the 60-minute daily reading lesson: understanding phonological awareness a project lift training...

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THE 60-MINUTE DAILY READING LESSON:

UNDERSTANDING PHONOLOGICAL AWARENESS

A Project LIFT Training Module

College of Education

Module 2 – Presentation 1

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Reminder – Module 1, Activity 2

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What should the reading block look like?

Early Elementary Phonemic Awareness Warm-Up (5-

10) Introduce or review sound/spelling

(explicit)(10-15) Decodable Readers (10) Robust Vocabulary Instruction (15) Pre-Reading Activities (5) During Reading Activities (20) After Reading Activities (10-15)

Objectives4

Define phonological awareness Understand the difference between

phonics and phonological awareness

Understand the subcategories of phonological awareness with a focus on phonemic awareness

Identify scientifically-based research on phonemic awareness

Phonological Awareness Defined

The ability to hear and manipulate the sound structure of language. This is an overall term that involves working with the sounds of language at the word, syllable, and phoneme levels

Phonological awareness is an oral language skill involving the ability to notice, think about, and manipulate the sounds in language.

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tigerbut-ter-

flyb-ir-d

Phonological Awareness Research

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One main difference between good and poor readers is in students’ phonological processing abilities.

Phonological awareness is a necessary, but not sufficient skill for reading acquisition

Phonological Awareness Skills

Less Complex Activities

More Complex Activities

Rhyming

Segmenting Sentences

Blending & Segmenting

Syllables

Blending & Segmenting Onset-Rime

Blending & Segmenting Phonemes

Chard, D. J. & Dickson, S. V. (1999) Phonological awareness: Instructional and Assessment Guidelines. Intervention in School & Clinic, 34(5), 261-270.

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Phonological Awareness Task Examples

Rhyming Show three CVC pictures/words

“Two of these words rhyme, one does not rhyme. Can you tell the word that does not rhyme with the others?”

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Rhyming



Syllables




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Segmenting Sentences“We are going to count words. Let’s use these blocks to count the number of words in this sentence: ‘I caught a fish.’”

“How many?” “Yes, four.”




Rhyming



Syllables




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Blending Syllables Into WordsPlace several picture cards with syllables in front of the students. Tell them you are going to say a word in parts using “Snail Talk.” They must look at the pictures and guess the word you are saying.

It is important to have the students guess the answer in their head so that everyone gets an opportunity to try. 12

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Blending Syllables into Words

“Listen carefully to me saying a word as slow as a snail. When you think you know the word, put up your thumb. When I tap my fish in my hand, say the word out loud.” Hold up the dangerous card.

Ready . . . Cry . . . ing.” “What word (signal)? Yes, crying.”


Segmenting Words into Syllables“You’re going to practice saying the parts or syllables in words. I’ll say a word. Then I’ll say it again. Each time I say a part you’ll clap your hands. Ready.”

“Airplane. Count the syllables in airplane.”

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“How many?”

“Yes, two syllables.”




Rhyming



Syllables




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Blending and Segmenting On-Set Rimes

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Word: moonOnset: /m/Rime: /oon/Word: batOnset: /b/Rime: /at/

Word: flameOnset: flRime: ame

king

Word: kingOnset: Rime:




Rhyming



Syllables




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What is a phoneme?

oA phoneme is the smallest part of spoken language

o41 phonemes. oA few words have one phoneme, but most

have more than one. Examples: oh, or, aoExample Two Phoneme Words: if, us, seeoExample Three Phoneme Words: fun, check,

tailoExample Four Phoneme Words: stop, frog,

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Notice that the number of phonemes does not necessarily match the number of letters in a word.

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Module 2, Activity 1:

As teachers, it is important to be able to correctly blend and segment phonemes when teaching reading skills in order to model these skills.

For practice, please complete Module 2, Activity 1

Work individually or with a partner.


Blending and Segmenting Phonemes How do we teach phoneme

blending and segmentation? Many activities available to do this.

These will be shared in Presentation 2 of this module which focuses on teaching strategies.

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f – i - sh

Other Phoneme Skills

• Phoneme DeletionStudents can recognize a new word when a phoneme is removed from the original word.

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Teacher: What is clock without the “c?”

Students: Clock without the “c” is lock.

• Phoneme AdditionStudents can make a new word when a phoneme is added to an existing word.

• Phoneme SubstitutionStudents substitute one phoneme for another and can create a new word.

Teacher: What is the new word if I add /t/ to the beginning of “rain?”Students: Train

Teacher: The word is run. Change the /n/ to /g/. What is the new word?Students: Rug.

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In Review

Phonemic awareness is NOT phonics. It is an auditory skill.

The ability to hear and manipulate phonemes plays a causal role in the acquisition of beginning reading skills (Smith, Simmons & Kame’enui (1998). Phonological awareness is made up of a number of different skills on a continuum with one of the important skills being phoneme segmentation.

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Module 2, Activity 2

Take out Module 2, Activity 2 Complete the activity independently by

listing the phonological awareness activities on a scale of 1 to 5

Share your answers with a colleague and demonstrate what each of the phonological awareness skills looks like

Check your answers with those provided

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Next Step

Move to Presentation 2, Presentation 2 to learn about instructional activities for teaching various phonological awareness skills.

the 60-minute daily reading lesson: understanding phonological awareness a project lift training...

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