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PHONEMIC AWARENESS

PHONEMIC AWARENESS. EMERGENT LITERACY. Critical understandings. Alphabetic Principle -English is an alphabetic language based on the alphabetic principle: each speech sound of the language is represented by a graphic symbol. Phonology is the study of speech sounds.

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PHONEMIC AWARENESS

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  1. PHONEMIC AWARENESS EMERGENT LITERACY R. Grant Emergent Literacy

  2. Critical understandings • Alphabetic Principle-English is an alphabetic language based on the alphabetic principle: each speech sound of the language is represented by a graphic symbol. • Phonology is the study of speech sounds. • Phonics-is the study of the relationships between the speech sounds (phonemes) and the letters (graphemes) that they represent. • Phonemic awareness is children’s basic understanding that speech is composed of a series of individual sounds. R. Grant Emergent Literacy

  3. Phonemic Awareness-Qualities • It provides the foundation for phonics and spelling . • Phonemic awareness requires that children treat speech as an object and that they shift their attention away from the meaning of words to the linguistic features of speech. • Children develop phonemic awareness as they learn to hear and manipulate spoken language. R. Grant Emergent Literacy

  4. Phonemes • Phonemes are the smallest units of speech, and they are written as graphemes, or letters of the alphabet. • Phonemes are usually represented using diagonal lines /d/ • Sometimes phonemes are spelled with two graphemes duck (ck) R. Grant Emergent Literacy

  5. Components of Phonemic Awareness • Identify sounds in words • Categorize sounds in words • Substitute sounds to make new words • Blend sounds to form words • Segment a word into sounds • These 5 components are strategies that children use with phonics to decode and spell words. The two most important are blending and segmenting. R. Grant Emergent Literacy

  6. Identify sounds in words • Learning to identify a word that begins or ends with a particular sound. • For example, when shown a brush, a car, and a doll, they can identify doll as the word that ends with /l/. R. Grant Emergent Literacy

  7. Categorize sounds in words • Recognizing the “odd” word in a set of three words • For example, when the teacher says ring, rabbit, and sun, recognizing that sun doesn’t belong. R. Grant Emergent Literacy

  8. Substitute sounds to make new words • Learning to remove a sound from a word and substitute a different sound in the beginning, middle, or end of words. • bar to car • tip from top • gate to game R. Grant Emergent Literacy

  9. Blend sounds to form words • Learning to blend two, three, or four individual sounds to form a word • For example, /b/ /i/ /g/ blending the individual sounds to form big R. Grant Emergent Literacy

  10. Segment a word into sounds • Learning to break a word into its beginning, middle, and ending sounds. • Feet into /f/ /e/ /t/ go into /g/ /o/ R. Grant Emergent Literacy

  11. English Learners • English language learners: • Need more opportunities to play informally with rhyme and to orally manipulate the sounds in words • Need to listen to wordplay books read aloud more times • Need to participate in mini-lessons on specific phonemic awareness strategies R. Grant Emergent Literacy

  12. Guidelines for Teaching Phonics(Tompkins, 2006) • Teach high-utility phonics skills that are most useful for decoding and spelling unfamiliar words • Follow a developmental continuum for systematic phonics instruction, beginning w/ rhyming and ending with phonics generalizations • Provide direct instruction to teach phonics skills R. Grant Emergent Literacy

  13. Guidelines for Teaching Phonics(Tompkins, 2006) • Choose words for phonics instruction from books students are reading and other high-frequency words • Provide opportunities for students to apply what they are learning about phonics through word sorts, making words, interactive writing, and other literacy activities R. Grant Emergent Literacy

  14. Guidelines for Teaching Phonics(Tompkins, 2006) • Take advantage of teachable moments to clarify misunderstandings and infuse phonics instruction into literacy activities • Use oral activities to reinforce phonemic awareness skills as students blend and segment written words during phonics and spelling instruction • Review phonics skills as part of the spelling program in the upper grades (critical for ELL) R. Grant Emergent Literacy

  15. Why is phonemic awareness important? • Research indicates a clear connection between phonemic awareness and learning to reading • As children become more phonemically aware, they recognize that speech can be segmented into smaller units, this is useful in recognizing sound-symbol correspondences and spelling R. Grant Emergent Literacy

  16. Why is phonemic awareness important? • Children can be explicitly taught to segment and blend speech • Phonemic awareness has been shown to be the most powerful predictor of later reading achievement R. Grant Emergent Literacy

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