Welcome! Foundational I – Summer 2004 Colorado Reading First, 2004

Welcome!
Colorado Reading First, 2004
Foundational I – Summer 2004
Phonemic
Phonemic
Awareness
Awareness
Colorado Reading First, 2004
Foundational I – Summer 2004
Reading Component: Phonemic Awareness
Activity: Alliteration
You do!
We do!
I do!
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Reading Component: Phonemic Awareness
Reflection Activity
What is your current
understanding about
phonemic awareness
instruction?
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Reading Component: Phonemic Awareness
Content Standards
Colorado Reading First, 2004
z
Recognize the stages of
phonological and phonemic
awareness development.
z
Recognize how words can
be blended and segmented.
z
Identify and practice
instructional activities that
support the development of
phonological awareness.
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Reading Component: Phonemic Awareness
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Reading Component: Phonemic Awareness
Reading Research Asks
THREE Key Questions
z
How do children learn to
read?
z
Why don’t some children
learn to read?
z
What can we do about it?
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The Essentials for Beginning Reading
Oral
Language
Phonemic
Awareness
Phonics
Vocabulary
Comprehension
Fluency
Literacy
(Reading/Writing)
Reading Component: Phonemic Awareness
There is considerable evidence
that the primary difference
between good and poor readers
lies in their phonemic
awareness skills.
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Reading Component: Phonemic Awareness
Students need to learn how to use their
phonemic awareness to
BLEND and SEGMENT
sounds in words.
=
Colorado Reading First, 2004
/c/
/a/
/t/
=
cat
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Reading Component: Phonemic Awareness
What Does Research Tell Us?
20-30% Do not link sounds
and letter symbols easily
7-10% Substantial Difficulty
Adams, ’90; Blachman, ’94; Torgesen,et.al, ‘94
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Reading Component: Phonemic Awareness
The two best school-entry predictors
of how well children will learn to read
during the first two years of instruction
are a student’s abilities in phonemic
awareness and letter knowledge.
L. Ehri: National Reading Panel, 2000
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Reading Component: Phonemic Awareness
Activity
Test your
phonemic
awareness
skills!
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Reading Component: Phonemic Awareness
Phonological Awareness:
“The Big Umbrella”
Phonological
Awareness
is an awareness of the
structures of oral language
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Reading Component: Phonemic Awareness
Phonological Awareness:
“The Big Umbrella”
Rhyme
Alliteration
Sentence Segmentation
Syllables (Words)
Onsets & Rimes
Phonemes
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Reading Component: Phonemic Awareness
Students need to learn that
spoken words consist of
individual sounds or phonemes.
/m/
Colorado Reading First, 2004
/a/
/p/
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Reading Component: Phonemic Awareness
Phonemic Awareness
Is the ability to hear
and manipulate the
individual sounds
(phonemes) in
spoken words.
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Reading Component: Phonemic Awareness
Phonemic Awareness
Phonemes are the smallest units of sound in
spoken words.
/m/
/a/
/p/
1st Phoneme
2nd Phoneme
3rd Phoneme
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Reading Component: Phonemic Awareness
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Stages of Phonological
Awareness Development
INTERMEDIATE STAGE
BEGINNING STAGE
Pre K – Mid 1st Grade
Rhyming: Recognition
Alliteration
Segmenting:
Sentences to words
(count words)
Mid K – 1st Grade
Rhyming: Production
ADVANCED STAGE
Segmenting & Blending:
Mid 1st – 2nd Grade
syllables:
Phonemic Awareness
compound words
deletion
multisyllabic words
substitution
onset-rime
addition
Phonemic Awareness
initial/final/medial
one syllable words
initial/final/medial sounds
blending/segmenting
counting sounds
Dodson, Kuhn
Reading Component: Phonemic Awareness
Phonological Awareness
Beginning Skills
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Reading Component: Phonemic Awareness
Phonological Awareness: Beginning Skills
Rhyme: Recognition
z
Tell me if these 2 words rhyme?
–
z
fight, might; / way, rug / tio- mio
Which word rhymes with fun?
–
any, bet, sun?
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Reading Component: Phonemic Awareness
Phonological Awareness: Beginning Skills
Alliteration:
Word play with initial phonemes
Which words begin with the same sound?
– garden, girl, share
– mio, mula, casa
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Reading Component: Phonemic Awareness
Phonological Awareness: Beginning Skills
Sentence Segmentation:
Say the words in a sentence
The boy went home.
1 2
3
4
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Reading Component: Phonemic Awareness
Activity: Phonemic
Awareness Fun
Group activities:
z Rhyming
z Alliteration
z Segmentation
–
–
Word Level
Syllable Level
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Reading Component: Phonemic Awareness
Phonological Awareness
Intermediate Skills
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Reading Component: Phonemic Awareness
Phonological Awareness: Intermediate Skills
Rhyme: Production
z
“Rhyme Hunt”
–
z
z
Generate words that rhyme with book, cake
Complete Nursery or Jump Rope Rhymes
Create Hink-Pinks;
Hinky-Pinkys
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Reading Component: Phonemic Awareness
Phonological Awareness: Intermediate Skills
Working With Syllables: Blending
z Compound
–
z
cup•cake; snow•man
Multisyllabic level
–
z
words
um•brel•la; kin•der•gar•ten
Spanish
–
me•sa (table)
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Reading Component: Phonemic Awareness
Phonological Awareness: Intermediate Skills
Working With Syllables: Segmenting
Count the # of syllables
z Compound words: hotdog (hot•dog)
z Multisyllabic words: funny (fun•ny);
carpenter (car•pen•ter)
z Spanish: mano (ma•no - hand)
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Reading Component: Phonemic Awareness
Phonological Awareness: Intermediate Skills
Onsets and Rimes:
Applies to one syllable words
z
z
Onset: Initial consonant or consonant
cluster
Rime: Vowel and consonants that follow
the onset
–
–
Examples: sat, ship, scrape, three
Spanish: tren, sal, con
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Reading Component: Phonemic Awareness
Phonological Awareness: Intermediate Skills
Working With Phonemes “Sounds”
z
Blending
/b/
/a/
/t/
=
bat
/i/
/p/
z Segmenting
sip
Colorado Reading First, 2004
=
/s/
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Reading Component: Phonemic Awareness
Working With “Sound Boxes”
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Reading Component: Phonemic Awareness
Say It and Move It
(Elkonin Technique, by Benita Blachman)
/b/
/oo/
/k/
Colorado Reading First, 2004
/s/
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Reading Component: Phonemic Awareness
Activity: More Phonemic
Awareness Fun
Segmenting
Blending
Super Sound
Games
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Reading Component: Phonemic Awareness
Phonological Awareness
Advanced Skills
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Reading Component: Phonemic Awareness
Phonological Awareness: Advanced Skills
Phoneme Manipulation
z
Add /s/ to beginning of pin
/s/ +
z
spin
Delete /t/ at beginning of trap
trap
z
pin =
- /t/ =
rap
Substitute /i/ in tip with /a/
tip
- /i/ + /a/ =
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tap
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Reading Component: Phonemic Awareness
Activity: Even More
Phonemic Awareness Fun
Initial / Final Game
z One syllable level
z Multi-syllabic level
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Reading Component: Phonemic Awareness
Reflection Activity
Identify instructional
activities that support the
developmental stages
of Phonological
Awareness
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Reading Component: Phonemic Awareness
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Reading Component: Phonemic Awareness
How Does Assessment
Data Drive Instruction?
z
z
z
z
Tells who is at benchmark and who is at
risk.
Supports instructional groupings and level
of intervention.
Assists in making instructional decisions.
Determines if students are making
adequate progress or need more
intervention.
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Reading Component: Phonemic Awareness
What are the Critical Elements
of PA Instruction?
z
z
z
z
z
z
Focus on 1 or 2 types of PA skills/ lesson.
10 - 15 minutes/day
Small groups are most effective.
Teach explicitly and systematically.
Guided practice / check for understanding
Teach to manipulate sounds with letters.
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Reading Component: Phonemic Awareness
Differentiation in Teaching
Sound Awareness
z
z
z
z
Initially, use simple VC and CVC words.
Then build on initial and final consonant
blends (CCVC, CVCC).
Use pictures or objects to increase vocabulary
as you work on phonemic awareness.
Use letter tiles to link sound to print which in
turn will enhance decoding and spelling.
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Reading Component: Phonemic Awareness
Thinking about ELL
z
Capitalize on their native language ability.
z
Teach blending, segmenting, and
manipulating individual phonemes and
syllables.
z
Accept oral approximations.
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Reading Component: Phonemic Awareness
Thinking about ELL
z
Focus on words students already know.
z
Include vocabulary study as you build new
words.
z
Instructional guidelines remain the same.
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Reading Component: Phonemic Awareness
Guidelines for Teaching
Phonemic Awareness
You do!
We do!
I do!
Application
Guided practice
Modeling
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Reading Component: Phonemic Awareness
Oral
Level
Print
Level
Phonemic Awareness: The ability to
manipulate sounds.
Phonological Awareness: An awareness
of the structures of spoken language,
sentences, words, rhymes and sounds.
Phonics: The letter/sound relationship
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Reading Component: Phonemic Awareness
In Summary
Students need to learn how to use their
phonemic awareness to
BLEND and SEGMENT
sounds in words.
=
Colorado Reading First, 2004
/c/
/a/
/t/
=
cat
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Reading Component: Phonemic Awareness
Reflection Activity
Identify:
3 A-ha’s
2 Points that were
1
validated for you.
Specific question that
still needs clarifying.
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Reading Component: Phonemic Awareness
Do Remember…
Adding well-thought-out phonemic
awareness instruction to a beginning
reading program…is very likely to help
your students learn to read and spell.
National Institute for Literacy, 2001
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The Essentials for Beginning Reading
Oral
Language
Phonemic
Awareness
Phonics
Vocabulary
Comprehension
Fluency
Literacy
(Reading/Writing)
Reading Component: Phonemic Awareness
Resources
Adams, Foorman, Lundberg, Beeler. Phonemic Awareness in
Young Children. ISBN: 1-55766-321-1 (Brookes Publishing)
Blachman, Ball, Black, Tangel. Road to the Code. 1-55766-438-2
(Brookes Publishing)
Fitzpatrick. Phonemic Awareness: Playing With Sounds to
Strengthen Beginning Reading Skills. ISBN: 1-57471-231-4
(Creative Teaching Press)
Opitz. Rhymes & Reasons ISBN: 0-325-00246-0 (Heinemann)
Schreiber, Sterling-Orth. Working Out with Phonological
Awareness. ISBN: 1-888222-56-5 (Thinking Publications)
Zgonc, Yvette. Sounds In Action. ISBN: 1-884548-32-6 (Crystal Springs
Books)
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Reading Component: Phonemic Awareness
Thank you!
This concludes the presentation.
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