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The BIG FIVE Components of Reading Phonological Processing

The BIG FIVE Components of Reading Phonological Processing. The Big Five Components of Reading Objectives. At the end of this series of staff development on the Big 5 of Reading, you will be able to Identify the 5 essential tasks of learning to read and how you assess each

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The BIG FIVE Components of Reading Phonological Processing

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  1. The BIG FIVEComponents of ReadingPhonological Processing

  2. The Big Five Components of ReadingObjectives At the end of this series of staff development on the Big 5 of Reading, you will be able to • Identify the 5 essential tasks of learning to read and how you assess each • Discover where the Big 5 are present in your literacy instruction • Be intentional in planning so the Big 5 are present in all your lessons

  3. The Big 5 Components of Reading Comprehension Phonics Vocabulary

  4. Phonological ProcessingObjectives • You will be able to • Define Phonological Processing and its components • Learn how we assess Phonological Processing • Discover where Phonological Processing is present in your literacy instruction • Be intentional in teaching Phonological Processing

  5. Common Core StandardsReading Standards: Foundational Skills (K-5) Kindergarten: Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

  6. Common Core StandardsReading Standards: Foundational Skills (K-5) First Grade: Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

  7. Phonological Processing (Rhyming) Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness Onset/ Rime Phonemic Awareness Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

  8. Phonological Processing (Rhyming) Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness Onset/ Rime Phonemic Awareness Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

  9. Phonological Processing (Rhyming) Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness Onset/ Rime Phonemic Awareness Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

  10. Phonological Awareness The ability to identify and manipulate larger parts of spoken language as well as the individual sounds of a spoken language ONLY ORAL – NO PRINT OR LETTERS Word Awareness: Sentence Segmentation of sentence (I am big. = 3 words) Syllable Awareness: Segmentation of word (How many syllables in boy? pencil?) (Rhyming): Ability to hear rhyming words Onset/Rime: subset of rhyming (consonants that precede vowel + vowel and rest of word; cat = /k/ /at/, scat = /sk/ /at/) Phonemic Awareness – ability to hear and manipulate the individual sounds (phonemes) in spoken words

  11. Phonological Processing (Rhyming) Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness Onset/ Rime Phonemic Awareness Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

  12. Phonological Processing (Rhyming) Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness Onset/ Rime Phonemic Awareness Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

  13. Phonemic Awareness • Awareness that words are composed of separate sounds (phonemes) and the ability to identify and manipulate those sounds (phonemes – the smallest unit of sound in a language) “Phonemic awareness measured at the beginning of kindergarten is one of the two best predictors of how well children will learn to read during their first two years of school, along with letter knowledge.” (Ehrf & Nunes 2002)

  14. Phoneme • Phoneme is the smallest unit of sound in a language: /b/ /th/ /r/ /a/ /aw/ 2 phonemes: q = /kw/ x = /ks/

  15. Phonological Processing (Rhyming) Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness Onset/ Rime Phonemic Awareness Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

  16. Phonemic Awareness • Phoneme isolation (first sound of van) • Phoneme identity (sound in fix, fall, fun) • Alliteration (Big boys bat balls.) • Phoneme categorization (not belong: bus, bun, rug) • Phoneme Blending (b/ /i/ /g/ = big) • Phoneme Segmentation (hill = /h/ /i/ /l/) • Phoneme Manipulation • Phoneme deletion (smile without /s/) • Phoneme addition (/s/ at beginning of park) • Phoneme substitution (bug - change /b/ to /t/)

  17. Phoneme Isolation • Teacher says word: bag • Students repeat word: bag • Teacher: What’s the first sound in bag? • Students: /b/ • Later, last sound: sit /t/ • Later, middle sound: mom /o/

  18. Phoneme Identity • Teacher says 3 words: man mop, mom • Students repeat: man, mop, mom • Teacher: What’s the beginning sound? • Students: /m/ • Later, ending sound: bat, lot, fat • Later, middle sound: sat, ran, tag

  19. Alliteration • Alliteration: words that begin with the same sound • Have students give you words that begin with /s/ • Use the words to make a sentence: Some sisters see snakes.

  20. Phoneme categorization • Teacher says words: mom, cat, mess • Students repeat the words • Teacher: What word does not belong? • Students: cat • Later, ending sounds: dress, hat, bus • Later, middle sounds: van, doll, rack

  21. Phoneme Blending • Teacher makes the sounds of a word: /m/ /a/ /n/ • Students use their arms to blend the sounds into a word • Shoulder: /m/ • Crook of arm: /a/ • Wrist: /n/ • Students slide down arm connecting the sounds /m/../a/../n/ • Students say the word: man

  22. Phoneme Segmentation • Teacher says a word: hat • Students repeat word: hat • Students stretch the word (rubber band or chewing gum): /h/ /a/ /t/ • Students repeat word: hat

  23. Phoneme Manipulation • Phoneme deletion (smile without /s/) • Phoneme addition (/s/ at beginning of park) • Phoneme substitution (bug - change /b/ to /s/)

  24. Why is Phonemic Awareness Important? Phonemic awareness instruction helps children learn to read Phonemic awareness instruction helps children learn how to write

  25. Principles of Phonemic Awareness Instruction • Provide explicit instruction • Model the skills • Begin with sounds only • Use manipulatives • Teach simple to complex • Pronounce sounds correctly • Provide guided practice • Teach the “feel” of sounds in the mouth

  26. How Much Instructional Time? About 15 minutes a day No more than 20 hours over the school year (for average student)

  27. Phonological Processing in Your Classroom • Use your basal manual to identify which of the skills necessary for phonological processing are found in your basal. • If you do not use a basal, please identify how you teach each of the skills necessary for phonological processing.

  28. Phonological Processing (Rhyming) Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness Onset/ Rime Phonemic Awareness Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

  29. Assessment of Phonological Processing • What assessments do we currently use to determine the proficiency in Phonological Processing? • Are these sufficient to assess Phonological Processing?

  30. Resources for Teaching Phonemic Awareness • http://education.uncc.edu/bric/ reading resources.htm • Initial Sound Fluency Classroom Activities • Phoneme Segmentation Classroom Activities • Handouts • Put Reading First • www.fcrr.org • Florida Center for Reading Research

  31. Phonological ProcessingObjectives • You are able to • Define Phonological Processing and its components • Learn how we assess Phonological Processing • Discover where Phonological Processing is present in your literacy instruction • Be intentional in teaching Phonological Processing

  32. Common Core StandardsReading Standards: Foundational Skills (K-5) Kindergarten: Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

  33. Common Core StandardsReading Standards: Foundational Skills (K-5) First Grade: Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

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