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Phonological Awareness. Explicit Instruction of Literacy Skills. Oral Language Development Our Turn to Talk. Phonological Awareness Firm Foundations. Writing Development Writing 44. Reading Comprehension Reading 44. Phonological Awareness.
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Explicit Instruction of Literacy Skills Oral Language Development Our Turn to Talk Phonological Awareness Firm Foundations Writing Development Writing 44 Reading Comprehension Reading 44
Phonological Awareness • Awareness of the sound structure of words. • An important and reliable predictor of later reading ability • A broad skill that includes identifying and manipulating units of oral language – parts such as words, syllables, and onsets and rimes. • Children who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds like 'money' and 'mother.'
The Importance of Phonological Awareness The most common barrier to learning early word reading skills is the inability to process language phonologically (Liberman, Shankweiler, & Liberman, 1989). Moreover, developments in research and understanding have revealed that this weakness in phonological processing most often hinders early reading development for both students with and without disabilities (Fletcher et al., 1994).
Phonemic Awareness • The ability to hear, identify, and manipulate the individual sounds--phonemes--in spoken words. • A phoneme is the smallest unit of sound in a given language • A part of phonological awareness Cheetah = 7 letters, 2 syllables, 4 phonemes
Important Points about Phonemic Awareness: • Phonemic awareness can be taught and learned. • Phonemic awareness can help students learn to read and spell. • Learning to read and spell words by working with letter-sound relationships also improves children’s phonemic awareness. • Phonemic awareness instruction can help preschoolers, kindergartners, first graders, and older, less able readers. • Generous opportunities to engage in spoken language are needed before attempting written language.
Some Cautions About Phonemic Awareness Instruction • Phonemic awareness instruction is a means to an end, not an end in itself. It should be oriented toward helping children gain insight about the relationship between spoken sounds and letters. • Phonemic awareness should not be the entire reading program!
Phonemic Awareness is Sequential • rhythm and rhyme • hear the parts of words • sequence of sounds • separation of sounds • manipulation of sounds
On-going Assessment and Intervention • Early screening and intervention • Intervention and specific support for students with learning challenges • Differentiated Instruction (ESL, Special Needs)
Some Clues that a Child May Have Difficulty with Phonological or Phonemic Awareness • Difficulty thinking of rhyming words for a simple word like cat (such as rat or bat). • Doesn't show interest in language play, word games, or rhyming. • Doesn't correctly complete blending activities; for example, put together sounds /k/ /i/ /ck/ to make the word kick. • Doesn't correctly complete phoneme substitution activities; for example, change the /m/ in mate to /cr/ in order to make crate. • He has a hard time telling how many syllables there are in the word paper. • He has difficulty with rhyming, syllabication, or spelling a new word by its sound. • From Reading Rockets: http://www.readingrockets.org/helping/target/phonologicalphonemic
Phonemic Resources Launch into Reading Success Sounds Abounds Commercially prepared material – be discriminating
Firm Foundations: What is it? • A classroom framework for play-based skills acquisition and performance assessments • In partnership with Our Turn To Talk, is based on the understanding that learning about reading and language is the foundation of the kindergarten curriculum
Teaching and Intervention • Systemic use of Firm Foundations • TOPA… Test of Phonological Awareness – January • Intervention • June re-assessment • Tracking…School resource teams maintain continuity • Grade One Intervention
Firm FoundationsHierarchy and Timeline for Skills Acquisition
Guiding Principles • Early literacy skills must be taught while maintaining the integrity of a play-based, learning environment. • Children must be able to hear and manipulate oral sound patterns before they can identify these patterns in print. • Teachers need knowledge about, and access to, meaningful and interactive materials and activities. • Phonological awareness skills are essential for learning to read.
Longitudinal Research Study • Expertise, inspiration, energy for a District-wide focus on reading • Active participation of the School District in a study directed by Dr. Linda Siegel of UBC • Nine year study (1997-2007) on the effects of Early Identification and Intervention for the prevention of learning disabilities • All children; 30 schools; 20% ELL; varying SES levels
Kindergarten Results - 1998 L1 English ELL
Grade 6 L1 English ELL Dyslexic Dyslexic Normal Normal
Results/Benefits of the Study • Positive impact of early intervention of potential ‘at risk’ learners • Use of a variety of intervention strategies • Assessment of effectiveness of interventions • Improved diagnostic and teaching skills • Reductions in the number of ‘at risk’ readers
A Walk Through Firm Foundations • Rhymes • Segmenting and Blending • Compound words • Syllables • Phonemes • Letter Sound Mastery • Concepts of Print
Rhyming and ESL Learners • Teaching rhymes is an important skill for second language learners. • Teaching lists of rhyming words may be quick, but students will not retain as much. • Stories with rhymes help ESL students practice reading rhyming words in context. Reading the words in context helps build comprehension and fluency. • The best way is to create a cloze and have students fill in the blank with the correct rhyming word. • Rereading familiar rhyming picture books will help students develop fluency while gaining valuable comprehension skills.
Nonsense Rhymes Willoughby wallaby wee An elephant sat on me Willoughby wallaby woo An elephant sat on you Willoughby wallaby Wustin, An elephant sat on Justin Willoughby wallaby Wania An elephant sat on Tania
Nonsense Rhymes Willoughby wallaby woo. I don’t know what to do. Willoughby, wallaby, wee. An elephant sat on me. Willoughby, wallaby, wash I’m feeling kind of squash Willoughby, wallaby, woo. And I don’t know what to do.
"Did You Ever See…" Did you ever see a rat, a rat, a rat, Did you ever see a rat sit on a cat? R-at, c-at, r-at, c-at, Did you ever see a rat sit on a cat? Did you ever see a cat, a cat, a cat, Did you ever see a cat wearing a hat? C-at, h-at, c-at, h-at, Did you ever see a cat wearing a hat?
Putting it to Music… Cakeand snake are rhyming words, Rhyming words, rhyming words. House and mouse are rhyming words We can hear them rhyme
Monster Mouth Word Muncher I’m a monster mouth and I love to munch, On rhymingwords for my letter lunch. Open up my mouth and drop them in, Then close it again to see me grin!
Five Little Frogs Five little speckled frogsSat on a hollow logEating some most delicious bugsYum Yum!One jumped into the poolWhere it was nice and coolNow there are four speckled frogsGlub, glub
Five Little Frogs Five little speckled _______Sat on a hollow _______Eating some most delicious bugsYum Yum!One jumped into the _______Where it was nice and _____Now there are four speckled frogsGlub, glub
Baby Bumble Bee SongI'm bringing home my baby bumblebeeWon't my mommy be so proud of meI'm bringing home my baby bumble beeOuch! It stung me!(squash up imaginary bee with hands) I'm squashing up my baby bumblebeeWon't my mommy be so proud of meI'm squashing up my baby bumblebeeEEEW! Yuck!(wash off imaginary bee with hands) I'm washing off my baby bumblebeeWon't my mommy be so proud of meI'm washing off my baby bumblebeeLook! All gone!
It’s Raining It's raining, it's pouring, The old man is snoring. He fell out of bed and bumped his head And couldn't get up in the morning.
The most important forms of phonemic awareness to teach are blending and segmentation, because they are the processes that are centrally involved in reading and spelling words. blending and Segmenting
Two Important Phonemic Awareness Activities • Phoneme blending. Children listen to a sequence of separately spoken phonemes and then combine the phonemes to form a word. /d/ /o/ /g/ is dog. (This is the process used in decoding words.) • Phoneme segmentation. Children break a spoken word into its separate phonemes. There are four sounds in truck: /t/ /r/ /u/ /k/. (This is the process used in spelling words phonetically: “invented spelling.)
Segmenting and BlendingIndividual Words in a Sentence Begin with one syllable words: e.g. “Come here.” “Sit down.” “The cat is wet” The cat is wet The cat is wet
Segmenting and BlendingCompound Words • Play Pocket Chart Compound Word Blending. Manipulate pictures in • the chart to make a word. Show how two words can sometimes join together • to form a completely different word
Segmenting and BlendingSyllables and Phonemes • Phonological insight transfers across languages and can provide a foundation for bilinguals to learn to read in their second language • This conclusion applies to bilinguals who know two related languages, such as Cantonese and Mandarin (Chen, Anderson, Li, Hao, Wu, & Shu, 2004), but may not fully apply to children who know one of the Chinese languages and are trying to learn English • The syllable is the most important phonological unit for learning to read Chinese because Chinese characters are associated with syllables, whereas the segmental phoneme is the most important unit in learning to read English and other alphabetical languages Jie Zhang and Richard C. Anderson (2008)
