phonological and phonemic awareness this publication is based on k-2 teacher reading academies,...
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Phonological and
PhonemicAwareness
This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Alphabetic Principle
Phonological Awareness
Phonemes
Phonemic Awareness
Survey of Knowledge
Phonics
Onset
Rime
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
A broad term which includes phonemic awareness
In addition to phonemes, phonological awareness activities can involve work with: rhymes, syllables and discrete onset and rimes
Phonological Awareness
Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words.
The phoneme level of phonological awareness is the most critical for learning to read.
Phonological awareness refers to the general understanding of the sound structure of words and sentences.
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Phonological Awareness Continuum
Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken wordsBlending and segmenting the initial consonant or consonant cluster (onset) and the vowel and consonant sounds spoken after it (rime)
Blending syllables to say words or segmenting spoken words into
syllablesSegmenting sentences into spoken words
Producing groups of words that begin with the same initial sound
Matching the ending sounds of words
ExamplesDescription
Type
PHONEMES
ONSETS AND RIMES
SYLLABLES
SENTENCE SEGMENTATION
ALLITERATION
RHYME
/k/ /a/ /t//sh/ /i/ /p//s/ /t/ /o/ /p/
/m/ /ice//sh/ /ake/
/mag/ /net//pa/ /per/
The dog ran away. 1 2 3 4
ten tiny tadpoles
cat, hat, bat, sat
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Is the match between ending sounds of words
Rhyming, Alliteration, and Sentence Segmentation
Sentence Segmentation
Rhyme
Helps students to understand that sentences are composed of separate words that are spoken in a particular order to convey meaning
Alliteration
Focuses attention on initial phonemes
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Syllable Blending and Segmentation
Blending syllables together to form words and segmenting words into syllables
Syllables
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Onset-Rime Blending and Segmentation
Onsets
Rimes
and
Onset: initial consonant or consonants of the word
Rime: vowel and consonants that follow the onset
In the word cat, the /k/ is the onset and the —at is the rime.
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Say It and Move It
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Components of Effective Reading Instruction
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
What We Know from Research
Phonemic awareness instruction improves students’ understanding of how the words in spoken language are represented in print
Phonemic awareness instruction helps all young students learn to read
Phonemic awareness instruction is most effective when students learn to use letters to represent phonemes
Phonemic awareness instruction also helps preschoolers, and early primary students.
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Grouping for Instruction
Teach phonemic awareness in small groups.
Small-group instruction may be more effective because students benefit from listening to their peers and having more opportunities to participate.
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Explicit, Systematic Phonemic Awareness
Instruction
Focus on types of phonemic awareness most closely associated with beginning reading and spelling achievement by linking phonemes to print
Explicitly teach phonemic awareness, and regularly schedule instruction
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Explicit, Systematic Phonemic Awareness Instruction (cont.)
During a lesson, target only one type of phonemic awareness, such as blending phonemes or segmenting words into phonemes
Begin with easier activities and progress to more difficult ones
Model each activity
As soon as possible, help students make the connection between letters and sounds to read and spell words
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Consider Diversity: Limited English Proficient
Students
Capitalize on native language ability
Teach blending, segmenting, and manipulating individual phonemes and syllables
Accept oral approximations
Focus on words students already know
Kentucky Reading First Summer Institute 2004: Phonological and Phonemic Awareness
Remember . . .
Phonemic awareness “ . . . provides children with essential foundational knowledge in the alphabetic system. It is one necessary instructional component within a complete and integrated reading program.”
—National Reading Panel, 2000, p. 8
“Adding well-thought-out phonemic awareness instruction to a beginning reading program . . . is very likely to help your students learn to read and spell.”
—National Institute for Literacy, 2001, p. 9