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Phonological Awareness and Syllable Segmentation

Phonological Awareness and Syllable Segmentation. February 17, 2012. Essential Questions.  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? 

carol-swanson
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Phonological Awareness and Syllable Segmentation

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  1. Phonological Awarenessand Syllable Segmentation February 17, 2012

  2. Essential Questions •  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?  • What is the correct sequence of skill presentation?   • How do I integrate new knowledge into  • my  instruction?

  3. 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?

  4. Phonological Awareness Activities onset-rime, blending, and segmentation sentence segmentation syllable segmentation and blending blending and segmenting individual phonemes rhyming songs

  5. Continuum of Complexity of  Phonological Awareness Activities

  6. 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 Phonological Awareness

  7. 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

  8. 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    

  9. "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?

  10. The 6 syllable types decode 85% of the English language • These generalizations are a starting point for students Why teach syllables

  11. Closed or VC syllables One vowel Vowel is closed in by 1 or more consonants Vowel makes a short sound, takes a short walk

  12. 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 theVr R-Controlled, Bossy R or Vr Syllable

  13. One vowel • Vowel is the last letter in a syllable • Vowel makes a long sound, takes a long walk Open or cV or V syllables

  14. 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. Consonant-le or c-le syllables

  15. Syllable has a vowel followed by a consonant then an /e/ • The first vowel makes a long sound • The /e/ is silent. Magic E, Vowel-consonant /e/ or Vce

  16. 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) Double vowel or VV

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

  18. 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. Considerations

  19. APPLY TO REAL READING AND WRITING! • Before • Quick Drill with sound cards • Introduce new or irregular sight words •  Practice blending sounds • During  • Blending Practice on Magnetic Letter boards, etc*  •  Marking text, highlighting tape, take-home books

  20. 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.

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

  22. Resources • http://www.fcrr.org/Curriculum/studentCenterActivities.shtm •  http://www.diigo.com/user/walshmc/word%20study • Phonemic Awareness Book • Word Matters Book • Word Families

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