Alphabetic Languages Phonological Awareness
10/5/2011Phonological AwarenessGoals for this sessionParticipants will be able to:University of Massachusetts BostonECHD 440 & 640Lisa Van Thiel & Mary Lu Love Explain the importance of phonologicalawareness in learning to read an alphabeticlanguage Describe development of phonologicalawareness skills birth to eight Plan intentional activities to support children’sphonological awarenessImage by LupinoduckImage by arellis49Alphabetic LanguagesPhonological awarenessPhonological awareness, at the phonemelevel, is the best single predictor ofreading success Foundationou at o ofo learningeag ana alphabetica p abet cwriting system Ability to attend to and manipulate unitsof sounds in speech The focus is on sounds in words rathertthana meaningea g (or(o letters)ette s) The smaller the sound unit the moredifficult There are different types of manipulation Recognition, substitution, blendingTermsPhonological UnitsWordSyllablesOnset andRiRimesPhonemesspokensposps kenkpooenke nPhonologicalawareness - a broadterm that includesphonemic awarenessPhonemic awareness– hearing, manipulatingthe smallest soundswithin wordsWordsSyllablesOnset & RimesPhonemes &Phonemic Awareness1
10/5/2011Phonological AwarenessContinuumTeach RhymingRhyming chants, songs, and finger plays,nursery rhymes and other poems Stories with rhyming text Use of word deletions during repeatedreadings Jump-rope rhymes AlliterationSyllable segmentingRecite poems, chants, nursery rhymes, andsongs with repeating initial sounds Read alliterative texts Group objects by beginning sounds Play with beginning sounds, i.e. namegames Call attention to words with similarbeginning sounds. Have children clap or tap out the syllablesof their name and other familiar word Use markers to show syllables El-e-phant 3 syllables & 3 chips Image by jcroachSyllable funMatchingDo these start the same?Onsets and rimessandwichsandbagIsolationSubstitutionWhat do you hear at the beginning ofunder? (/un/)What word would you have if youchangedhd ththe /bǎ/ ini babyb b tot /may/?//?(maybe)BlendingSegmentationDeletionWhat word would you have if you putthese sounds together? /pup/-/py/?(puppy)Tell the parts you hear in this word:table (/ta/-/ble/)One syllable words starting with consonant,divides into: Onset –/b/ of box/thr/ of three Rime - /ing/ of king/end/ of blend Sort words into families by rimes:c-at, h-at, b-at, etc.Say napkin without the /kin/. (nap)2
10/5/2011Onset--Rime FunOnsetPhonemesMatchingDo these start the same?IsolationWhat do you hear at the beginning ofblank? (/bl/)SubstitutionWhat word would you have if youchangedhd theh /bl/ ini blackbl k to /cr/?/ /? (crack)BlendingWhat word would you have if you putthese sounds together: /pl/-/ane/ (plane)SegmentationTell the sounds you hear in this word:start standSmallest units of sound in the language English has about 44 phonemes Skills at the phoneme level are mostli k d withlinkedi h reading/spellingdi / lli success spoon (/sp/-/oon/)DeletionSay grin without the/gr/. (in)Image by kevindooleyPhonemic AwarenessAn understanding that speech iscomposed of a series of individual sounds/c/ - /a/ - /t/ An awaawarenesse ess ofo soundssou s in spokenspo e wordswo s The ability to examine languageindependently of meaning and tomanipulate its component sounds Phoneme FunMatchingDo these start the same?IsolationWhat do you hear at the beginning of bug?catkite(/b/)SubstitutionWhat word would you have if you changedthe /ch/ in chain to /r/? (rain)BlendingWhat word would you have if you put thesesounds together: /p/-/l/-/ā/-n/ (plane)SegmentationTell the sounds you hear in this word:dog(/d/-/o/-/g/)DeletionPhoneme MatchingChildren recognize the same sounds indifferent wordsHow To:Teacher: What sound is the same infix, fall, and fun?Children: The first sound /f/ is thesame.Say meat without the/m/. (eat)Phoneme MatchingLet’s Do: What is the initial sound in? sat run bikesisterricebakesorryriverbirth3
10/5/2011What sound do you hear at the end ofthese words?Phoneme Isolation'chocolate' starts with the soundThe word 'plate' ends with the sound.'photograph' starts with the soundThe word 'rose' ends with the sound.'third' starts with the soundThe word 'comb' ends with the sound.'cot' starts with the soundThe word 'ledge' ends with the sound.Image by eandersenImage by Doug ColdwellHow many /s/ sounds do youhear in this sentence?Sam gave Susie a box of pencilsfor her sixth birthday.How many letters and sounds in thesewords?'box' contains sounds and letters'wheat' contains sounds and letters'splash' contains sounds and letters'cheat' contains sounds and letters.Phoneme CategorizationChildren recognize the word in a set of three orfour words that has the “odd” sound.How To:T hTeacher:Whi h wordWhichd doesn’td’t belong?b l?bus, bun, rig, boatChildren: Rig does not belong. It doesn’tbegin with /b/.Phoneme Categorization Shakeiceshave Milkbutterbug Candlecookiegutter4
10/5/2011Phoneme IsolationPhoneme IsolationChildren recognize individual sounds withina word.How To:Teacher: What is the first sound in van?Children: The first sound in van is /v/.Let’s Do:What is the first sound in: Tire Pail GoatG Clock Star FishWhat is the last sound in:Image by Mark A. HicksPhoneme IsolationPhoneme SubstitutionYou Do:I spy something in the room that starts like: PurpleWaterTeacherCatChildren substitute one phoneme foranother to make a new word.How To:Teacher: The word is bug. Change /g/ to/n/. What’s the new word?Children: Bun.Image by Mark A. HicksPhoneme SubstitutionLet’s Do:The word is . Change / / to / /. What’s the newword? Tight/t/to Bag/b/to/w/ Lid/d/to/p/ Cot /o/go/m/Phoneme BlendingChildren listen to a sequence of separatelyspoken phonemes, and then combine thephonemes to form a word. When able, thenthey write and read the word.How To:Teacher: What word is /b/ /i/ /g/?Children: /b/ /i/ /g/ is big./a/5
10/5/2011Phoneme BlendingPhoneme SegmentationLet’s Do:What word is / / / / / /?Children break a word into its separate sounds,saying each sound as they tap out or count it. /h/ /ou/ /s/ /p/ /i/ /t/ /f/ /o/ /k/ /s/When able, they write and read the sounds.How To:Teacher: What are the sounds in the word grab?Children: /g/ /r/ /a/ /b/. Four sounds.Segmentation LevelsPhoneme DeletionLet’s Do: How many sounds are in ?Children recognize the word that remainswhen a phoneme is removed fromanother word. Cake L kLock Hen FlagPhoneme DeletionLet’s Do:What is without the / /? Ball without /b/ Fly without /f/ Rent without /r/ Eight without /t/How To:Teacher: What is smile without the /s/?Children: Smile without the /s/ is mile.Phoneme AdditionChildren make a new word by adding aphoneme to an existing word.How To:Teacher: What word do you have if you add/s/ to the beginning of park?Children: Spark.6
10/5/2011Phoneme AdditionPrinciples ofPhonological AwarenessLet’s Do: What word do you have if you add / / tothe beginning of ?Five characteristics make a word easieror more difficult (Kameenui, 1995): /s/to the beginning of mile /c/to the beginning of laweasier to break sentences into words and words intosyllables than to break syllables into phonemes). /g/to the beginning of lad2. The number of phonemes in the word /t/to the end of passPrinciples, con’t3. Phoneme position in words (e.g.,initial consonants are easier than finalconsonants and middle consonants are mostdifficult).1. The size of the phonological unit (e.g., it is(e.g., it is easier to break phonemically short words suchas no, see and cap than snort, sleep or scrap).Breaking the code - Phonics 4 Phonological properties of words4.To break the code of reading and writing,a child must be able to link phonemeswith letter or letter combinations – this ispphonics.(e.g., continuant such as /s/ and /m/ are easier thanvery brief sounds such as /t/).5. Phonological awareness challenges.(e.g., rhyming and initial phoneme identification areeasier than blending and segmenting.)Image by DrJohn2005Phonological awareness can be taught, but . . It is not best to teach it through “skill and drill”It’s more effective (and more fun!) to teach itthrough shared enjoyment of the sounds of thelanguage: poetry rhymes songs finger plays word gamesStrategies to Promote PAChoose books to read aloud that focuson sounds, rhyming and alliteration Invite children to make up new verses offamiliara a wordswo s oro songsso gs by changingc a g g thet ebeginning sounds of words Play games where children isolate thebeginning sound in familiar words andgenerate rhyming words 7
10/5/2011English Language Learners - PA Encourage parents to teach phonologicalawareness in the home languagePhonological awareness skills will transfer toEnglishCreate opportunities for children to hear thesounds of their native languageBe aware of phonemes that are difficult to hear(don’t exist in the home language)Build on words the child knows and theirinterestWork in small groups, use repetitionPhonological Awareness PhonicsPhonics Phoneme(smallestsound unit) PhonicsInvolves printRequires looking at printFocuses on therepresentation of spokenlanguageHelps students identifywords in print by “soundingout” the phonemes,blending them together andsaying the word.Why teach PA? 35% of the children who enterkindergarten have not naturally acquiredphonological awareness and need to betaughtg these apheme(letter orletter pairs)Why PA Matters Phonological AwarenessIs an auditory skill that doesNOT involve print.A ti iti are auditoryActivitiesditFocuses on understandinghow the sound of spokenlanguage can be segmented,combined, and manipulatedCan begin before child haslearned a set of letter-soundcorrespondencesPhonics – the phoneme level of soundsand the links between these sounds andgraphemes (signal letters or letter pairspused or representthem)) Early phonological awareness has been shownto predict later reading success (Cupples &Iacono, 2000).Phonemic awareness is the most potentpredictordi t off success ini learningli tot read.d It isimore highly related to reading than tests ofgeneral intelligence, reading readiness, andlistening comprehension. (Stanovich, 1986, 1994)The lack of phonemic awareness is the mostpowerful determinant of the likelihood of failureto read. (Adams, 1990)Cracking the CodeChildren with poor phonological processingskills: have difficulty “cracking” the alphabetic code tend to relyy on contextual cues to gguess theunfamiliar word rather than knowledge ofphonics to decode it.ABCD8
10/5/2011Teachers plan curriculum toHelp youngerHelp children toHelp older childrenchildren todevelop phonemicto developbegin tophonic skillsawareness throughdevelopgames andthrough gamespphonologicalgand activities thatawareness from activities thatencourage themencouragebirth throughto focus on thematching letterssongs, fingersmaller units ofand soundsplays, andsound.games.Massachusetts CurriculumFrameworks for ELAPhonetic knowledge preschoolGuidelines for Preschool Learning Experiences EnglishLanguage Arts:8. Listen to, identify, and manipulate languagesounds to develop auditory discrimination andphonemic awareness.9.activities.9 Link letter with sound in play activities14. Recognize and supply rhythm and rhyme inpoetry.Watch Learn/flashoverview/index.htmMassachusetts CurriculumFrameworks for ELAPre-kindergartnersOlder 4 ‘s to young 5 year oldsKindergartenersPre-kindergartnersOlder 4 ‘s to young 5 year oldsKindergartnersWith guidance and support,demonstrate understanding of spokenwords, syllables and sounds (phonemes)a. Recognize and produce rhyming wordsb Segmentb.Swordsd ini a simplei l sentencec. Identify the initial sound of a spokenword & generate other words withsame initial sound.Demonstrate understanding of spokenwords, syllables and sounds (phonemes)a. Recognize and produce rhyming wordsb. Count, pronounce, blend, and segmentsyllablesll bl iin spokenk worddc. Blend and segment onsets and rimesof single syllable spoken wordsd. Isolate and pronounce the initial,medial vowel, and final sounds in threephoneme (CVC) wordse. Add or substitute individual sounds insimple one-syllable words to make anew wordDemonstrate beginning understanding ofphonics and word analysis skills.a. Link an initial sound to a picture of anobject that begins with that sound andwithi h support to correspondingdi printedi dletterb. c. Recognize one’s own name and familiarcommon signs and labelsKnow and apply grade-level phonics and wordanalysis skills in decoding words.a. Demonstrate basic knowledge of one-toone sound correspondences by producingtheh primaryisoundd or many off theh mostfrequent sounds for each consonantb. Associate the long and short sounds withcommon spellings for the five majorvowelsc. Read common high-frequency words bysightd. Distinguish between similarly spelledwords by identifying the words of theletters that differ.Massachusetts Frameworks ELAGrade 1 studentsGrade 2 studentsKnow and apply grade-level phonics and word analysisskills in decoding wordsa.Know the spelling sound correspondences for commonconsonants digraphs.b.Decode regularly spelled one syllable wordsc.Know final –e and common vowel team conventions forpg longg vowel sounds.representingd.Use knowledge that every syllable must have a vowelsound to determine the number of syllables in a printedworde.Decode two-syllable words following basic patterns bybreaking the words into syllablesf.Read words with inflectional endingsg.Recognize and read grade-appropriate irregularly spelledwordsKnow and apply grade-level phonicsand word analysis skills in decodingwordsa.Distinguish long and short vowelswhen reading regularly spelled onesyllable wordsb.Know spelling-soundpgcorrespondences for additionalcommon vowel teamsc.Decode regularly spelled twosyllable words with long vowelsd.Decode words with commonprefixes and suffixese.Identify words with inconsistent butcommon spelling-soundcorrespondencesf.Recognize and read gradeappropriate irregularly spelled wordsReflect, assess and moving forwardImage by Crystl9
10/5/2011For additional informationWatch video Reading Rockets http://www.readingrockets.org/article/3403po g Whatt Workso sExploreDoing http://dww.ed.gov/practice/?T ID 15&P ID 3010
Phoneme Isolation Let’s Do: What is the first sound in: Tire Pail Goat Clock Star Fish What is the last sound in: Phoneme Isolation You Do: I spy something in the room that starts like: Purple Water Teacher Cat Phoneme Substitution Children substitute one phoneme for a
Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) The Equipped for Reading Success program provides three ways to evaluate phonological awareness skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to note the level at which a student is working in the program.
Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) It is a rather simple matter to assess phonological awareness. The Equipped for Reading Success program provides three ways to evaluate these skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to take note of the .
Assessment of Phonological Awareness: The Phonological Awareness Screening Test (PAST) The Equipped for Reading Success program provides three ways to evaluate phonological awareness skills, two informal and one formal. 1) The simplest way to evaluate phonological awareness is to note the level at which a student is working in the program.
D The purposes for assessing phonological awareness skills are to identifying students at risk of reading acquisition challenges and to monitor students’ progress of phonological awareness who participate in explicit phonological awareness instruction. D Teachers may carry out informal assessment of students’ phonological
Phonological Awareness Assessment Pack, Secondary Contents _ The Hertfordshire Specific Learning Difficulties Phonological Awareness Pack Page 3 What is phonological awareness? It is an awareness of the sound structure of language. Can you hear the difference between birdsong and a dog barking? .
A phonological awareness screener is an informal assessment that enables a teacher to identify missing phonological awareness skills that may impair a student’s ability to master phonemic awareness, a critical skill for reading and
phonological awareness is a valid predictor for the identification of children at risk for reading problems. In a recent study, Vloedgraven and Verhoeven (2007) found that rhyming performance; and the skills of phoneme identification, blending and segmentation are vital aspects of phonological awareness.
phonological awareness skill in some situations but not in others. By watching students over time in a variety of activities, the teacher can develop a more accurate view of what students know and what they need to learn. The assessment of phonological awareness needs to focus on
