the big five components of reading phonological processing
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The BIG FIVE Components of Reading Phonological Processing. The Big Five Components of Reading Objectives. At the end of this series of staff development on the Big 5 of Reading, you will be able to Identify the 5 essential tasks of learning to read and how you assess each - PowerPoint PPT PresentationTRANSCRIPT
The BIG FIVEComponents of Reading
Phonological Processing
The Big Five Components of ReadingObjectives
At the end of this series of staff development on the Big 5 of Reading, you will be able to– Identify the 5 essential tasks of learning
to read and how you assess each– Discover where the Big 5 are present in
your literacy instruction– Be intentional in planning so the Big 5
are present in all your lessons
The Big 5 Components of Reading
Comprehension
PhonicsVocabulary
Phonological ProcessingObjectives
You will be able to– Define Phonological Processing and its
components– Learn how we assess Phonological
Processing– Discover where Phonological Processing
is present in your literacy instruction– Be intentional in teaching Phonological
Processing
Common Core StandardsReading Standards: Foundational Skills (K-5)
Kindergarten: Phonological Awareness2. Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in
spoken words. c. Blend and segment onsets and rimes of single-
syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Common Core StandardsReading Standards: Foundational Skills (K-5)
First Grade: Phonological Awareness2. Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken
single-syllable words. b. Orally produce single-syllable words by blending
sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and
final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonological ProcessingPhonological
Processing
Phonological Awareness
Rapid serial naming
Articulation speed
Verbal short term memory
Phonemic Awareness
Syllable Awareness
Word Awareness
Phoneme Categorization
Phoneme Blending
Phoneme Isolation
and Identity
Phoneme Segmentation
Phoneme Manipulation
(Rhyming) Onset/Rime
Phonological ProcessingPhonological
Processing
Phonological Awareness
Rapid serial naming
Articulation speed
Verbal short term memory
Phonemic Awareness
Syllable Awareness
Word Awareness
Phoneme Categorization
Phoneme Blending
Phoneme Isolation
and Identity
Phoneme Segmentation
Phoneme Manipulation
(Rhyming) Onset/Rime
Phonological ProcessingPhonological
Processing
Phonological Awareness
Rapid serial naming
Articulation speed
Verbal short term memory
Phonemic Awareness
Syllable Awareness
Word Awareness
Phoneme Categorization
Phoneme Blending
Phoneme Isolation
and Identity
Phoneme Segmentation
Phoneme Manipulation
(Rhyming) Onset/Rime
Phonological AwarenessThe ability to identify and manipulate larger parts of
spoken language as well as the individual sounds of a spoken language
ONLY ORAL – NO PRINT OR LETTERSWord Awareness: Sentence Segmentation of
sentence (I am big. = 3 words)Syllable Awareness: Segmentation of word
(How many syllables in boy? pencil?)(Rhyming): Ability to hear rhyming wordsOnset/Rime: subset of rhyming
(consonants that precede vowel + vowel and rest of word; cat = /k/ /at/, scat = /sk/ /at/)Phonemic Awareness – ability to hear and manipulate
the individual sounds (phonemes) in spoken words
Phonological ProcessingPhonological
Processing
Phonological Awareness
Rapid serial naming
Articulation speed
Verbal short term memory
Phonemic Awareness
Syllable Awareness
Word Awareness
Phoneme Categorization
Phoneme Blending
Phoneme Isolation
and Identity
Phoneme Segmentation
Phoneme Manipulation
(Rhyming) Onset/Rime
Phonological ProcessingPhonological
Processing
Phonological Awareness
Rapid serial naming
Articulation speed
Verbal short term memory
Phonemic Awareness
Syllable Awareness
Word Awareness
Phoneme Categorization
Phoneme Blending
Phoneme Isolation
and Identity
Phoneme Segmentation
Phoneme Manipulation
(Rhyming) Onset/Rime
Phonemic Awareness Awareness that words are composed of
separate sounds (phonemes) and the ability to identify and manipulate those sounds(phonemes – the smallest unit of sound in a language)
“Phonemic awareness measured at the beginning of kindergarten is one of the two best predictors of how well children will learn to read during their first two years of school, along with letter knowledge.” (Ehrf & Nunes 2002)
PhonemePhoneme is the smallest unit
of sound in a language:
/b/ /th/ /r//a/ /aw/
2 phonemes: q = /kw/ x = /ks/
Phonological ProcessingPhonological
Processing
Phonological Awareness
Rapid serial naming
Articulation speed
Verbal short term memory
Phonemic Awareness
Syllable Awareness
Word Awareness
Phoneme Categorization
Phoneme Blending
Phoneme Isolation
and Identity
Phoneme Segmentation
Phoneme Manipulation
(Rhyming) Onset/Rime
Phonemic Awareness Phoneme isolation (first sound of van) Phoneme identity (sound in fix, fall, fun)
– Alliteration (Big boys bat balls.) Phoneme categorization (not belong: bus,
bun, rug) Phoneme Blending (b/ /i/ /g/ = big) Phoneme Segmentation (hill = /h/ /i/ /l/) Phoneme Manipulation
– Phoneme deletion (smile without /s/)– Phoneme addition (/s/ at beginning of park)– Phoneme substitution (bug - change /b/ to /t/)
Phoneme Isolation Teacher says word: bag Students repeat word: bag Teacher: What’s the first sound in
bag? Students: /b/
Later, last sound: sit /t/ Later, middle sound: mom /o/
Phoneme Identity Teacher says 3 words: man mop,
mom Students repeat: man, mop, mom Teacher: What’s the beginning
sound? Students: /m/
Later, ending sound: bat, lot, fat Later, middle sound: sat, ran, tag
Alliteration Alliteration: words that begin with
the same sound
Have students give you words that begin with /s/
Use the words to make a sentence:Some sisters see snakes.
Phoneme categorization Teacher says words: mom, cat, mess Students repeat the words Teacher: What word does not belong? Students: cat
Later, ending sounds: dress, hat, bus Later, middle sounds: van, doll, rack
Phoneme Blending Teacher makes the sounds of a word:
/m/ /a/ /n/ Students use their arms to blend the
sounds into a word– Shoulder: /m/– Crook of arm: /a/– Wrist: /n/
Students slide down arm connecting the sounds /m/../a/../n/
Students say the word: man
Phoneme Segmentation Teacher says a word: hat
Students repeat word: hat
Students stretch the word (rubber band or chewing gum): /h/ /a/ /t/
Students repeat word: hat
Phoneme Manipulation Phoneme deletion (smile without /s/)
Phoneme addition (/s/ at beginning of park)
Phoneme substitution (bug - change /b/ to /s/)
Why is Phonemic Awareness Important?
Phonemic awareness instruction helps children learn to read
Phonemic awareness instruction helps
children learn how to write
Principles of Phonemic Awareness Instruction
Provide explicit instruction Model the skills Begin with sounds only Use manipulatives Teach simple to complex Pronounce sounds correctly Provide guided practice Teach the “feel” of sounds in the
mouth
How Much Instructional Time?
About 15 minutes a day
No more than 20 hours over the school year (for average student)
Phonological Processing in Your Classroom
Use your basal manual to identify which of the skills necessary for phonological processing are found in your basal.
If you do not use a basal, please identify how you teach each of the skills necessary for phonological processing.
Phonological ProcessingPhonological
Processing
Phonological Awareness
Rapid serial naming
Articulation speed
Verbal short term memory
Phonemic Awareness
Syllable Awareness
Word Awareness
Phoneme Categorization
Phoneme Blending
Phoneme Isolation
and Identity
Phoneme Segmentation
Phoneme Manipulation
(Rhyming) Onset/Rime
Assessment of Phonological Processing
What assessments do we currently use to determine the proficiency in Phonological Processing?
Are these sufficient to assess Phonological Processing?
Resources for Teaching Phonemic Awareness
http://education.uncc.edu/bric/reading resources.htm
– Initial Sound Fluency Classroom Activities
– Phoneme Segmentation Classroom Activities
Handouts Put Reading First www.fcrr.org
– Florida Center for Reading Research
Phonological ProcessingObjectives
You are able to– Define Phonological Processing and its
components– Learn how we assess Phonological
Processing– Discover where Phonological Processing
is present in your literacy instruction– Be intentional in teaching Phonological
Processing
Common Core StandardsReading Standards: Foundational Skills (K-5)
Kindergarten: Phonological Awareness2. Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in
spoken words. c. Blend and segment onsets and rimes of single-
syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Common Core StandardsReading Standards: Foundational Skills (K-5)
First Grade: Phonological Awareness2. Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken
single-syllable words. b. Orally produce single-syllable words by blending
sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and
final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).