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PHONEMIC AWARENESS JILLIAN MARSHALL OCTOBER 15, 2015 Slides adapted from Traci Haley, CU Boulder TODAY WE WILL… Discuss the difference between Phonemic Awareness, Phonological awareness, and Phonics Learn why PA is important to literacy Explore some activities that support phonological and phonemic awareness Apply it to our own teaching TWO TRUTHS AND A LIE -Assess your own understanding of phonological and phonemic awareness -We will revisit it at the end of the session. Phonological/Phonemic Awareness Concepts of Print Emergent Literacy Letter/Sound Knowledge Oral Language Word Awareness Syllables Phonological Awareness Assonance Rhyming Phonemic Awareness Alliteration •Onset and rhyme •Blending •Segmenting •Manipulating phonemes Phonological awareness Sentences are made up of words that have parts Phonemic awareness Words are made up of sounds Phonics Sounds correspond with letters & combinations of letters Decoding & Spelling Knowledge of letters and sounds can be used to figure out words Comprehension LANGUAGE COMPREHENSION AND WORD RECOGNITION PURPOSE OF PA “The ultimate aim of phonemic awareness instruction in general and segmentation in particular is to enable students to learn letter-sound correspondence,” (Gunning, 2013). Being able to recognize speech sounds is so important in literacy development WHAT IS PHONEMIC AWARENESS? Phonological AwarenessAbility to discriminate and manipulate sounds orally. Phonemic AwarenessAbility to discriminate and manipulate sounds (phonemes) in words. MORE SPECIFICALLY, PA IS… Understanding of and ability to manipulate the smallest units of sound that make up spoken words (phonemes) Know that spoken words are made up of sounds Know how to use sounds to make new words Phonemic Awareness is oral, where as phonics deals with print WHAT MAKES PA DIFFICULT FOR SOME STUDENTS? Metalinguistic awareness: requires the ability to think about language abstractly Coarticulation: process of articulating a sound while still articulating the previous sound E.g. The word “cat” is a blend of sounds, each sound is not pronounced separately (not /k/,/a/,/t/) Gunning (2013) HOW MANY PHONEMES? ice ____ straight____ sigh____ measure____ choose____ her____ pitched____ shout____ 5 BASIC T YPES OF PA TASKS Task 1: The ability to hear rhymes and alliteration Example: Listen to a nursery rhyme. Have children identify rhyming words. You may need to explicitly teach rhymes. Although new research suggests rhyming may be more difficulty than we once thought (Gunning, 2013) Task 2: The ability to do oddity tasks Example: Look at these pictures (sock, sun, man) Which picture begins with a dif ferent sound? Task 3: The ability to orally blend words and split syllables Example: I will say the first sound of a word and then the rest of the word. Say the word as a whole. /s/… at. What’s the word? (sat) 5 TASKS CONT’D Task 4: The ability to orally segment words (including counting sounds) Example: What sounds do you hear in the word sat? /s/ /a/ /t/ Task 5: The ability to do phonemic manipulation tasks Example: Replace the first sound in the word sat with /m/ What’s the new word? (mat) PA VS. PHONICS Phonemic Awareness is the understanding that the sounds of spoken language work together to make words. Phonics is the understanding that there is a predictable relationship between the phonemes and graphemes, the letters that represent the sounds in written language. 2 areas that require direct instruction: phonological awareness and alphabetic principle (Gunning, 2014) WHY IS PA IMPORTANT? “The two best predictors of early reading success are alphabet recognition and phonemic awareness.” –Marilyn Jager Adams “Children who cannot hear and manipulate the sounds of spoken words will have a hard time relating these sounds to the letters in the written words.” (Fountas and Pinell, 2009) IMPORTANCE OF PA Prerequisite for successful phonics instruction BUT don’t need to be proficient before learning phonics elements Related to accurate and fluent decoding: to decode, you must know how to blend phonemes Linked to ability to use alphabetic spelling Without it, you cannot abstract sound from the letter itself (Gunning, 2013) IMPORTANCE OF PA CONT’D Low SES children are at greater risk than high-SES students of not developing phonemic awareness and concepts of print in Kindergarten Research suggests that difficulty with PA is at the core of many difficulties in learning to read Role of language Even skilled language users need PA instruction HOW TO TEACH PA IN THE CLASSROOM Use explicit instruction “functional fashion,” taught as part of learning to read and not in isolation Implement early: boosts success in learning to read and spell Do shared readings and model Integrate into classroom context (thematic units, read alouds, field trips) 15-20 minutes daily (Plan ahead) VIDEOS: PHONOLOGICAL AWARENESS ASSESSMENTS https://collab.itc.virginia.edu/portal/site/dd9a5eed-d81f-4a9e8991-b33977b60c06/page/446b7599-c8bb-4473-866f33fdc88ac224 Source: UVA , Curry School of Education DISCUSS Imagine you are talking to a parent about a student’s reading. How would you define & explain the importance of phonemic awareness? PA ACTIVITIES With a group of 2 or 3, you will cycle through phonemic awareness centers. Be prepared to share some of what you discovered. Have fun! NOW WHAT? What did you learn about PA? How are you going to apply it in your classroom? PA vs Phonics sort HELPFUL LINKS AND RESOURCES Florida Center for Reading Research http://www.fcrr.org/ Creating Literacy Instruction for all students (Thomas Gunning, 2013) Reading Rockets: Phonemic Awareness Activities http://www.readingrockets.org/article/ 388 Phonemic Awareness Activities for Early Reading Success (Wiley Blevins, 1997)
