Blog Post By Clever Classroom - Central Dauphin School .

Blog post by Clever Classroom Clever Classroom, 2016What is Phonological Awareness?Hey-ho! Well you know that phonological andphonemic awareness skills are important and alsonecessary to understand as a Pre-K-2 teacher. It isvital that you know and understand whatphonological and phonemic awareness is as it isthe foundation for reading success.According to Calfee, Lindamood & Lindamood,1973, Children’s ability to attend to, andmanipulate phonemes strongly correlate with theirreading success through to the end of theirschooling.You may be confused by the terminologies,definitions, skills sets and acquisition. Well this is theplace for you!Lap it all up in one neat blog post that can also bedownloaded fo’ free you all! This is the first postabout phonological and phonemic awareness inthe series. Let’s get down to it straight up!

What is Phonological Awareness and why is it soImportant?Phonological awareness skills are the basis forreading. Without these important skills, potentialreading difficulties may arise in the early years.A child who has concrete phonological skills willhave a strong platform in which to develop readingskills.What is Phonological Awareness?Phonological awareness is the ability to hear andmanipulate sound structures within words.Phonological skills include: Rhyme: rhyme awareness and construction Alliteration: Discrimination and production Sound and Word Discrimination: Hears units ofsounds within a sentence, identifies which wordis different Syllabification: Syllable segmenting andblending Onset and Rime: Blending and segmentingDon’t confuse phonological awareness andphonemic awareness! While phonemic awareness

falls under the umbrella of phonological awareness,it is just one aspect of phonology.What is Phonemic Awareness?Phonemic awareness deals with the phoneme.Phonemic awareness is the ability to hear andmanipulate sounds aurally.A phoneme is usually defined as the smallest unit ofsound.Phonics is the system in which sound structures andphonemes are represented.Phonemic Awareness Skills (also fits under thephonological awareness skills umbrella) include:Individual Phoneme Skills (aural, no print involved): Individual Phoneme Isolation:(beginningmedial and final): Isolates phoneme in givenword Individual Phoneme Blending: Blendsphonemes to make a word. Individual Phoneme Segmenting: Identifiesphonemes in wordsSyllable Manipulation: Syllable (onset-rime) Deletion: Deletes onsetand then rime in given words Syllable (onset-rime) Substitution: Substitutesonset and then rime to make new words

Phoneme Manipulation: Phoneme Deletion: beginning and final Phoneme Addition: Adds phoneme to make anew word Phoneme Substitution: Substitutes a phonemeto make a new wordNote: Phonological skill sets seen above are in chronicalorder of assessment and teaching.Why is Phonological Awareness so Important?Phonological awareness is a vital set of skills thatallows us to learn how to read.Phonological awareness skills provide children witha means to access the written form; phonics. Youmight know phonics as sound and lettercombinations used to represent words.Research suggests that trouble with phonemeawareness and phonological skills early on is agage for poor reading and spelling skills.According to the National Reading Panel Report(National Institute of Child Health and HumanDevelopment, 2000), “The level of phonemicawareness that children possess when firstbeginning reading instruction and their knowledgeof letters are the two best predictors of how wellthey will learn to read during the first two years of

formal reading instruction.” (Adams, Foorman,Lundberg, & Beeler: 1998 -Phonemic Awareness inYoung Children: A Classroom Curriculum.What does this Mean for me as an Educator?Did you know that:“According to the 2003 National Assessment ofEducational Progress (NAEP), 37 percent of fourthgraders and 26 percent of eighth graders cannotread at the basic level; and on the 2002 NAEP 26percent of twelfth graders cannot read at thebasic level. That is, when reading gradeappropriate text these students cannot extract thegeneral meaning or make obvious connectionsbetween the text and their own experiences ormake simple inferences from the text. In otherwords, they cannot understand what they haveread.” Reference: National Assessment ofEducational Progress (NAEP)Based on this and similar research outcomes, it isvital that early childhood educators understandboth phonological and phonemic awareness skills.It is necessary that these skills are explicitly assessedin the first year of formal schooling and again in thesecond year.Moreover, teachers need to understand how tointegrate phonological and phonemic awarenesscurriculums for their emergent readers.

Most importantly, it is essential that teachers haveaccess to systematic intervention resources thatcomplement individuals. These skills are mostimportant for Pre-K, to first grade as they are thefoundation for reading, as covered. Children withreading difficulties, may benefit in re-assessmentand interventions.How will Assessing and Providing Interventions Helpmy Students with their Phonics Development?We know that a robust phonics base curriculum(amongst other things like: comprehension,vocabulary and fluency) lends itself to higherreading outcomes.Comparatively, the same applies with therelationship between phonological and phonemicawareness skills, and phonics skills.We spend a lot of time planning, implementing andassessing phonics skills and knowledge. Is this to thedetriment of more foundational skills? Do thestudents struggling to grasp: letter-soundrelationships, vowel sounds, r-controlled vowels,and other spelling conventions actually struggle ona deeper level? Have you accessed thesestudents’ phonological and phonemic awarenessskills? Are they missing something that can easilybe revisited with an intervention session?

Where can I Find Phonological and PhonemicAwareness Assessments and Interventions for myStudents?There are many sites on the net that provide basicassessments. However, I found many of themfrustrating as I needed a more global assessmentthat was explicit for the developmental ranges inmy students. After a year of investigating, what willwork, I came up with my own systemic and explicitassessment.I’m just about finished the HUGE phonological andphonemic awareness assessment and interventionbundle that is conveniently, a ‘grab and go’resource. I wanted to create intervention printablesthat involve very minimal prep, just copy, grabcounters and die, and that’s about it!In the digital download you have access to:information pages, tracking pages, assessmentpages, as well as print and go games forinterventions. I know children learn best from handson activities like games so I have included a few foreach skill (as seen in skills listed above in the boxes).The games are all black and white so you canplace them in a binder, each inside plastic sleeves,or laminated. They will be ready to use at amoment’s notice with individuals or small groups.If you would like to pre-order the bundle, you canjoin in with hundreds of other Pre-K to grade 2

teachers to get notice of the bundle when it’s firstreleased and listed at 50% off for a short time.This will be a great time saver, not to mention anexplicit and systematic way to ensure you’reassessing and teaching phonological andphonemic awareness skills and preparingcompetent readers.Cut and paste this into an email, if you would likeexclusive notice of the downloads coming verysoon.“Please let me know the moment the assessmentand intervention resources are uploaded to yourTpt store. I want to receive them at 50% off!”My email is: emma@cleverclassroom.com.auIn this series you will read more about: Phonological and phonemic awarenessassessments and tests Phonological and phonemic awarenessinterventions Phonological and phonemic awarenesscurriculum and program resources Phonological and phonemic awarenessactivities and games.Thanks so much for dropping by. If you would like tokeep up to date with this series or other word work

and reading themed posts, you can follow this blogby clicking here.Or you can be part of our community who receivesinformation about all things word work straight toyour inbox. Click here to join us.EmmaClever Classroom

Clever ClassroomPhonemicAwareness Onset-RimeAlliterationBlending &SegmentingSyllableSegmenting& BlendingWordDiscriminationPhonemeBlending onPhonemeSubstitution

Phonological Awareness SkillsRhymeAwareness &Construction Identifieswords thatrhyme Produces wordsthat rhymeAlliterationDiscrimination &ProductionSound and WordDiscrimination Discriminates initialphoneme in a selectionof words Produces alliterationwith initial phoneme inat least 2 wordsSyllable Segmenting Claps syllables in 2 syllable words Tells how many syllables in aword Claps 3 syllables in a word.Syllable Blending Says the word whengiven two syllables Blends 3 syllablewordsOnset-Rime Segmenting Says onset and rime in givenwords Segments sentence into words bycounting the words in a shortsentence Identifies which word is different Identifies which sound is differentOnset-Rime Blending Blends onset andrime to make a wordIndividual Phoneme Isolation: Beginning,Medial & Final (BMF) Isolates the beginning sound in given words Isolates the final sound in given words Isolates the medial sound in given wordsIndividual Phoneme BlendingIndividual Phoneme Segmenting Blends 2 phonemes to make a word Blends 3 phonemes to make a word Blends 4 phonemes to make a word Says phonemes in words with 2 phonemes Says phonemes in words with 3 phonemes Says phonemes in words with 4 phonemesSyllable Manipulation:Syllable (onset-rime) DeletionSyllable Manipulation:Syllable (onset-rime) Substitution Deletes onset in given words Deletes rime in given words Substitutes onset to make a new word Substitutes rime to make a new e AdditionPhoneme Manipulation: PhonemeSubstitution Deletes beginningphoneme Deletes finalphoneme Adds beginningphoneme to make anew word Adds final phonemeto make a new word Substitutes beginning phoneme to makea new word Substitutes final phoneme to make anew word Substitutes medial phoneme to make anew wordPhoneme Deletion 2016 Clever Classroomwww.cleverclassroomblog.comClever Classroom

Thank youHi!MORE!MORE!My name is Emma and I absolutely LOVEmaking teaching resources! I do hopemy creations help you and your students.Thank you for downloading this resource.I especially LOVE creating word workresources. You might like this freebie.Looking for more word work resourcesand ideas? If you like this resource, youmight like to follow my store on TpT tofind out about new and free resources.Click on the image below and then thegreen star.Find even more wonderful word workideas via our newsletter.Grab this vowel freebie gift.Come on over and see why over650,000 educators follow CleverClassroom on Facebook.

CopyrightCopyright Clever Classroom 2016By downloading this file, you understand that:All rights reserved by author. Purchase of thisdownload is for ONE personal classroom use only.Permission to copy for single classroom use only.Electronic distribution limited to single classroom useonly. Duplication of this file or any other CleverClassroom files is forbidden and violates copyright law.If your co-workers are interested in this file, you canpurchase a second users license by logging back in andgoing to the product via the ‘My Purchases’ tab on TpT.Each resource in my store has this option and licensesare usually priced at around 50% of the resourceprice.EmmaThank you–Clever Classroom

Syllable Segmenting Syllable Blending Onset-Rime Blending Claps syllables in 2 syllable words Tells how many syllables in a word Claps 3 syllables in a word. Says the word when given two syllables Blends 3 syllable words Blends onset and rime to make a word Onset-Rime