Why Phonological Awareness?

Transcription

1 Why Phonological Awareness? Poor phonological awareness is evident in all poor readers. Children who know and are able to rhyme, read earlier and more successfully. Phonological awareness enhances spelling. Poor readers who enter first grade phonemically unaware are very likely to remain poor readers at the end of fourth grade (Connie Juel, 1994). 1

2 but most importantly, The most common cause of early reading difficulties is a weaknesses in children s phonological processing skills. Lonigan, C. J. (2007) Almost Everything You Wanted to Know About PA and Were Afraid to Ask. 2

3 What is phonological awareness? 3

4 PA Continuum Model: Patterson & Trumbower (2004) More difficult Phoneme Blending Segmentation and Elision Onset-rime Blending, Segmenting, Elision, Rhyme Recognition and Generation Syllable Blending Segmentation and Elision Word Awareness: Words in Sentences and Compound Words General Awareness: nursery rhymes, rhyming and alliterative songs, language play, perception/memory for sounds Easier 4

5 Phonological Awareness Is an auditory skill Does not involve print Activities are auditory Focuses on understanding how the sounds of spoken language can be segmented, combined, and manipulated 5

6 Phonics Involves print Requires looking at print Focuses on the representations of spoken language Helps children identify words in print by sounding them out 6

7 Because phonological awareness is an oral language skill, children need opportunities to HEAR IT, SEE IT, and SAY IT! 7

8 Phonological Awareness Continuum Listening Rhyming Alliteration Sentence Segmenting Syllable Segmenting Onsets & Rimes Phoneme Segmenting, Blending, & Manipulation 8

9 Listening Environmental Sounds Sequencing Sounds Reverse or Substitute words in nursery rhymes or phrases Specific sounds in a story Following a series of verbal directions 9

10 Rhyming Rhyming chants, songs, and fingerplays Nursery rhymes and other poems Stories with rhyming text Use of word deletions during repeated readings 10

11 Alliteration Recite poems, chants, nursery rhymes and songs with beginning initial sounds Call attention to words with the same beginning sounds Read alliterative texts Group objects by beginning sounds Play beginning sound name games 11

12 Sentence Segmenting Select meaningful sentences from children s speech or favorite books Have children clap/count each word in a sentence Shuffle and reorder words in familiar sentences Make silly phrases by deleting or adding words from sentences 12

13 Syllable Segmenting Have children clap or tap out syllables of their names and other familiar words Pam Can dy E liz a beth 13

14 Onsets and Rimes Word Families c at b at m et s et 14

15 Phoneme Segmenting, Blending, & Manipulation Sing songs that involve phoneme replacement Apples and Bananas Tooty Ta The Name Game 15

16 Recognizing Completing Generating Substituting Discriminating Isolating Blending Segmenting Deleting Manipulating Counting Blending Segmenting Deleting

17 So, how do we TEACH it? EXPLICIT AND SYSTEMATIC INSTRUCTION Explicit : Defining, modeling, explaining, practicing, and responding Systematic: Tying new experiences with same process Teach, practice, review. SMALL GROUPS 5 or fewer!! 10 to 15 minutes per experience 17

18 So, how do we TEACH it? During center time (can happen in a formal small group or in any center during play) Include experience and instruction in all levels of PA word, syllable, onset-rime, phoneme In shared reading or writing activities - across multiple settings 18

19 Phonological Processing Skills Phonemes Knowing the names of letters is as important as children learn to say phonemes in isolation to manipulate beginning sounds. When we say words, we seldom isolate sounds so children are not hearing this while learning language. 19

20 Manipulations in the Second Dimension Substitutions - one sound for another in a word Additions - adding a sound Omissions removing sounds from words Blending - sounds together to make words Segmenting words into smaller sound units 20

21 Plan to INTENTIONALLY Participate in PA THROUGHOUT THE DAY! Circle Time (songs, poems) Story Time (nursery rhyme, alliteration) Dramatic Play (dramatic play theme words, science- animal sounds) Small Group (sound games, tongue twisters) Transitions (sound hunt, clap syllables) Snack/Lunch (apples/banana song, name game) Outdoor (eye spy, duck, duck, goose) 21

22 If You Think You Know This Word, Shout it Out to the Tune of If You re Happy and You Know It If you think you know this word, shout it out! If you think you know this word, shout it out! If you think you know this word, then tell me what you heard. If you think you know this word, shout it out! /c/ /a/ /t/ cat Jo Fitzpatrick 22

23 What s the Sound that Starts these Words? to the tune of Old MacDonald Had a Farm What s the sound that starts these words? Turtle, time, and teeth. /T/ is the sounds that starts these words Turtle, time, and teeth. With a /t/ /t/ here, and a /t/ /t/ there, Here a /t/, there a /t/, Everywhere a /t/ /t/ /T/ is the sound that starts these words. Can you tell me more? Hallie Kay Yopp 23

24 Tune: London Bridge Dice begins with letter Dd. Letter Dd, letter Dd. Dice begins with letter Dd. D d- d- d- d. 24

25 Tune: Farmer in the Dell Apron starts with Aa. Apron starts with Aa. Let s sing hurray for Aa today. Apron starts with Aa. 25

26 Tune: Mulberry Bush Here we go round the letter Kk, The letter Kk, the letter Kk. Here we go round the letter Kk In our kindergarten. with our kangaroo. in our kitchen sink. 26

27 Children s ability to hear and process the sounds in words is critical to figuring out unfamiliar words. When an adult asks a reader to sound it out, he or she will see better results if the reader has had years of practice in hearing and blending the sounds in words. We have countless opportunities to build children s phonological awareness skills every day! 27

28 Concluding Thoughts on PA Remember that teachers can create many games that play with sounds. In doing so they should: Ensure that games are enjoyable (even silly) and stress-free for participants Encourage, but do not require, children to participate. Some will contribute and others will listen. Select games that stimulate language play among participants. Respond positively and enthusiastically to children s attempts to manipulate the sounds of their language. 28

29 Sources Bear, D. R., Invernizzi, M., Templeton, S. and Johnston, F. (2000) Words Their Way. Upper Saddle River, NJ: Prentice-Hall, Inc. Heaton, Barbara and M. Adeiggbola (2009) Improving Phonological Awareness Through Effective Small Group and Technology Based Strategies. ERF Grantee Meeting, Seattle. Pinnell, G.S. & Fountas, I.G. (1998) Word Matters. Portsmouth, NH: Heinemann Strickland, D. & Schickendanz, J. (2004) Learning about Print in Preschool. Newark, DE: International Reading Association UT Health Science Center at Houston (2002). National Head Start S.T.E.P. Trainer s Manual 29