Lecture 3 - Phonological Awareness

Question 1

What are the five building blocks for reading?

Answer 1

• vocab
• phonological awareness
• phonics
• fluency
• oral language (comprehension)

Question 2

What building block is the foundation for all other building blocks?

Answer 2

Oral Language

Question 3

What is phonological awareness?

Answer 3

Ability to think about the sound structure of language, not just the meaning

Question 4

What are the four main parts of phonological awareness?

Answer 4

• word awareness
• rhyming
• syllable awareness
• sound awareness

Question 5

What is included in syllable awareness?

Answer 5

• syllable blending

- syllable segmentation

Question 6

What is included in sound awareness, and what are the ones we care about?

Answer 6

• sound blending
• sound segmentation
• sound identification
• deleting sounds
• substituting sounds

We care about the first 3

Question 7

Give an example of decoding and explain when it’s used.

Answer 7

/k/ /ae/ /t/ spells cat (used when reading when they don’t know a word)

Question 8

Give an example of encoding and explain when it’s used.

Answer 8

cat is /k/ /ae/ /t/ (used when writing when they can’t spell a word)

Question 9

Should we use the same motor movements for words, syllables, and phonemes?

Answer 9

NOPE

Question 10

What is phonemic awareness?

Answer 10

Ability to hear, identify, and manipulate the individual sounds in words we hear

Question 11

If kids lack phonemic awareness, what are they bad at?

Answer 11

decoding and encoding

Question 12

For grade 1s, what is phonemic awareness the second best predictor of?

Answer 12

Reading

Question 13

SOUND IDENTIFICATION: Whole Class Learning Example

Answer 13

• read book “The Very Hungry Caterpillar”,
• have students sort food items given a bank of 2-3 pictures.
• “Yum! He wants something that ends with /k/. What should he have?” (final sound)
• “Still hungry! He wants something that starts with /s/.” (initial sound)

• “Can you give him something that is a fruit?” (concept sort)

Question 14

SOUND IDENTIFICATION: During Small Group Activities

Answer 14

• show pictures of items that are one syllable

- ask the children to identify the middle vowel of each word

Question 15

SOUND IDENTIFICATION: On-The-Go

Answer 15

• singing a verse/song that has sounds in it, where the child has to figure out the word/name
• Where, oh where can my good friend be? Where, oh, where can she be?
She starts with /h/ and she ends with /er/. Where, oh where can she be?

Question 16

SOUND BLENDING: Whole Class Learning

Answer 16

“Do you know what time it is when we have /j/-/i/-/m/?”

• Yes, we have “gym” at the 1 o’clock time slot.
• Segment the printed word.
• Blend the printed word. /j/-/i/-/m/.
• We have gym.

Question 17

SOUND BLENDING: On-The-Go

Answer 17

When children are getting out their snack, ask:


• “Who has /y/-/o/-/g/-/er/-/t/?”
  “Yes, Johnny and Emma have yogurt”.

Question 18

SOUND SEGMENTATION: Whole Class Learning

Answer 18

• read a book “The Very Hungry Caterpillar”
• choose words with 2-4 sounds
• “How many sounds do you hear in the following word? Hold up that many fingers.”
  2 sound words: up, at, pie 

  3 sound words: pop, look, food, came 

  4 sound words: tiny, little, still, felt 


Question 19

SOUND SEGMENTATION: Small Group Activity

Answer 19

• pick objects from bag
• Using Elkonin box strips and tokens, students segment sounds by saying the word slowly, moving tokens into the boxes.
• Students then use letters to match sounds to their corresponding symbol.

Question 20

How do all three “major players” move through complexity?

Answer 20

simple to complex

Question 21

Sound Identification: how do we move from simple to complex?

Answer 21

Beginning sounds, then ending sounds, then middle sounds. 


Question 22

Sound Blending: how do we move from simple to complex?

Answer 22

Smaller # of phonemes (e.g., a-t) to larger # of phonemes (e.g., f-l-a-t).

Question 23

Sound Segmenting: how do we move from simple to complex?

Answer 23

Smaller # of phonemes (e.g., me) to larger # of phonemes (e.g., dogs) to larger # of phonemes with blends or digraphs (e.g., splash) 


Question 24

What are 5 phonemic Awareness Tips?

Answer 24

1. Do not add ‘uh’ to the end of phonemes.
2. Use letter tiles or printed letters as soon as possible
3. Focus on sounds only, not letter names
4. Digraphs such as sh, ch, and th are one sound. ‘Chip’ has 3 sounds.
5. Consonant blends are individual sounds. ‘Slip’ has 4 sounds. ‘