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Module 4: Phonemic Awareness Evidence and Strategies

Module 4: Phonemic Awareness Evidence and Strategies. PPLSP Training Modules. 1. Introduction to the Five Components of Reading 2. Introduction to the PPLSP and CBLA 3. Instructional Strategies 4. Phonemic Awareness Evidence and Strategies 5. Phonics Evidence and Strategies

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Module 4: Phonemic Awareness Evidence and Strategies

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  1. Module 4:Phonemic AwarenessEvidence and Strategies

  2. PPLSP Training Modules 1.Introduction to the Five Components of Reading 2.Introduction to the PPLSP and CBLA 3.Instructional Strategies 4.Phonemic Awareness Evidence and Strategies 5.Phonics Evidence and Strategies 6.Fluency Evidence and Strategies 7.Vocabulary Evidence and Strategies 8.Comprehension Evidence and Strategies 9.Reading Strategies for Secondary Teachers in other Content Areas 10. Bodies of Evidence and a Process for Building the ILP

  3. Introduction On a sticky note, define “Phonemic Awareness”

  4. Goals for this Module • To clarify what phonemic awareness is and what it is not • To build background knowledge about phonemic awareness • To compare and contrast phonemic awareness to phonics • To increase knowledge of appropriate strategies for teaching the skills of phonemic awareness

  5. What is Phonemic Awareness? • Phonemic Awareness is the ability to hear, discriminate, and manipulate the sounds of language. (The Pikes Peak Literacy Strategies Project, Spring 2004)

  6. What the research says: • Explicit, systematic instruction in phonemic awareness in conjunction with phonics instruction increases a child’s reading success. Research also shows that strong phonemic skills are the #1 predictor of future reading success. • According to the National Reading Panel Report, phonemic awareness instruction is most effective when instruction focuses on only one or two (rather than several types) of phoneme manipulation.

  7. Why Is Phonemic Awareness Important? • The ability to segment and blend the sounds of words rapidly and accurately increases a student’s comprehension level. Rapid and accurate word reading allows a reader to attend to the meaning of text.

  8. Phonemic Awareness Skills Phonemic Awareness Identification Manipulation Segmentation Auditory Sequencing

  9. Phonemic Awareness:Progression of Skills • Students learning phonemic awareness skills learn them in the following progression: • -beginning sounds • -final sounds • -medial sounds (vowels)

  10. Phoneme Identification Is: • Phonemic Isolation • What is the first sound in fan? /f/ is the first sound in fan. • Phoneme Identity • What sound is the same in pot, pig, pickle? /p/ is the same sound in all of the words. • Phoneme Categorization or Sound Oddity • What word in the following three words does not belong? net, nut, man

  11. Working with Sounds • Line up your counters on the table. • Using your counters, slide a counter up for • every sound you hear in: • bat • chop • thumb • bunny

  12. Phoneme Manipulation is: • Phoneme Deletion • What is fields without the /s/? • What is plate without the /p/? • Phoneme Addition • What word do you make when you add /m/ to the word art? • Phoneme Substitution • The word is ton. Change the /t/ to /w/. What is the new word?

  13. Segmenting and Blending are: • Phoneme Segmentation • How many sounds are in red? • How many sounds are in chicken? • Phoneme Blending • What word is /b/ /a/ /t/ /s/ /i/ /ck/

  14. Auditory Sequencing is: • Keeping segmented sounds in memory long enough to blend them back together. What word is: • /c/ /a/ /t/ • /b/ /a/ /th/ • Keeping a sequence of items in order:Repeat the following words in the order that I say them: bread, doll, run monkey, book, hall, rain glass, trip, alligator, van, sandwich

  15. Phonemic Awareness or Phonics? Phonemic Awareness requires the student to hear, identify, and manipulate individual sounds in spoken words. It is an auditory skill. Example: What word is: /th/ /a/ /t/ ? That Phonics is the understanding of the predictability between sounds and spoken language and graphemes (letters and spelling that represent those sounds in written language). In other words, phonics is sound-symbol relationships. Example: ch = ch in “chatter” pre = pre in “preheat”

  16. Auditory Discrimination vs. Phonemic Awareness Phonemic Awareness Auditory Discrimination

  17. When Phonemic Awareness is in place, you will see: • Student isolates beginning phonemes in words • /v/ in van, /b/ in boat, /p/ in peanut • Student can group words that sound the same or different. • dug, duck, bed-dug and duck begin the same • Student appropriately segments words • Big = /b/ /i/ /g/, shark = /sh/ /ar/ /k/

  18. When Phonemic Awareness is in place, you will see: • Student keeps segmented sounds in memory in order to blend them back together to read a word • Student says /b/ /o/ /x/ = box • Student can blend segmented phonemes into words • /w/ /i/ /sh/ = wish • Student can visually and auditorally integrate words • Written “spoon” = segmented /sp/ /oo/ /n/ = spoken spoon

  19. Closure Activity: Revisit the Sticky Notes • Look back at the sticky note chart. Based on what you now know, which definitions: • -Qualify as phonemic awareness • -Do not qualify as phonemic awareness

  20. Does a Student Come to Mind? • Do you have any students who exhibit these characteristics? • What can you do tomorrow for a student who has difficulty hearing the distinctions among the sounds of language?

  21. Next Steps • Having a clear understanding about the 5 components of reading is important for: • Writing an effective ILP • Compliance with the new rules for CBLA • Improved teaching and learning in all content areas

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