additional information about phonological awareness do I need to enhance learning in my classroom?  o What is the correct sequence of skill

presentation?   o How do I integrate new knowledge

into my  instruction? 

Essential Questions

Agenda for the Day

• Review Essential Questions. • Sequence of Phonological

Awareness.•  PA Activities - Turn and Talk. 

•  Sequence of Syllable Instruction.•  Test Your Knowledge!

• How will incorporate one or more of the strategies into word study,

next week?

Phonological Awareness Activities

onset-rime, blending, and segmentation

sentence segmentation

rhyming songs

syllable segmentation and blending

blending and segmenting individual phonemes

Continuum of Complexityof 

Phonological Awareness Activities

Phonological Awareness

• Segmenting sentences into words • Hippo is swimming in the river.• Auditory segmenting/oral blending of words

into syllables  hip-po, swim-ming, riv-er• Auditory/oral blending of onsets and rimes     sw-im, h-ip• Auditory segmenting/oral blending of syllables

into phonemes i-n, h-i-p, s-w-i-m

Blending  Sounds   *Start ORALLY before letters    *Start with two sounds then move to three and four       * If you think you know this word, shout it out!      If you think you know this word, shout it out!      If you think you know this word,      Then tell me what you've heard,      If you think you know this word, shout it out!         *Simon Says        *I Spy   

Segmenting Sounds        *Start with two sounds then move to three          *Elkonin Boxes - Say it, Move it    

     http://www.bogglesworldesl.com/elkonin_boxes.htm     *Egg Cartons with Chips                   

"Tell me and I'll forget; show me and I may remember; involve me and I'll

understand."  

How do I involve students in phonological awareness?

Why teach syllables

• The 6 syllable types decode 85% of the English language

• These generalizations are a starting point for students

Closed or VC syllables

• One vowel• Vowel is closed in by 1 or more

consonants• Vowel makes a short sound, takes a

short walk

R-Controlled, Bossy R or Vr Syllable• One vowel

• Vowel is followed by an /r/• Vowel is neither long nor short• Vowel is controlled by the /r/• Other consonants may come before or

after the Vr

Open or cV or V syllables

• One vowel• Vowel is the last letter in a syllable• Vowel makes a long sound, takes a long

walk

Consonant-le or c-le syllables

• Has only 3 letters, a consonant, /l/ and /e/ in that order

• The /e/ is silent• This syllable is the last syllable in a multi-

syllabic word and never accented.

Magic E, Vowel-consonant /e/ or Vce

• Syllable has a vowel followed by a consonant then an /e/

• The first vowel makes a long sound• The /e/ is silent.

Double vowel or VV• Two vowels together (digraphs or dipthongs)• Digraphs – two letters together that make 1

sound (ea, oa, ai, oe, ue, ui, ay, ey, ee, ae, ew, ow)• Dipthongs – a sound that begins with one

vowel sound and glides into the other vowel sound (ou, oi, au, ow)

Partner Quiz - Let's see how you do on a syllable quiz.

Considerations

• There are exceptions or “rule breakers” for all syllable types

• Looking for little "words" may interfere with decoding larger words.  (rather, boat, home, whisper, suit) 

• Teach children to break larger words into syllables.

 APPLY TO REAL READING AND WRITING!• Before

o Quick Drill with sound cardso Introduce new or irregular sight wordso  Practice blending soundso  

•  During         o Blending Practice on Magnetic Letter boards, etc* o  Marking text, highlighting tape, take-home bookso  

  

ENCODING       Quick Drill in Reverse        Tapping / Counting Sounds        Spelling with magnetic letters or desktop pocket charts

**Kidwriting - longer words - have students segment into                     syllables then segment individual sounds.

Support Strategies

• Writing sorts• Making and writing words• Word hunts• Word study notebooks• Word wall activities• Think-marks/Think-rings

Resources

• http://www.fcrr.org/Curriculum/studentCenterActivities.shtm

•  http://www.diigo.com/user/walshmc/word%20study

• Phonemic Awareness Book• Word Matters Book• Word Families