Phonological Awareness 02

8/9/2019 Phonological Awareness 02

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Phonological

Awareness and Letter

Sound Knowledge

TE 301



Phonological Awareness

Defined Conscious attention to the sounds of

spoken language

Includes awareness of Phonemes (smallest unit of sound)

Syllables (unit of pr onunciation consisting of avowel alone or a vowel with a consonant)

Onset and Rime (onset is the consonant sound of a syllable that comes before the vowel, r ime is vowelsound and ever ything that comes af ter it)



Phonological AwarenessWhy is it so important?

Considered the most power ful

predictor of later reading achievement

A child¶s phonological skills in fir st

grade predict how well a child will

read in thir d grade (and beyond)



What Phonological Awareness

Does«The ability to. . . Will eventually help children to. . .

Separate wor ds into syllables or beats Break down a wor d into parts to spell or

decode/read it -- for example, to spell the wor d

chapter , break it into chap and ter

Recognize and generate wor ds that rhyme Use known wor ds to read new wor ds -- for

example, to use catch to help them read batch

Recognize and generate wor ds that start or

end with the same sound

Lear n to associate particular sounds with

particular letter s -- for example, knowing that

Peter starts with p may help Peter recognize that

purple also starts with p

Blend sounds into wor ds ³Sound out´ wor ds -- for example, af ter saying a

sound for each letter in the wor d nap (/n/ /a/ /p/),

putting those sounds together to say nap



What Phonological Awareness

Does«The ability to. . . Will eventually help children to. . .

Segment wor ds into sounds Spell wor ds -- for example, to hear the found

sounds in the clap (/c/ /l/ /a/ /p/), so they can spell

it

Move sounds ar ound to create new wor ds Use known wor ds to figure out new wor ds -- for

example, to use corn to help them decode the

wor d pork




³Skills´ Kids can:

recognize and generate rhyming wor ds

break wor ds into syllables blend sounds together into wor ds

recognize and generate wor ds that start or end

with the same sound

move sounds ar ound to make new wor ds



recognize and generate

rhyming words Give a child a wor d and the child can

generate rhyming wor ds (known as wor d f amilies) May include ³real wor ds´ and nonsense wor ds

Examples include pr oviding the wor d cat and thechild comes up with mat, sat, and dat

Child recognizes wor ds that rhymes Either hear ing them or in pr int

An example would be the child hear ing the wor ds hear and f ear in text and telling you that they rhyme



break words into syllables Combine syllables to say wor ds

/mag/ + /net/ = magnet

/blan/ + /ket/ = blanket Segment spoken wor ds into syllables

hockey = /hock/ + /ey/

Bubble = /bub/ + /ble/



blend sounds together into

words Using the onset (the initial consonant

sound(s) pr ior to the vowel) and the r ime (the

vowel and ever ything af ter it) the child can blend the sounds together to say the wor d

/m/ and /ice/ to for m mice

/g/ and /oal/ to for m goal

/p/ and /uck/ to for m puck



recognize and generate words that

start or end with the same sound Alliteration: pr oducing wor ds in a sentence

that start with the same sound

Example: Tucker took ten toucans to town Tuesday.

Rhyme: pr oducing wor ds that end with the

same sound

Fat cat sat



move sounds around to make

new words What happens if we take away the beginning

sound of a wor d?

Example: What wor d do I have if I take away the/c/ in cat?

What happens if we take away the ending

sound of a wor d?

Example: What wor d do I have if I take away the/s/ in cats?




Development Syllables or beats before rhyming before individual

phonemes or sounds

Recognition before generation

Beginnings before endings before middles

Blending before segmenting

Ability to move sounds ar ound to create new wor ds

of ten one of the last skills acquired

Drawing from Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R. (2002). Phonological

sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly,

38, 470-487.



Some Strategies for Developing

Phonological Awareness Songs

Songs with rhyming wor ds

Songs with rhyming blanks (e.g., Down by the Bay )

Songs with phonemic manipulation (e.g., T he Name Game,

Apples and Bananas, Old Mac Donald, Willoughby Wallaby Woo)

Books, poems, tongue twister s

Nur ser y rhymes and rhyming poems

Books with rhyming

Books with alliteration

Books with phonemic manipulation (e.g., unny Babbit : ABilly Sook by Shel Silver stein)

Tongue twister s



Some Strategies for Developing

Phonological Awareness Wor d games

³Count the Beats!´ (sort things or f r iends by the number of syllables or beats)

³Going on Vacation´ (taking tur ns saying what they¶re going to

take on vacation, where there¶s a r ule like it must start with /b/(³the buh sound´) or must have a certain number of beats r thelike

³Who Gets Up?´ (deter mine who gets up with some r ule likeever yone whose name starts with /j/)

³Guess what I¶m Saying´ (saying wor ds in partially or entirely

segmented for m and children guess what the wor d is) Stretching wor ds

When wr iting in f r ont of children (³mmoooommm´ when spelling Mom)

As a for m of play (³ jooooooolllllllllllaaaaaaaaa´ for J ulia)



Sound-letter KnowledgeOver the next few weeks, you are going to learn many things

related to sound-letter knowledge. These include:

How sounds and letters are related in English

Different approaches to decoding

Cueing systems

Stages of sight word learning

Stages of spelling development

Stages of writing development



Sound-letter Knowledge Sound-letter knowledge is essential to literacy. It

includes:

knowledge of letter names and their associated sounds

knowledge about how sounds and letter s relate in English,for example, knowing that /b/ is represented by the letter b

and sh stands for the sound /sh/

recognition of previously-seen wor ds

ability to figure out pr onunciation of not-previously-seen

wor ds



Sound-letter Knowledge Sound-letter knowledge develops, f r om no

knowledge of the names any alphabet letter s allthe way to sophisticated under standings that allowus, for example, to decode the wor d bandiferous.

Mor phological awareness and mor phologicalknowledge (to be discussed in two weeks) can also be seen as part of sound-letter knowledge

Sound-letter knowledge is a relevant topic

thr oughout the elementar y and middle schoolyear s.

Phonological Awareness 02

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