# Presentation: 750079

## Phonemic AwarenessArchived Information

## Bridging the 5 Elements of Reading

**Phonemic Awareness**
**Phonics**
**Vocabulary**
**Fluency**
**Comprehension**

## Framework for Reading

## Workshop Outcomes

**Define phonological awareness and its components**
**Understand why phoneme awareness is important**
**Identify the progression of  phoneme awareness skills**
**Learn how to teach and model effective phonemic awareness strategies**
**Know how to explicitly teach blending and segmenting**
**Understand the importance of concepts about print and letter identification**

## Phonology

**The study of sounds**
**Refers to the sound structure of speech, and to the perception, representation, and production of speech sounds.**
**Phonological aspects include prosodic and articulatory units.**

## Phonological Awareness

**Broad term that includes phonemic awareness  **
**In addition to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes.**

## Phoneme & Phonemic Awareness

**Phoneme:**
- The smallest part of spoken language that makes a difference in the meaning of words
**Phonemic Awareness:**
- The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words

## Why is Phonemic Awareness important?

**Phonemic awareness instruction helps children learn to read.**
**Phonemic awareness instruction helps children learn to spell.**

## The Research Says...

**“****Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level.”**** ****	****	****	****	****	****                       ****(Juel, 1994)**
**“****Phoneme awareness is the single best predictor of reading success between kindergarten and second grade.”****	****	****	****	****	****	****	****        ****	****	****	****	****	****        ****(Adams, Stanovich, 1995)**
**“****Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.”****	****	****	****	****                           ****	****	****	****	****	****	****       ****(Stanovich, 1993)**

## Who is it for?

**Preschool **
**Kindergarten through second grade**
**Basic and below grade level readers**

## Skills mastered by ...

| Age 3 | Recitation of rhymes
Rhyming by pattern           
Alliteration |
| --- | --- |
| Age 4 | Syllable counting (50% of children by age 4) |
| Age 5 | Syllable counting (90% of children by age 5) |
| Age 6 | Initial consonant matching
Blending 2-3 phonemes
Counting phonemes (70% of children by age 6)
Rhyme identification
Onset-rime division |
| Age 7 | Blending 3 phonemes
Segmentation of 3-4 phonemes (blends)
Phonetic spelling              Phoneme deletion |
| Age 8 | Consonant cluster segmentation
Deletion within clusters |

- Source:  Straight Talk About Reading, Susan L. Hall and Louisa C. Moats, Ed.D

**Skills mastered by ...**

## Areas of instruction

**Isolation**
**Identify**
**Categorization**
**Blending**
**Segmentation**
**Deletion**
**Addition**
**Substitution**

## How Much Instructional Time?

**“****No more than 20 hours over the school year.”**
**	****	****	****	****	****	****	****                        ****	****	****	****	****                            ****Stanovich, 1993**

## What does instruction look like?

**Direct Instruction Model**

**How To**
**Let’s Do**
**You Do**

## Phoneme Isolation

**Children recognize **
**individual sounds in a word.**
**How To:**
**Teacher:  ***What is the first sound in**** van****?*
**Children:  ***The first sound in**** van ****is /v/.*

## Phoneme Isolation

**Let’s Do:**** What is the first sound in:**
**Tire**
**Pail**
**Goat**
**Clock**
**Star**
**Fish**
**What is the last sound in:**

## Phoneme Isolation

**You Do:**** *****I spy something in the room that starts like:***
**  ****Purple**
**  ****Water**
**  ****Teacher**
**  ****Cat**
**Handout Activity #1**

## Phoneme Identity

**Children recognize the same sounds in different words**
**How To:**
- Teacher:*  What sound is the same in *
***	******	******       ******fix****, ****fall****, and ****fun****?*
- Children:*  The first sound /f/ is the same*.

## Phoneme Identity

**Let’s Do:**** Which sound is the same in...?**
**sat****	****	****sister****	****sorry**
**run****	****rice****	****	****river****	**
**bike****	****bake ****	****	****birth**

## Phoneme Categorization

**Children recognize the word in a set of three or four words that has the “odd” sound.**
**How To:**** **
- Teacher:*  Which word doesn’t belong?****  ***
***	******bus, bun, rig***
- Children:***  Rig ****does not belong. It doesn’t begin with /b/.*

## Phoneme Categorization

**Shake****	****	****ice****	****	****     shave**
**Milk****	****	****butter****	****     bug**
**Candle****	****	****cookie****	****     gutter**

## Phoneme Blending

**Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word.**
**How To:**
- Teacher:*  What word is /b/ /i/ /g/?*
- Children:*  /b/ /i/ /g/ is**** big.***

## Types of Blending

**Continuous Blending**
**Sound by Sound Blending**
**Vowel-First Blending**

## Types of Blending

**Let’s Do:**** *****What word is /_/ /_/ /_/?***
**/h/  /ou/  /s/**
**/p/  /i/   /t/ **
** **
**/f/ /o/ /k/ /s/**

## Phoneme Segmentation

**Children break a word into its separate**
**sounds, saying each sound as they **
**tap out or count it. **
**Then they write and read the sounds.**
**How To:**
- Teacher:*  How many sounds are in grab?*
- Children:*  /g/ /r/ /a/ /b/.  Four sounds.*

## Segmentation Levels

**Counting words in a sentence**
**Counting syllables in words**
**Compound words**
**Counting phonemes in words**

## Segmentation Levels

**Let’s Do:**** *****How many sounds are in ___?***
**Cake**
**Lock**
**Hen**
**Flag**

## Phoneme Deletion

**Children recognize the word that remains**
**when a phoneme is removed from**
**another word.**
**How To:**
- Teacher:*  What is ****smile**** without the /s/?*
- Children:*  ****Smile**** without the /s/ is ****mile****.*

## Phoneme Deletion

**Let’s Do:****  *****What is ****___**** without the /_/?***
**Ball without /b/**
**Fly without /f/ **
**Rent without /r/**
**Eight without /t/**

## Phoneme Addition

**Children make a new word by adding a phoneme to an existing word.**
**How To:**
- Teacher:*  What word do you have if you add /s/ to the beginning of ****park****?*
- Children:*  ****Spark****.*

## Phoneme Addition

**Let’s Do:**** *****What word do you have if you add /_/ to the beginning of ****____****?***
-   /s/    to the beginning of **mile**
-   /c/    to the beginning of **law**
-   /g/    to the beginning of **lad**
-   /t/    to the end of **pass**

## Phoneme Substitution

**Children substitute one phoneme for another to make a new word.**
**How To:**
- Teacher:*  The word is ****bug****.  Change /g/ to /n/.  What’s the new word?*
- Children:*  ****Bun****.*

## Phoneme Substitution

**Let’s Do:**** *****The word is ****___****.  Change /_/ to /_/.  What’s the new word?***
**  ****Tight****	****/t/    to    /m/**
**  ****Bag    /b/     to    /w/**
**  ****Lid    /d/      to    /p/**
**  ****Cot   /o/    go    /a/**

## May seem like play; however,

**Requires explicit teaching**
**Highly structured practice**
**Independent practice**

## Which methods have the greatest impact?

**Blending**** and ****Segmenting**
**Phoneme Awareness instruction is most**
**effective when it focuses on only one or**
**two types of phoneme manipulation, rather**
**than several types.****	**

## National Reading Panel reports:

**“****Phoneme Awareness measured at**
**The beginning of kindergarten is one**
**of the two best predictors of how well**
**Children will learn to read.”****	**

## How do I assess it?

**Usually 1:1**
**Recommended to assess by mid kindergarten year**
**Focus on assessing blending and segmenting**
**Use information to make data driven decisions for instruction**

## Reveal the Data information

**What do we know based on the data?**
**What is my targeted skill for instruction?**
**What is the best way to reteach it?**
**How do I use assessment to improve teaching and learning?**

## Concepts About Print and Letter ID

**Rapid and accurate recognition of letter name**

## Summary

**Phoneme awareness is necessary, but not sufficient.**
**Phoneme awareness can be directly taught.**
**Phoneme awareness does not require extensive teaching time.**
**Phoneme awareness should be assessed in kindergarten.**
**Focus majority of instruction on blending and segmenting sounds.**