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
Describe the strategy to teach concepts of print The Shared Book Experience.
Has the potential to teach ALL of the concepts about print
Use a big book with predictable phrases or words
- The teacher introduces the book by looking at and pointing out features (title name, author) and asking questions.
- The teacher reads the story, pointing to every word as they read it.
- Discussion occurs before, during, and after the text reading.
- The story is reread for enjoyment by everyone.
- Direct instruction: when we need to provide intervention to push these concepts of print
Importance of letter recognition in Reading development.
Research shows that accurate and rapid word recognition is an essential component in learning to read.
The key is that children need to be accurate, pointing to a letter the teacher names; and naming a letter, saying the name of a letter when the teacher points to it.
Subsequent reading instruction, especially in phonics, requires students to know their letters.
How to teach letter recognition?
Associating names and things with letters. Some teachers have 26 shoeboxes, each labeled with a different letter of the alphabet. Teachers then ask children to place toys or come and classroom objects in the appropriate box.
Singing the alphabet. To teach the name of the letters. Singing slowly and pointing to the letter. Auditory experience
Children learn the names of the letters as they practice writing them. Practice writing both uppercase and lowercase letters and writing the words
Use tactile and kinesthetic methods (3-d modeling clay or trace sandpaper) essential for struggling readers!
For visually similar letters like m or n ask students to trace the letters with their fingers, focusing on the different directions or the different movements the fingers take for each letter. Or for visually/auditory similar like b and d should be taught one after the other instead of alphabetically.
Concepts about the Alphabetic principle
A child who understands the alphabetic principle knows that the purpose of letters is to represent the sounds of words.
Phonemic awareness activities teach children to hear and manipulate those sounds.
Phonics instruction teaches children letter-sound correspondences & how to apply that knowledge to sound out words.
Instruction in phonemic awareness, phonics, and spelling all teach and reinforce the alphabetic principle.
Writing reinforces phonics and alphabetic principle*
Differentiated instruction strategies of Concepts of Print for struggling readers
To teach Concepts of Print to Struggling Readers
Focus on:
1. Key concepts and skills
2. Reteach concepts, letters, and skills they are lacking
3. Use a variety of examples to explain a concept or task
4. Provide extra practice
5. Use visual, auditory and kinesthetic, and tactile techniques.
Struggling readers have difficulty with:
- Directionality and tracking of print and the difference between letters and words:
- Reteaching directionality involves One-on-one intervention
Kinesthetic element (sandpaper) - Differences between letters and words.
Offer concrete examples
Example: words
Teacher: gives students tiles with letters c, a, t, and asks students to place them apart from each other and then move them closer together to form cat.
Example: letters
- use tactile intervention
- write letters in sand or 3-d with modeling clay
Differentiated instruction strategies of Concepts of Print for struggling readers
Teaching Concepts of Print to English Learners:
1) Capitalize on the transfer of relevant knowledge and skills from their primary language.
2) Recognize that not all languages are alphabetic and features of alphabets vary, including letters, directionality like in Chinese)
Directionality (Arabic and Hebrew do not transfer)
Letter and word representation ( Chinese letters do not transfer)
Concepts about print, Book handling skills, and Print carry meaning concepts will transfer from their 1st language if they already read in their language
Directionality and tracking print may not transfer from other languages to English instruction.
Letters and word representation and letter recognition, naming, and formation. will have positive transfers from alphabetic languages
How to assess Concepts of Print?
Use of the book Sand and Stones which is printed upside down, with some words with letters reversed and some lines off printing in odd configurations to measure book orientation, directionality, beginning and ending of the story, word sequence, and recognition of punctuation and capital letters.
- Informal assessment with the book: ex. “where do I start reading?” ( directionality)
- The teacher will ask to start a new page
- Point where to start reading (The student must point to the first word on the first line of the book)
- Reading slowly, the teacher will ask the children to put their fingers in the next word of the reading to track the flow of the print.
To assess whether print carries meaning, the teacher will ask to write something. The child must write letters, not images or squiggles.
Some school districts have created a checklist to assess Concepts of print
- Letter recognition: Formal and informal assessment. The teacher names the letter and the child points to it. On a list of 26 letters.
- For letter naming, point to the letter and the child will say the name
At the end of kindergarten, students should be able to do both tasks accurately.
- Alphabetic principle: Observing the student reading aloud and writing. If children STRUGGLE to try to sound out words and try to find the correct letter while writing they have mastered the alphabetic principle. This reveals that the child understands that letters represent sounds
What are the 3 types of assessments of concepts of Print?
Entry Level, for the concepts about print it is important that kindergarten and first-grade teachers do a formal assessment of each student early in the school year
Monitoring progress, Teachers should rely on observations to determine which students are learning what they need to know and which students are struggling
Summative Assessments are used as well for notions of print with the same purposes. Analysis and interpretation of assessment results should be based on standards.
Main concepts of Phonics and Sight words:
Word identification: the ability to pronounce the word. Decode (read aloud) correctly.
Word recognition: the connection between word and meaning, understanding word meaning.
(Phonics and Sight words) 4 strategies to identify words:
Four strategies to identify words:
1. Phonics: Instruction to learn the correct association between letters and symbols.
- Sight words( to be identified as a whole); high-frequency (appear often), irregular spelling, interest words, content-area words)
- Morphological clues (word formation-roots and affixes) (aka structural analysis)
- Context clues. Knowing the meaning of words surrounding an unknown word
- Knowledge of phonics and sight words facilitates word identification, the prerequisite to word recognition, reading fluency, and reading comprehension.
The role of phonics and Sight words in word identification
Sight words facilitate swift (fast) and accurate word identification which is a prerequisite for word recognition, reading fluency, and reading comprehension.
a) Word identification contributes to word recognition: Readers know the meaning of many words that they cannot pronounce in printed form., when children identify print words that exist in oral vocabulary increase the number of words they recognize.
b) Automaticity in word recognition leads to fluency and comprehension: Automaticity is achieved when word identification is swift and accurate. Essential for fluency*
Phonics. Definitions of consonant and Types of Consonant Sounds?
Consonant: speech sounds that occur when the airflow is obstructed,
- Types of consonant sounds:
- Continuous sounds (hold the sound and stretch it) f, l, m, n, r, s, v,
- Stop sounds b, c, d, g, j, k, p, qu, t,
Phonics and Sight word instruction. Common Letter combinations
B) Common letter combinations sequence
- Consonant digraphs: 2-letter combinations that make one sound (ph in phone and sh in share)
- Consonant Blends: 2 or 3-letter combinations blending together. ( pl, bl, spr )
- Vowel Digraphs: 2-vowel combinations that make one sound. (oa in boat, ea in teach)
- Diphthongs: Glides sounds, are those sounds that have vowel-like qualities. , tongue starts in one position and moves to another (oi in oil and oy in boy)
-Inflected suffixes change the meaning of the root. (-er and -est)
- CVCe: the vowel makes a long sound (made, like, cone) , beware of phonetically irregular words, such as love and live.
- R-Controlled Vowels: Neither long nor short sd in sounds like a makes in car, e in her, i like in girl, u in hurt and o make sin for.
- L-Controlled Vowels: Neither Long nor short, /a/ as in Chalk, /e/ in help, /i/ in milk
Morphological units taught as part of phonics:
Morphological units taught as part of phonics:
Are prefixes (inter or intra) and suffixes (est or ment), and words without affixes (pizza or elephant)
Inflected morphological units are suffixes that do not change the part of the speech of the root word: Example: walk and walked are both verbs.
Inflected suffixes include ed, er, est, ing, and s. Children should be taught how to pronounce (er) o (est) and understand how they change the meaning of root words.
Common word patterns of increasing difficulty in Phonics instruction
Word patterns sequence: UP- LIP - BALM - CLAP - GOAT - CONE
VC: up
CVC medial vowel is short like lip
CVCC balm
CCVC words with consonant blend: clap
CVVC commonly vowel diagraphs bait
CVCE words with long sound vowel like cone
Define the Rules to divide Syllables:
Rules to divide words into syllables:
1. Compound words, divided between words:
In-side, foot-ball
- Single syllable prefix, divide between the prefix and the root: un-kind, pre-test
- Never divide a consonant diagraph: bush-el, teach-er
- Two consonants in the middle of a word that are not diagraphs, divide between consonants: sis-ter, but-ter.
- Single consonants in the middle, between two vowels, the vowel before consonant is short, divide after the consonant, cab-in, lev-el
- Single consonants in the middle between two vowels, the vowel preceding the consonant is long, divide before the consonant, be-long, fe-ver
The five Stages of spelling development are:
- Pre-communicative: The child draws pictures to represent meanings. There is no understanding of Alphabet Principle
- Semiphonetic: Attempt to use letters to represent sounds. (banana - baa)
- Phonetic: Child understand letters represents sounds but with mistakes in spelling. (I lik two flii)
4 Transitional: will make mistakes in words with multiple spelling like Sight and Site. It is easy to read.
- Conventional: almost perfect, but mistakes in irregular spelling
Methods or approaches to teaching Phonics:
Whole-to-part (Analytic phonics)
Started with sentences that look at words, and end up with the sound symbol relationship that is the focus of the lesson. My mom went to buy FISH
Part-to-whole instruction (Synthetic phonics)
Begin with the sound SH and then children blend the sound into words.
Example of Whole-to-part (Analytic phonics)
Started with sentences that look at words, and end up with the sound symbol relationship
Example sh digraph at the end of the words.
- The teacher presents a set of sentences on the board, each sentence having a word with a common element (sh) at the end of a word. The teacher then underline the target word FISH, CASH, MASH< DISH)
{My mom went to the bank and came home with a lot of cash}
We went to the market and bought some fish and potatoes
I help her to mash the potatoes after dinner, my brother
Fred broke at the dish}
- The students read the underlined word in each sentence.
- The focus is now on the sound-symbol relationship
Example of Part-to-whole instruction Synthetic phonics:
Begin with sound and then children blend the sound into words.
- Teacher: writes letters on the board (sh) and tells the sound it makes
- Students: say the target sound each time she points at it
- Teacher: places cards (ca, fi, ma, di) in front of the sound (sh) on the board
- Students: blend sounds together to make a word
Systematic, Explicit Instruction in Phonics: (beginners)
- Sounding out and blending regular VC and CVC words
The teacher wants to teach short a sound in CVC words (mad, man, map)
- First, students work with the /m/ sound and then, the short /a/ sound
-Next, students work with the /d/ sound and blend it together into mad.
-Next, students work with the /n/ sound and blend it together into man. and so on…
- Reading single-syllable, regular words, and some high-frequency words.
- Reading decodable text for practice
- Spelling VC and CVC words: Children should sound out each word to themselves as they write
Systematic, Explicit Instruction in Phonics: (Advanced)
- Regular CVCC, CCVC. and CVVC words
Example- teaching the “ai” digraph in CVVC pattern with a Part-to-Whole approach:
- Start with letters ai on the board.
- Children make the long sound as the teacher taps the board below the “ai”.
- Then, beginning and ending consonants will be added. (b and t added to make bait)
- Students would blend the sounds to make bait
- Lesson continues with other “ai” words, like paid and rain, each time starting with “ai”..
- Regular CVCe words (vowel is long , e is silent)
- Words with less common elements (ph and know)
- Use of decodable text (helps student practice word identification)
- Words formed by adding a common inflected ending (first teach suffix in isolation)
- Spelling more complex orthographic patterns
Systematic, Explicit Instruction in Sight Words
Whole-to-part Approach to teaching sight words:
- First, select words (who, want, there, your)
- Then, write each word in a sentence, in a story format, with the target word underlined.
- Teacher: reads aloud the sentences, pointing to each word as it is read.
- Students: read the story aloud with the teacher.
-Teacher: writes each target word on the board, point to one word at a time and pronounces it
-Students: spell and say it
-Students: add words to word banks
Differentiated Phonics and Sight Words instruction for Struggling Readers:
- Prioritize key phonics skills and sight words that strugglers are lacking
- Provide a slower pace, more review, and additional practice
- Place in small groups for reteaching
- Use physical manipulations (3-D letters and letter tiles)
Differentiated Phonics and Sight Words instruction for English Learners:
- Same sounds in both languages like b,d,m,p or t should be taught first
- Meanings of sight words
- Explicitly and directly teach sounds that do not transfer
- Analyze patterns of error attempting to decode English
- Pronunciation errors that will impede comprehension*
Phonics Assessment
- Decode in isolation: Child reads a list of words or flashcards
- Decode in context: Child reads a passage (part of the IRI)
Sight Word Assessments
- Assess Sight words: Give tests in isolation and context. Use flashcards or lists.
You will need to prepare two sets of materials:
a) multiple copies of the recording sheet on which you will write the students’ responses and
b) a copy of the student sheet cut into three sections and pasted on three 5x7 cards from which the students will read the content of the test. The contents of the three cards should be:
- Card 1 - - Words with short vowels and consonants (cvc patterns), and words with short vowels and consonant digraphs,
- Card 2 - - Consonant blends, inflectional endings, and final e, long vowel digraphs, r-controlled, and other vowel digraphs, and
- Card 3 - - all the remaining polysyllabic words.
Syllabic Analysis, Structural Analysis, & Orthographic Knowledge. Competency 6 main concepts
- Structural analysis: (morphemic analysis) decoding a multisyllabic word with an affix added to a base word.
- Syllabic Analysis: decoding a multisyllabic word by examining the word’s syllables.
- Orthographic knowledge: what a person knows about how to spell words.
- Morpheme: smallest unit of meaning (walk + ed) suffixes, prefixes Chair(s)
- Open Syllable: Ends with a vowel
- Closed syllable: Ends with a consonant
How to teach structural analysis skills (prefixes, suffixes and roots - Direct Instruction Whole-to-part
Direct Instruction Whole-to-part:
Display several sentences each with a word that contains a prefix, suffix, or root word on the board. (un-)
Example: Roberto was __unafraid__ when he entered the
Read the underline word and identify the key common element. Circle the suffix, prefix, or root word (un-)
Work with the students to arrive at the meaning of the suffix, prefix, or root word, if they cannot figure it out, the teacher will tell them.
Provide some other words with the common element.
How to teach structural analysis skills (prefixes, suffixes and roots - Direct Instruction Part-to-Whole
Direct Instruction Part-to-Whole:
Display the prefix, suffix, or root word on the board. (un-) tell the children what it means.
Prepare some cards with root words that can be added to the prefix or suffix to make words. For root words prepare cards with suffixes and prefixes.
For example
- For teaching (un) the cards should read afraid, caged, ending, tangled.
- Add the cards to the prefix (un) on the board and make words
- Make sentences with each word created.
How to teach syllabic analysis skills:
- Teach to identify the number of syllables in a word
- Instruction in common syllable patterns:
a) Compound words (divide between the words)
b) Single-syllable prefix (divide between prefix and root)
c) Never divide consonant digraphs
d) Divide between two consonants (sis-ter, but-ter)
e) Divide after the consonant (cab-in, lev-el)
f) Divide before the consonant (be-long, fe-ver)
How to teach spelling:
a) Selecting Spelling words
Provide to children with a list of 10 to 20 words to learn each week. With groups of words that have common orthographic patterns: rimes, blends, Digraphs, diphthongs, affixes
b) Self Study.
c) Multisensory techniques
-Visual: write the word many times
use color to make orthographic patterns clear ( diagraphs)
-Auditory: The teacher says the word and the student write it
-Kinesthetic: Make words In the air with large exaggerated strokes.
-Tactile: Use sandpaper, and shaving cream to write letters
d) In a small group with individualized instruction
Differentiation in Spelling instruction
Struggling Readers:
- Focus on key skills (how to spell and pronounce common affixes and root words)
- Increase tactile and auditory study activities (sand)
English Learners:
- Focus on key skills (how to spell and pronounce common affixes and root words)
- Teach common English roots and affixes*
