Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom

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1 Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom

2 Session Goals 1. Identify developmentally appropriate phonological awareness skills for preschool age children. 2. Practice and enhance phonological awareness activities to assess and instruct individual and small groups of children.

3 Sharing Small Group Implementation Assemble in Coaching Cohorts

4 Reflection in Coaching Cohorts Share with the group 1. How have OWL books and interactive reading strategies been implemented in your classroom? 2. When and how have small groups been implemented in your classroom? 3. What have you learned about individual children through small groups? 4. How has the diversity of small groups impacted your practice? 5. How has the diversity of small groups impacted children s interactions and participation (e.g., engagement of passive learners, scaffolding, time for children to respond and explain thinking)?

5 ELM Professional Development Implementing OWL Interactive Reading Small Group Songs Word Play and Letters Concepts of Print Let s Talk About It/Let s Find Out About It Oral Language & Inquiry

6 PD Survey

7 Daily Expectations Intentionally instruct individuals and/or small groups in SWPL - Phonological Awareness (PA) activities (at least one). Collect and reflect on data from Intentional Small Groups for progress monitoring. Incorporate interactive book readings: Half-day programs: at least one or more per day. Full-day programs: at least three or more per day

8 Brainstorm When and how do you use Songs, Word Play and Letters in your daily schedule?

9 Phonological Awareness 1 Word baseball 2 Syllables base / ball Intrasyllabic Units: Onset and Rime b-ase b-all 6 Phonemes /b/-/ā/-/s /- /b/-/ă/-/l/

10 Reading Letters Listening Phonics Phonemic Awareness Phonological Awareness

11 What does research tell us?

12 Linking Early Literacy to Reading Early Reading First Reading First Comprehension RAN Vocabulary Phonological Awareness Alphabet Knowledge Phonemic Awareness Successful Readers Vocabulary Print Awareness Phonics Fluency

13 Phonemic Awareness supports learning how words are represented in print. allows children to notice the number, identity, and order of sounds in words. requires understanding how to use phonemic cues in identifying printed words. Without it, children cannot understand the strategy of sounding out words.

14 Phonemic Awareness is Important Children who are better at detecting and manipulating syllables, rhymes, or phonemes learn to read faster than children who cannot complete these tasks. The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to read. Phonemic awareness is the most potent predictor of success in learning to read - more highly related to reading than tests of general intelligence, reading readiness, and listening comprehension.

15 Phonological Awareness Deficits Persist Children with dyslexia have weak phonological awareness, and have a phonological processing deficit that will persist into adulthood unless directly targeted as part of a comprehensive intervention. All children benefit from early phonological awareness training strategies as prevention, but particularly children with weak phonological awareness.

16 Cracking the Code Children with poor phonological processing skills: have difficulty cracking the alphabetic code. tend to rely on contextual cues to guess the unfamiliar word rather than knowledge of phonics to decode it.

17 Alliteration Rhyme Phonological Awareness Continuum Sentence Segmentation Syllable Onsets and Rimes Phonemes Alliteration Producing groups of words that begin with the same initial sound Alliteration ten tiny tadpoles Segmenting sentences into spoken words Blending syllables to say words or segmenting spoken words into syllables Blending or segmenting the initial consonant cluster (onset) and the vowel and consonant sounds spoken after it (rime) Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words Examples Rhyme cat, hat, bat, sat Rhyme Matching the ending sounds of words The dog ran away /mag/ /net/ /pa/ /per/ /m/ /ice/ /sh / /ake/ (onset) (rime) /k/ /a/ /t/ /sh/ /i/ /p/ /s/ /t/ /o/ /p/

18 Strategies to Promote Phonological Awareness Choose books to read aloud that focus on sounds: rhyming and alliteration. Invite children to make up new verses of familiar words or songs by changing the beginning sounds of words. Play games where children isolate the beginning sound in familiar words or generate rhyming words.

19 Small Group Work In small groups of 2 to 4 people identify SWPL activities in OWL Unit 4 or 5 Use the Small Group Worksheet to: Identify SWPL activities. Identify phonemic awareness skill. When and where you will implement activity? Identify skills children might demonstrate. How might this concepts be extended throughout the day?

20 Reporting Our Findings

21 Build a Rhyme Awareness Repertoire Read rhyming stories and poems Guess what rhymes with. Fill in the missing rhyme Substitute new rhymes for old Generate name-and-word pairs Adapted from Gillon, 2004, Hohmann,2002

22 Bingo Board

23 Build an Alliteration Repertoire Use the term alliteration Use alliterative phrases in everyday conversation Identify alliteration in books, poems, tongue twisters, songs Fill in missing alliterations Substitute new alliterations for old Make up name-based alliterations Alliterative I Spy Adapted from Hohmann, 2002

24 Play with Words Record children s examples of rhyming, alliteration, or nonsense sequences in a classmade big book, and read them aloud over and over! licking lovely lie

25 To match the right skill with the child, you need to know what each child can do phonologically.

26 Five Essentials 1. Guide instruction in phonological awareness 2. Integrate PA activities into learning activities 3. Link PA activities to learning alphabet letters and writing, especially names 4. Use informal assessment of PA skills 5. Provide additional instruction for children who need additional supports

27 Scaffolding Adult models. We do it. Child shows skill What What child child can can do do only with only with assistance help What child can now do alone

28 Use Fancy Nancy s Favorite Words from Accessory to Zany or The Neighborhood Mother Goose to: Identify phonological awareness skills that promote learning? List how the book might be used to scaffold learning. You model. You do together. You ask children to demonstrate or generate?

29 What did you learn today?

30 Sound Chain Stand up and form a line First person turns and says a word to person behind her Second person hears word and turns to person behind and says a rhyming word Have fun! Now let try alliteration; then, last sound becomes first sound of next word!

31 LUNCH

32 Work Plans & Evaluation

33 Make and Take Five Green Speckled Frogs Alphabet Memory Pocket Bingo page 78 VICKY (Flannel board letter) Alphabet memory pocket

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