Introduction to Phonemic Awareness & Phonics

1. Introduction toPhonemic Awareness &Phonics

2. “I know how to spell S” “E - S”

3. Although a bit mixed up … Joseph had a beginning inkling that letters and sounds work together

4. Goal of Reading We read for many purposes We read to get meaning from the text (NRP) Reading involves the manipulation of a complex reading process to get meaning

5. Interactive Model Prior knowledge, experiences, skills, strategies, interest, purpose Words, text and situation features,author’s message, assumptions about reader, difficulty Interactive Model of Reading

6. National Reading Panel Phonemic Awareness Phonics Fluency Vocabulary Comprehension

7. Miscue Analysis Allows understanding of way reader is using phonics when reading in context Different to reading word lists where reading in isolation List miscues and look for patterns based on the phonics sequence

8. Phonemic Awareness

9. Talk with your neighbor… What is Phonemic Awareness?

10. First, let’s define what we’re talking about …

11. Phoneme Smallest meaningful unit of sound in spoken language

12. hen /h/ /e/ /n/ Phonemes /b/ /l/ /e/ /n/ /d/ blend speech /s/ /p/ /e/ /ch/ knight /n/ /i/ /t/

13. Phonemic Awareness Understand howspoken languagecan be broken downinto individual sounds

14. Phonics Understand howlettersrepresent speech sounds

15. Phonemic Awareness Phonemes - smallest units of sound in a language Phonemes 44 phonemes in English Phonemic Awareness is the aural discrimination of phonemes Hearing the sounds in words A type of Phonological Awareness Umbrella concept for different sound awareness i.e. word, syllable, rhyme, & phonemic awareness Different from Phonics which is letter-sound relationships (aural and visual)

16. Read through the activity your group has been given • Prepare a 2 minute presentation to the class that • Describes the nature of the activity • Describes benefits and weaknesses of the activity • Determines if it is teaching students phonemic awareness Activity: Understanding Phonemic Awareness

17. PA and Phonics Help Readers • See the connection between what we say and what we read • Manipulate sounds and letters • Understand how words work in reading and spelling

18. Think of them as … The “starter motors”of reading comprehension

19. Common Types of Phonemic Awareness Isolating Hear and isolate sounds in initial, medial or final positions in word (e.g. hear bat, ball and say bell) Segmenting Pronounce each phoneme in order as it occurs in word (hear bat and say b-a-t) Blending Combine phonemes to make a word (hear sh-ip and say ship) Manipulating Add or delete sounds in word to make new word (hear add a “t” to an” and say ant; replace the sound “d” in sad with a “t” and say sat)

20. Beginning sound of “dog” is /d/ (isolation) Beginning letter of “dog” is d PA (sounds) Phonics (letters)

21. “hat” is /h/ /a/ /t/ (segmenting) hat is spelled h-a-t PA Phonics

22. /d/ /o/ /g/ is “dog” (blending) d - o - g spells “dog” PA Phonics

23. Take off the last sound of “cart” and you get “car” CART is spelled c-a-r-t PA Phonics If you take off the t cart (manipulation) you get “car”

24. ELL Students Each language has its own phonetic structure E.g. None of the English short vowel sounds or the final blends are in Spanish E.g. English has 15 vowel sounds and Spanish has 5 Learn the differences (you & students) Differentiate Instruction

25. Early Literacy Profile

26. Areas of Emergent Literacy we will assess Rhyme Awareness Phonemic Awareness – isolating sounds Letter Recognition We will leave Emergent Writing

27. Phonics Called different things: Grapho-phonic cues Letter-sound associations Sound-symbol correspondences All refer to students knowing the relationship between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language.

28. Goals of Phonics Instruction To help children learn and use the alphabetic principle Enables recognition of familiar words accurately and automatically Enables "decoding” of new words.

29. Research on Phonics Instruction… Improves K-1 word recognition and spelling Improves reading comprehension Effective for various social and economic groups Beneficial for struggling readers Most effective when introduced early Is not an entire reading program

30. Use Three Approaches to Phonics Instruction Embedded Phonics— phonics skills learned by embedding phonics instruction in text reading. Implicit and relies on incidental learning Contextualized and meaningful Analytic Phonics— Teach students to analyze letter-sound relations in known whole words to detect patterns and split word into parts Focus on whole to part (to whole) word reading Avoids pronouncing sounds in isolation Helps with non-decodable words Synthetic Phonics—Teach students all sounds, then letters, then how to convert letters into sounds and then blend the sounds to form recognizable words. Considered an isolated skills approach, decontextualized Often uses multi-sensory approaches (e.g. clay) Most often used for stalled readers

31. Sequence of Instruction Lists differ slightly Idea is to build from simple to complex Single consonants (names and sounds; order from front to back of mouth) Short vowels (sounds of vowels; as in cat, peg, bin) Consonant Vowel Consonant words (CVC; e.g. cab, pic, hen) Beginning blends (CCVC; e.g. bl, cl, sw, st) Final blends (CVCC; e.g. ink, ang, ump) Beginning and end consonant digraphs (two consonants, one sound; e.g. chip, sash) Long vowels with silent e (names of vowels; e.g. fade, joke) Long vowels in Vowel diagraphs (two vowels, one sound, e.g. ai, ay, ea, ee, oa) Dipthongs (two vowels, two sounds –almost; e.g. boil, hook, house) Vowels controlled by r, l, and w (e.g. card, bird, bald, lawn, cow, flew) See Handout for full sequencing