Comp 3: Phonological and Phonemic Awareness Flashcards
phonological awareness is having knowledge that oral English is composed …
of smaller units
A student who has phonological awareness can identify and manipulate sounds in 2 levels:
1) individual sounds (phonemic awareness)
2) sounds in larger units of language, such as words (word awareness) and syllables (syllabic awareness)
phonemic awareness
the ability to distinguish the separate phonemes (sounds) in a spoken word.
*a subcategory of the broader concept phonological awareness
A student who has phonemic awareness can distinguish ____ ____ in a spoken word
- phoneme: a speech sound
separate phonemes (or sounds) in a spoken word
Ex: duck has three sounds: /d/ /u/ /k/
phoneme
smallest units of speech
example: /v/ and /b/
phonics
knowledge of letter-sound correspondence
- Phonics is the ability to be able to recognize a sound (phoneme) and associate it with the letter that represents that sound.
Ex: letters ph make the /f/ sound
Alphabetic principle
speech sounds are represented by letters
Graphemes
Graphemes- English letter or letters that represent phonemes
Ex: phoneme /b/ in bat is represented by the grapheme b
Ex: phoneme /k/ in duck is represented by the grapheme ck
Vowels
sounds that are made with a clear passage from the voice box to your mouth.
- Vowels include a, e, i, o, u, y in words like sky and w in words like cow
Consonants
are sounds that occur when the airflow is obstructed by your mouth, teeth or lips
Onset and rimes
occur in a single syllable
* onset: is the initial consonant or consonant blend
* rime: is the vowel sound and any other consonant that follows
ex: napkin n-ap k-in
ex: cats c- ats
Phonograms
rimes with the same spelling
* words that share the same phonogram are word families
ex: cat, bat, sat, mat, pat …
1 in notebook
The Role of Phonological and Phonemic Awareness in Reading Development
Phonemic awareness is the foundation for understanding the sound-symbol relationship of English, which will be taught through phonics lessons
Levels of phonemic awareness directly correlate with reading achievement
how to teach: Word Awareness
- Requires children to detect and identify word boundaries (ex. I like ice cream has 4 words)
helps children become aware that sentences are made up of words
1. Introduce Tom (1 word)
2. then “Tom runs.” (say the sentences and then tap put the words)
3. then “Tom runs fast.” (say the sentences and then tap out the words)
4. Say the sentence and ask students to identify how many words (Tom runs fast=3 words)
How to teach: Syllable Awareness
Clap your hands to say each syllable
ex: ra-bbit
ex: ca-rrot
ex: pen-cil
How to teach: word blending
where children take two single-syllable words and combine them to make compound word
ex: picture of cow + picture of boy= cowboy
How to teach: syllable blending
where children take two syllables and combine them into a word
ex: “What word do I get if we put sis and ter together?” sister
How to teach: onset & rime blending
ex: Say the onset, /b/ and the rime, ank = bank
How to teach: sound isolation
Give a word and ask students to give you the beginning, medial and ending sound (start w/beginning, end and then medial)
How to teach: sound identity
children can point out, from a set of words, what sound is shared
ex: Give a list of words w/ same beginning sound (lake, light, low) and ask “What sound is the same in all 3 words?”
How to teach: sound blending
children can blend sounds together to say the word
ex: Say /b/, /a/, and /t/ and ask students to give you the word
How to teach: Sound substitution
children can substitute one sound for another in a word
ex: Cat, cat, cat → /b/ → bat, bat, bat
How to teach: sound deletion
children can point out new word after a sound is taken out
ex: Say “Snail, take away the /s/ and what do we have? nail. “
2 in notebook
How to teach: sound segmentation
children can isolate and identify the sounds in a spoken word
ex: “I am going to say a word and then slowly say the sounds in the word: bee, /b/, /e/”
Simplified: “How many sounds are in the word, dog?” 3
How to help students who are struggling in phonemic awareness
- Focus on key skills, especially blending and segmenting
- Reteach skills that are lacking
- Use a variety of concrete examples (pictures or real objects)
- Providing additional practice
How to help english learners on phonemic awareness
- /b/, /d/, /m/, /p/ and /t/ are the same with Spanish + English
- Teach non-transferable phonemes and sequences of phonemes that don’t occur in first language
How to help advanced learners on phonemic awareness
- Increase pace of instruction
- Building on, extending current skills
How to assess phonological and phonemic awareness
- Yopp-Singer Test of Phoneme Segmentation
- Assess the following phonological awareness tasks: word awareness, syllable awareness, word blends, syllables blending and onset-rime blending
- Phoneme awareness tasks: sound identity, sound isolation, sound blending, sound deletion, sound substitution and sound segmentation
Yopp-Singer Test of Phoneme Segmentation
made up of 22 words and children must provide each sound of the word in order
ex:
teacher says “dog”
student says /d/ /o/ /g/
Instructional Strategies
· Alphabet Sounds Song (Apple, Apple AAA…etc)
https://youtu.be/QW7N64zsrs0
· Segmenting words; orally or while reading or writing CAT is /c/ /a/ /t/
· Isolating Letter sounds (Beginning, Middle and End) “where do we hear the /t/ sound?”
· Clapping the syllables of a word
· Elkonin Boxes
· Blending words; /c/ /a/ /t/ makes the word CAT.
· direct/explicit instruction
· implicit/embedded instruction
