Phonological Awareness Kindergarten Phonological Awareness Phonological awareness involves:...
Transcript of Phonological Awareness Kindergarten Phonological Awareness Phonological awareness involves:...
Phonological Awareness
Kindergarten
Phonological Awareness
Phonological awareness involves:
segmenting-pulling apart spoken words
into sounds
blending-putting sounds back together
manipulating-adding, deleing, and
substituting these sounds
South Dakota Standards
Phonological Awareness
Phonological awareness involves:
segmenting-pulling apart spoken words
into sounds
blending-putting sounds back together
manipulating-adding, deleing, and
substituting these sounds
South Dakota Standards
Students are able to relate letters and sounds, and identify patterns in word and phases
Phonemes
Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words
Phonemes are the smallest units of sound in spoken words
/m/
1st phoneme
/a/
2nd phoneme
/t/
3rd phoneme
What We Know from Research
Phonological awareness instruction improves children’s understanding of how the words in spoken language are represented in print.
Phonemic awareness helps all children learn to read
What We Know from Research
Phonemic awareness instruction is most effective when children are taught to use letters to represent phonemes
Phonemic awareness also helps preschoolers, kindergartners, and first graders learn to spell
Page 4 from Put Reading First Booklet
Phonological Awareness Continuum
Types Description Examples
Phonemes Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words
/k/ /a/ /t/
/sh/ /i/ /p/
/s/ /t/ /o/ /p/
Onsets and
Rimes
Blending or segmenting the initial consonant or consonant cluster (onset) and he vowel and consonant sounds spoken after it (rime)
/m/ /ice/
/sh/ /ake/
Syllables Blending syllables to say words or segmenting spoken words into syllables /mag/ /net/
/pa/ /per/
Sentence Segmentation
Segmenting sentences into spoken words The dog ran away.
1 2 3 4
Alliteration
Rhyme
Producing groups of words that begin with the same initial sound
Matching the ending sounds of words
Ten tiny tadpoles
cat, hat, bat, sat
Rhyme
Rhyme Match between ending sounds of words
Use Nursery Rhymes and Other Rhymes
Ten Cats Have Hats by Jean Marzollo
One bear has a chair, but I have a hat.
Activites focused on rhymeTen Cats Have Hats by Jean Marzollo
Two ducks have trucks, but I have a hat.
Picture clue allows them to predict author’s rhyme.
Activities focused on rhyme “The Ants Go Marching”
The ants go marching one by one,Hurrah! Hurrah!The ants go marching one by one,Hurrah! Hurrah!The ants go marching one by one,The little one stops to have some fun,And they all go down to the ground,To get out of the sun.Boom! Boom! Boom!
Activities focused on rhyme “The Ants Go Marching”
The ants go marching two by two,Hurrah! Hurrah!The ants go marching two by two,Hurrah! Hurrah!The ants go marching two by two,The little one stops to _____________,And they all go down to the ground,To get out of the sun.Boom! Boom! Boom!
Activities focused on rhyme (oral)
“Down by the Bay”“Did you ever see a whale with a polka dot tail?”
“The Corner Grocery Story”“There were peas, peas walking on their knees at
the store, at the store”“There was steak, steak, going shake shake at the
store, at the store”
Yopp & Yopp (1996). Oo-pples & boo-noo-noos: Songs & activities for phonemic awareness. Harcourt Bace School Publishers
Alliteration
AlliterationFocus on initial
phonemes
Steven Kellogg's alphabet book
Aster Aardvark’s Alphabet Adventures
Alliteration-Big Books
Sentence Segmentation
Words in
Sentences
Have children count words
1 2 3 4
Say the parts of a sentence
Syllable Blending and Segmentation
Syllables Blending syllables together to form words
Segmenting words into syllables
Activities with syllables manipulation“Clap, Clap, Clap Your Hands” (clues)
Clap, clap, clap your hands,
Clap your hands together.
Clap, clap, clap your hands,
Clap your hands together
Snap, Snap, Snap your hands,Snap your hands together.Snap, Snap, Snap your hands,Snap your hands together
continue
Activities with syllables manipulation“Clap, Clap, Clap Your Hands” (clues)
Say, say, say these parts.
Say these parts together.
Say, say, say these parts,
Say these parts together:Teacher moun (pause) tain (children respond, “mountain!”)
Teacher love (pause) ly (children respond, “lovely!”)
Teacher un (pause) der (children respond, “under!”)
Teacher tea (pause) cher (children respond, “teacher!”)
Activities with syllables manipulationHow Many Syllables (clues)
Tikki Tikki Tembo by Arlene Mosel
Clap syllables in names + picture
Tingo Tango Mango Tree by Marcia VaughanIguana’s name is Sombala Bombala Rombala Roh
Flamingo’s name is Kokio Lokio Molio Koh
Parrot’s name is Dillaby Dallaby Doh
Turtle’s name is Nanaba Panaba Tanaba Goh
Bat’s name is Bitteo Biteo
Activities with syllables manipulation“Humpty Dumpty” (clues)
Recite “Humpty Dumpty” rhyme
Humpty Dumpty broke & I have some broken words. Let’s help put the words back together again.
pop – si - cle
Snap the cubes together to say the entire word.
Activities with syllables manipulationTeacher, May We? (clues)
Teacher: “You may jump the number of times as there are syllables (some teachers say “beats” or “chunks” for syllables) in the bunny.”
Students: “Teacher, may we?”
Onset-RimeBlending and Segmentation
Onsets
and
Rimes
Onset: initial consonant or consonant cluster of the word
Rime: vowel and consonants that follow the onset
In the word ca, the /k/ is the onset and the –at is the rime
Activities with onset-rime manipulationGoing on a Word Hunt (clues)
Teacher: 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)
Activities with onset-rime manipulation Make a Word (letters)
It’s a word.
It is not a word.
Phoneme Blending andSegmentation
Phoneme
Blending
Segmenting
Words into
Phonemes
Listening to a sequence of individual sounds and combining them to pronounce a word
Breaking a word into its individual sounds
Activities with phoneme manipulation
Cock-a-doodle-moo! (oral)
Cock-a-doodle-moo! By Bernard Most
Activities with phoneme manipulation
Bag Game (cues)
Supporting phonemic awareness development in the classroom
Hallie Kay YoppRuth Helen Yopp
The Reading TeacherVol.54, No. 2 October 2000
Using Songs
Tune to London Bridge
/b/ is a sound that starts these words
Ball, bounce, bear, ball, bounce, bear
/b/ is a sound that starts these words
Ball, bounce, bear and b_________.
Using Songs
Tune to “Three Blind Mice”
Buh buh buh, Buh buh, buh;
Hear how it sounds, hear how it sounds.
It starts with /b/ and it sounds like this:
Buh buh buh, Buh buh, buh
Using Songs
Tune to London Bridge
/K/ is the letter that sounds like kuh,
Sounds like kuh, sounds like kuh,
/K/ is the letter that sounds like kuh,
In words like key, cat, and car!
Using Songs
Tune to “Jimmy Cracked Corn”Who has a /d/ word to share with us?Who has a /d/ word to share with us?It must start with the /d/ sounds!
Dog is a word that starts with /d/Dog is a word that starts with /d/Dog is a word that starts with /d/Dog stars with the /d/ sound.
Oo-pples and Boo-noo-noos;Songs and Activties for phonemic Awareness
Hallie Kay YoppRuth Helen Yopp
Say It and Move It
Phoneme Manipulation
Working
with
Phonemics
Add /s/ to beginning of pin=spin
Delete /t/ at beginning of trap=rap
Substitute /i/ in lip with /a/=lap
Grouping forInstruction
Small
Groups
Teach phonological
awareness, especially
phonemic awareness,
in small groups
Explicit and SystematicPhonological Awareness Instruction
Focus on types of phonological awareness most closely associated with beginning reading and spelling achievement by linking phonemes to print
Teach phonological awareness explicitly and regularly schedule instruction
Explicit and Systematic Phonological Awareness Instruction
During a lesson, target only one type of phonological awareness, such as blending phonemes or segmenting words into phonemes
Begin with easier activities and progress to more difficult ones
Model each activity As soon as possible, help children make the
connection between letters and sounds to read and spell words
Ongoing Practice inPhonological Awareness
Provide opportunities to practice phonological awareness with teacher support and guidance
Integrate practice in phonological awareness throughout the curriculum and school day
Word Play
Enhances phonological awareness as children practice activities using words an concepts in stories and books that are read aloud
Choose one of your children’s books Develop a word play activity for your assigned
part On an index card, write title of book and
activity Post on the wall
Phonological Awarenessand Phonics
Phonological awareness instruction helps children make the connection between letters and sounds
During reading and spelling activities, children begin to combine their knowledge of phonological awareness and phonics
PhonologicalAwareness Phonics
Taking a Closer Look
Phonological awareness instruction is addressed in different types of published programs:
Comprehensive core reading programsSupplementary phonological awareness
programs
Consider Diversity:English Language Learners
Capitalize on native language abilityTeach blending, segmenting, and
manipulating individual phonemes and syllables
Accept oral approximationsFocus on words children already know
Progress Monitoring:Phonological Awareness
Verify
Identify
Specify
Recognize
Results of individual administered reading inventories can help you make informed instructional decisions
Remember…