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12 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12 Phonological Awareness Foundations and Framework Volume 1

Transcript of ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN)...

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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12

Phonological AwarenessFoundations and Framework

Volume 1

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Outcomes• Understand the language and literacy foundations

with a focus on the phonological awareness substrand.

• Understand the language and literacy strategies outlined in the framework that focus on phonological awareness.

• Identify and define the ways children demonstrate phonological awareness.

• Describe the developmental continuum of phonological awareness skills.

• Learn strategies to foster phonological awareness in children.

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It’s a Humdinger

• First, listen as I hum…. • Second, find your humming card.

• Everyone at the table has a different song. See if your tablemates can guess your song by listening to you hum.

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Early Learning Development System

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Two California Department of Education Resources

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Domain Organization

• Language and Literacy– Reading

• Phonological Awareness

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7 Map of the FoundationsLanguage and Literacy

DomainDomainStrandStrand

SubstrandSubstrand

AgeAgeFoundationFoundation

ExamplesExamples

SubstrandDescription

SubstrandDescription

Includes notes for children

with disabilities

Includes notes for children

with disabilities

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8Foundations

With appropriate supportWith appropriate support

After 1After 1stst or 2 or 2ndnd year year of preschoolof preschool

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At 48 and 60 monthsAt 48 and 60 months

High-quality programHigh-quality program

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Framework Strategies

• Developmentally appropriate

• Reflective and intentional

• Individually and culturally meaningful

• Inclusive©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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10Curriculum Framework•Planning learning opportunities

•Teachable moments

•Routines, environments, and materials

•Guiding principles

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Definition

“Phonological Awareness” is generally defined as an individual’s sensitivity to the sound (or phonological) structure of spoken language independent of meaning. PLF, Vol. 1, p. 79 ©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN) 04/17/2012

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Crossword Time

Use the PLF glossary (p. 89) and introduction (pp. 52-53) to complete the crossword with your table group.

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Phonological Units

• Words• Syllables• Onsets and rimes Onset - The first consonant or consonant cluster in a syllable (e.g.,

the h in the one syllable word hat, the m and k in the two syllables in the word monkey)

Rime - Everything left in a syllable after the onset is removed; the vowel and coda of a syllable (e.g., the at in the single syllable word hat, the in in the single-syllable word in)

• Phonemes (individual sounds)

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Connections to Reading

Decoding printed Decoding printed wordswords

SpellingSpelling

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UnderstandingUnderstanding the the alphabetic principlealphabetic principle

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Language Transfer

Phonological awareness is a skill that transfers across languages, so activities can be conducted in any language. PCF, Vol. 1, p. 216

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Guiding Principle

Guiding Principle:

Language and Literacy work together PCF, Vol. 1, p. 100

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Guiding PrincipleGuiding Principle: Children

say or sign what they hear and see

PCF, Vol. 1, p. 100

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18Phonological awareness does not develop naturally over time, but as a consequence of children’s engagement in specific experiences. PCF, Vol. 1, p. 133

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The CODE“Bianca”

Insert video clip here

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Learning From Bianca

Discuss with your table:

• 2 methods you saw demonstrated in the video that you currently use in your classroom to develop phonological awareness

• 2 methods you saw demonstrated in the video that you would like to implement soon in your classroom to develop phonological awareness

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Interaction and StrategySing songs and say poems each dayPCF, Vol. 1, p. 137

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Embedding Phonological Awareness Throughout the Daily Routine

• Turn to page 138 in the PCF. Read the paragraph that begins with the following sentence: Use phonological awareness activities for transitions.

• What ideas does this give you for embedding phonological awareness throughout the daily routine?

• Use the PCF and ideas garnered from the video to complete the rest of the handout.

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23You May Have Thought of…• Arrival and Departure

– Have children line up when you say the sound with which their names start.

– Have children pair up, and exit the classroom, with a friend whose name begins with the same sound as their name.

• Snack Time– Play “I Spy”: Have children look for objects that begin with a certain

sound or that rhyme with a certain word.– Have children think of the names of foods that begin with a certain

sound.• Transitions

– Put small objects in a brown bag. As children are waiting for others, pull out an object and have children think of a word that starts with the same sound.

– Have children clap the number of syllables in their names as they go from circle to centers.

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Units of Sound

Children progress from a sensitivity to larger concrete units of sound to a sensitivity to smaller abstract units of sound. PLF, V.1, p. 80

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25From Research to Practice

•First, read the Research Highlight on page 138 of the PCF.•Second, discuss the following questions with your table group:

•What facts did you learn from the highlight?•What information lingered and was interesting?•Why specifically was that particular information interesting to you?•Using that information, what might you change or enhance in the classroom?

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Developmental Continuum• Detect and Manipulate words and syllables within words• Awareness of onset and rime• Awareness of phonemes

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Foundations

2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects. •Blend onsets and rimes•Delete onsets•Blend individual phonemes.

2.1 Orally blend and delete words and syllables without the support of pictures or objects.•Orally blend words•Orally blend syllables•Orally take apart words•Orally take apart syllables

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Demonstrating Foundation Skills

• Slides 27-36 are optional for demonstrating foundation skills.

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Orally puts together two familiar spoken words, making a

compound word.

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Orally puts together two syllables of two-syllable words

that are familiar to the child.

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Orally takes apart compound words into their component words.

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Orally takes apart two-syllable words into their component syllables.

QuickTime™ and aSorenson Video decompressorare needed to see this picture.

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Orally blends onsets and rimes with the support of pictures or objects.

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34Delete the onset from a spoken word with the support of pictures

or objects.

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Orally blends individual phonemes to make a simple word with the support of pictures or objects.

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36Application for Dual Language Learners

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37ELD Foundations 6.0 Children demonstrate

Phonological AwarenessBeginning Middle Later

6.3 Attend to and manipulate different sounds or tones in words in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).

6.3 Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language.

6.3 Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English, with support.

PLF, Vol. 1, p.133

English-Language Development Foundations6.0 Children demonstrate phonological awareness.

Focus: Sound differences in the home language and English

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38English-Language Development Foundations

6.0 Children demonstrate phonological awareness. Focus: Rhyming

Beginning Middle Later

6.1 Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language or in English.

6.1 Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or in English.

6.1 Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English.

PLF, Vol. 1, p.131

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39English-Language Development Foundations

6.0 Children demonstrate phonological awareness. Focus: Onset (initial sound)

Beginning Middle Later

6.2 Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language or English.

6.2 Begin to recognize words that have a similar onset (initial sound) in the home language or in English.

6.2 Recognize and produce words that have a similar onset (initial sound) in English.

PLF, Vol. 1, p.132

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Matching Activity

Thinking about the foundations and continuum we just discussed, complete the matching handout with a partner.

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Play Language GamesPlay language games that focus on:

• Blending sounds• Segmenting sounds• Deletion

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Time to Play

• Wiggly Word Wallaby• Ghostly Language• Roll-a-word

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Scaffolding for Instruction

Scaffolding involves the performance of some task elements by the teacher when a child is just beginning to learn how to do something. PCF, Vol. 1, p. 309

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Putting your take home message to work.

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Finding the Facts

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Bye…Thank you for coming!

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