Competency 3 - Phonological and Phonemic Awareness Flashcards
What is the difference between Phonological Awareness and Phonemic Awareness?
A child who has phonological awareness can identify and manipulate :
1) Individual sounds —Phonemic awareness
2) larger units like syllables and words —-Phonological Awareness
- It is all about sound. It is the knowledge that oral English is made up of small units.
- Phonemic Awareness is a subcategory of phonological awareness and is the ability to identify separate phonemes or sounds in a spoken word.
What is Phonemic awareness?
the ability to distinguish the separate phonemes (sounds)
Role of Phonological and Phonemic Awareness in Reading Development
acquisition of phonemic awareness is a predictor of success in learning to read.
How to teach Phonological Awareness with Word Awareness?
Word awareness: Instructional activities that allow students to practice identifying word boundaries.
a) Goal-help children become aware that sentences are made up of words
b) Requires children to detect and identify word boundaries.
c) The lessons use one-word, two-word, and three-word sentences, each with one syllable.
Example:
The teacher has several cards, each with one word written on it.
The teacher then builds two-word sentences ( Sam walks.). The sentence is read as a whole, and then each word is read separately, with the teacher tapping the word card.
Finally, a third word is added to the sentence ( Sam walks slow.).
A more challenging task includes the teacher saying a two-word, three-word sentence, or four-word sentence and then asking the children to state how many words were in the sentence.
How to teach Phonological Awareness with Syllable Awareness?
Focus on Instructional activities that allow students to identify syllables like:
a) Children clap their hands as they say each syllable in a two-syllable or three-syllable word.
How to teach Phonological Awareness with Syllable Blending?
Focus on Instructional activities that allow students to practice combining syllables like:
a) Children are required to blend two syllables into a word.
Example:
Teacher: “what word do we get if we put sis and her together?”
Students: “sister”
How to teach Phonological Awareness with Onset and Rime Blending ?
Focus on Instructional activities that allow students to practice blending with words families.
Example:
The teacher would say the onset, /b/, and the rime -ank.
Children then put them together and say, “bank”.
Which are the 5 strategies to teach Phonological awareness?
- Word Analysis: Activities that allow students to identify Word boundaries.
- Syllable Awareness: Activities that allow students to identify syllables (clapping syllables)
- Word Blending: Instructional activities that allow students to combine two single-syllable words. (Cow.boy)
- Syllable Blending: Instructional activities that allow students to practice combining syllables.(sis.ter)
- Onset and Rime Blending: Instructional activities that allow students to practice blending with word families. Children put together the initial consonant in the syllable (onset) and the (rime) or ending vowel sound and any consonant at the end of a syllable.
Phonological Awareness Progression?
- Rhyme: Matching ending sounds. ( Cat, hat, bat, sat )
- Alliteration: Identifying words that being with the same sound (ten tall tables)
- Sentence segmentation: Breaking up sentences into spoken words (The Dog Ran Fast )
- Syllable segmentation: blending and segment syllables to say words ( /moun/ /tain/ or /ro/ /ket/
- Compound words: Blend and segment spoken words into two separate words (Cow-boy, rain-bow)
- Onset & Rime: Blending and segmenting the initial consonant and the rime ending sound /d/ /og/ /l/ /et/
6 tasks - Strategies to teach Phonemic Awareness Progression
- Sound Isolation:
- Children are given a word and asked to tell which sound occurs at the beginning, middle, or end of the word.
- It is best to start with the beginning sound, then the ending sound, and then with the medial sounds. (Medial sound is the most difficult for students) - Sound Identity
You need a set of words that all share the same beginning, middle, or ending sound (no other shared sound) - Sound Blending
- The teacher says the sounds with only brief pauses in between each sound
- The teacher guesses the word - Sound Substitution
The teacher asks the children to substitute one sound for another. - Sound Deletion
- Works best with consonant blends
- Make sure it makes a new word like block -> lock - Sound Segmentation: The most difficult of phonemic awareness tasks
- Children need to isolate and identify the sounds in a spoken word
- Start with words with only two sounds
- Always model behavior first
- The lesson challenges children to segment words with minimal differences, such as cap, cat, cab
Example of Sound Segmentation in Phonemic Awareness
Teacher: “I am going to say a word and then slowly say the sounds in the word. Bee (pause) /b/ (pause) /e/.”
Teacher: asks students to say the sounds in two-sound words. BEE (Then, focus on words with three sounds)
Then just ask for the number of sounds in a word) To simplify the challenge, the teacher may just ask how many sounds are in a word. For example dog
Example of Sound blending in Phonemic Awareness
Teacher: asks “which word am I thinking of? Its sounds are /b/ /a/ /t/?”
Students: “bat”
Example of Sound identity in Phonemic Awareness
Teacher: uses the words lake, light, low
Teacher: says each word, and then asks, “What sound is the same in each of these words?”
Students: the /l/ sound
Example of Sound Isolation in Phonemic Awareness
Teacher: has a list of words that all have long vowels in the medial position: cake, day, late, leap, feel, vote, coal, bite, like
Teacher: models, “leap, the middle sound is /i/”
Teacher: “cake”
Students: “the medial sound is /a/”
Relationship between phonemic awareness and the development of phonics knowledge and skills.
Children cannot be expected to learn which letters represent which sounds (phonics) until they are aware of the sounds in a word (phonemic awareness)
So, the prerequisite to teaching phonics is phonemic awareness.
Instructional Strategies Phonemic awareness for Struggling Readers:
The teacher should focus on small groups or individualized lessons.
Four strategies:
1. Focusing on key skills that are lacking: blending and segmenting sounds. These are the most difficult tasks of phonemic awareness.
- Reteaching skills they have not mastered considering a) slowing the pace b) providing more modeling or different delivering c) making tasks simpler proving to scaffold or using different materials.
- Using a variety o examples to explain a concept. Like images and real objects.
- Providing additional practice. Struggling readers need more opportunities to practice a skill.
Instructional Strategies Phonemic awareness for English Learners:
Explicitly teach phonemes that do not exist in the ELs 1st language, b,d,m, p are the same phonemes in Spanish like h, sc, sk, sp.
Instructional Strategies Phonemic awareness for Advance learners:
There are two ways to differentiate instruction for advanced learners are:
- Increasing the pace of the instruction. Spending less time on the lesson by less modeling and fewer chances to practice
- Building on or extending current skills.
Assessment of Phonological Awareness, including Phonemic Awareness:
The assessment of Phonological Awareness begins with a test of Phonemic segmentation, such as the Yopp-Singer test.
1.The teacher talk and the student listens. No print is involved**
2.Test of Phonemic Awareness is the Yopp-Singer Test of Phonemic Segmentation (teacher 22 words and student will provide each sound of the word in order.
3.Measure proficiency of Sound Identity, Sound Isolation, Sound Blending, Sound Deletion, sound substitution, and Sound Segmentation.
What should include Phonological and Phonemic awareness assessments
Assessing Phonological Awareness including Phonemic Awareness should include:
- Entry Level assessment. To determine each child’s level of phonological awareness before the lesson begins.
- Progressing-Monitoring assessment during individual or multiple lesson units to identify students who need more help and identify the necessity of reteaching the entire class something.
- Summative assessment at the end of the instruction to confirm if the student has met the standard or exceeded the standard
If a student does well in phonemic segmentation test (t: “dog” s: /d/ /o/ /g/) they are phonemically aware.
How to analyze, Interpret and use results of Phonological and Phonemic awareness assessments
- Teachers must analyze and interpret the results of assessments for individual students and the whole class, based on standards.
- Individual assessment will indicate which student’s level of performance is below, met, or exceeded expectations.
- The results of assessments will provide the teacher with the information needed to create individual profiles for each student. Students who have not met the standard will need intervention.
What are the Concepts about Print?
Coined by New Zealand Marie Clay The RICA content specifications identify 4 concepts about print.
Concepts of print are principles of how letters, words, and sentences are represented in written language. Includes:
- Awareness of the relationship between spoken and written language and an understanding that print carries meaning.
- Letter, word, in sentence representation.
- The directionality of print and the ability to track print in text (left to right)
- Book handling skills (front cover of a book, title page, how to turn pages, back cover)
Main definitions about Concepts of Print
Letter recognition- ability to identify both uppercase and lowercase letters when a teacher says the name of the letter.
Letter formation and production: the ability to write uppercase and lowercase letters.
Letter naming: ability to say the name of a letter when a teacher points to it.
Letter formation: (letter production) ability to write upper and lowercase letters with legibility.
Alphabetic principle: Letters represent sounds
How to teach the concepts about print:
a) Reading aloud to students. Reading aloud will teach children that print carries meaning and they will recognize the covers of books.
Classroom print: This is the written print that teacher chose to display in the classroom, labels, and posters.
Everyday print: exposition to written languages in natural daily life
b) The shared book experience