5020 week 9 phonemic a phonics slides

LCRT 5020: Workshop in Literacy & Language Teaching (March 30)

Welcome!

Sign in, get a name tag & pick up a handout.

Please sit at the table where you find your name.

Begin to develop the definitions prompted on the handout.

Tonight’s Agenda

Welcome back! I hope you had a fun & restful spring break!

Phonological awareness & phonemic awareness relevant to spoken language

Linking the sounds of spoken language to written symbols: Grapho-phonics

Before you Leave Tonight:

Looking Ahead:

April 6th ONLINE SESSION (opens April 6th)

April 13th PBA Comprehension Lesson Wkshp

On your own: Define these terms in your own words

Phonological awareness

Phonemic awareness

Phonics (Complete term: Grapho-phonics)

Metalinguistic Awareness: What is it?

Metalinguistic Awareness

Thinking about one’s language;

The awareness of and control over one’s language in general.

Phonological awareness fits within the overarching context of metalinguistic awareness.

And, phonemic awareness fits within the overarching context of phonological awareness.

It is one aspect of phonological awareness.

How did you define these terms in your own words?

Phonological awareness

Phonemic awareness

Phonics (Complete term: Grapho-phonics)

Phonological awareness: The awareness of the sound structure of spoken language

Phonological awareness:

The ability to detect (recognize) and manipulate the sound segments of spoken language independent of meaning (in the absence of print).

To segment sentences into words,

To segment words into syllables,

The ability to generate & recognize rhyming words,

To separate the beginning of a word from its ending (“stop” “st” + “op”),

To segment syllables into phonemes.

Think about it……

You hear…….

Whachadoin?

You comprehend…….

What are you doing?

Language play: We all did it; kids do it with adult support

YOU HEAR: Peterpiperpickapecka picklepeppers.

CAN YOU SEGMENT THE WORDS?

Peter Piper picked a peck of pickled peppers…..NEXT LINE?

A peck of pickled peppers Peter Piper picked. SEGMENT INTO SYLLABLES (clap)

If Peter Piper picked a peck of pickled peppers, ONSETS? RIMES?

Where's the peck of pickled peppers Peter Piper picked?

Phonological Awareness: The ability to detect & manipulate the sound segments of spoken words (words, syllables, onsets, rimes…).

segment sentences into words segment words into syllables segment syllables into sounds

such as onsets, rimes, consonant clusters….. then….

segment syllables into phonemes (the most difficult…!)

Keep in mind, as adults, we understand there is a visual representation when we hear the spoken language. When we can’t decipher the spoken message, we often want to see it visually.

Hmm? I didn’t catch that! Can you repeat it? Hmm.. Could you spell it? Write it?

That was me last summer……

Paracho

Pichataro

Uruapan

I had to SEE the words! Pa ra`cho

Pi cha` ta ro

Ur u a` pan

AND, I still struggle with

P'urhépecha people

P'u rhé pecha

http://en.wikipedia.org/wiki/P'urh%C3%A9pecha_people

http://en.wikipedia.org/wiki/P'urh%C3%A9pecha_people

Phonemic awareness: A subset of phonological awareness

Phonemic awareness

The ability to attend to and manipulate phonemes in spoken language (initially in the absence of print).

Phonemic awareness is ONE aspect of phonological awareness.

English phonemes: About 44

Phonemic Awareness

Thinking about & manipulating phonemes is the most complex of the phonological awareness skills.

It is typically the last & deepest understanding of spoken language that learners acquire.

E.g., It involves knowing that the spoken word, LIGHT consists of 3 sounds (L – igh – t). CAT consists of 3 sounds (C – A – T).

Phonemic Awareness starts out with a focus on spoken language.

How to support Phonemic Awareness?

Word Games, songs (rap), chants, poems, rhymes, riddles

This support needs to be purposeful, intentional. It is one part of a broader literacy program; phonemic awareness is not meaningful by itself.

Phonemic awareness activities must be placed in the context of real reading &… eventually, real writing.

Listen & try it out Ickle me……!

Ickle me, pickle me, tickle me, too

Went for a ride in a flying shoe.

“Hooray!” “What fun!” “it’s time we flew!”

Said Ickle me, pickle me, tickle me too!

What do you notice?

Can you think of other words that rhyme with ickle, pickle and tickle? (phonological awareness building!)

Let’s try the 2nd line!

What about SHOE? What sounds do you hear? (phonemic awareness support!)

SH – U Can you take away the “sh” from SHOE and add different sounds to the front of the word?

Moo, two, coo, true, pooh,

Phonemic awareness: Intentional Support

Ickle me, pickle me, tickle me, too

Went for a ride in a flying shoe.

“Hooray!” “What fun!” “it’s time we flew!”

Said Ickle me, pickle me, tickle me too

Syllable Units

Let’s focus on ickle, pickle, tickle…. And think about the syllables.

CLAP for each syllable.

Onset

Let’s go back to “Shoe”

What is the first part of that word? “SH” …. Let’s say it. What other words start with “SH”?

Phonemic Awareness: Thinking about the learners

ENGLISH: Has 26 letters (5 vowels and 21 consonants) AND 44 phonemes.

Hence, many English phonemes are represented by two or three letters working together to represent one sound.

SPANISH: Has 29 Letters (5 vowels and 19 consonants) AND 24 phonemes. Hence, there is less variation of sounds per each letter.

REMEMBER…. Without phonemic awareness, the printed symbols of a language (letters) would be a random string of straight & curved lines to be memorized.

If learners are to understand HOW to use a written system records spoken language, they must be able to notice and understand the sounds of spoken language….

Then they can begin to recognize the match between sounds & written symbols.

Then, What is phonics?

Grapho-phonics is a means of teaching reading in which the associations between letters & sounds are emphasized.

When letters are attached to the manipulation of sounds in phonemic awareness practice, then the activity becomes a grapho-phonics activity.

Gaining information & insights from the readings

Pufpaff (2009)

Yopp & Stapleton (2008)

Freeman & Freeman (2004; 2014)

A Table Full of QUOTES 1. Take 3-5 minutes for group

members to read the table of quotes. Each person selects one quote from each column that resonates for you. Highlight or mark these quotes.

2. Think & Reflect: What struck you about the quote? What link do you notice to literacy teaching or learning, and literacy assessment?

3. Start & Take Turns. One person starts by reading 1 quote from the first column aloud. Share your reflections, ask for reflections from group members.

Next person reads 1 quote from 2nd column. Share reflections & ask for group member’s reflections.

Next person reads 1 quote from 3rd column. Share reflections & ask for group member’s reflections

As a group, decide on 3-4 essential understandings gained from these 3 readings.

Record them on the chart paper & be prepared to share out in a whole-class discussion.

Share out: Essential understandings

Looking ahead to April 6th

– ONLINE SESSION TOPICS Follow the prompts provided on CANVAS and investigate

the national, State, and district education scene. Participate in the threaded discussion. In Choice Book Groups, participate in an online discussion

(set up for your group on Canvas)

On your own: • Peruse the “Sample PBAs” provided on CANVAS of the

Comprehension Lesson with Embedded Attention to Language. • Plan your assignment (Will you have time to implement it by April

10th?) • If so, bring a draft of the written assignment. If not, bring a plan for

the lesson to class on April 13th for the PBA WORKSHOP. • PBA is DUE May 4th

APRIL 13th (face to face): TIME IN CLASS for Choice Book

groups to meet & plan for professional learning conversation (on April 27)

SLIDES ON PBA ASSIGNMENT

LLiteracy Lesson: Embedded Comprehension with

Embedded Attention to Language

Create a lesson that explicitly addresses and builds students’ comprehension and increases their understanding & application of written language (e.g. phonics, phonemic awareness, affixes, contractions, word origins, idiomatic or content specific phrases, etc.).

Make sure to base the lesson on some kind of whole text: a poem, a book, a chapter, etc. In other words, do not isolate the lesson from an authentic reading experience.

The most effective lessons “book end” with whole text, opening with whole text and returning to the text at the end.

This lesson can be part of language arts, social studies, science, math, music, art, or anything else in which reading is involved.

Literacy Lesson: Embedded Comprehension with Embedded

Attention to Language

Objective: What is your objective for the lesson? What are you intending to teach? For this particular assignment your objective must be linked to increasing students’ effectiveness in comprehending text. Make sure you have a language objective that goes beyond just teaching vocabulary (language structures, phrasing, etc.) A simplified way to write objectives might be:

Content: What is the major content concept students need to learn?

Language: What is the academic language structure students need to learn in order to comprehend the content?



Rationale:

Your rationale must reflect your knowledge of language and literacy development in relation to the target students. In addition, it should address your students’ abilities and needs in regards to comprehension and written language.

In this section, give information about the students: grade level, academic level, language backgrounds, cultural backgrounds, etc.

Make sure to include at least 4 references to professional literature to justify your rationale (cite in text & include on reference list).



Materials:

Specifically, which books and materials will you need and do these choices allow for student choice?

Are you selecting texts that provide an authentic reading experience (rather than just decodable text or worksheets)?

How are you accounting for varying degrees of skill level within your class or group of students? What other materials will you need in order to make your lesson a success?

Have you explored a variety of professional resources?

Don’t just list materials; explain why you have chosen them.



Instructional method:

Your lesson should link to Cambourne’s Conditions and/or Gradual Release of Responsibility and/or Effective Practice and/or Reading Process and/or other theories of learning and teaching we will cover in class.

Many texts provide ample strategies or techniques for instruction that you can draw from (cite them).

Will you demonstrate? Will there be ample opportunity to practice? How will you provide feedback? How will you know if your students are moving towards proficiency & independence (evidence)? Explain & justify instructional method you use.



Tasks:

In addition to the authenticity of your texts, consider the authenticity of the tasks.

Be sure the reading & writing tasks within your lessons are authentic (not busy work) and age appropriate for students. In addition, consider the role of language and how your students will interact with others.

Explain and justify the tasks you are using.



Assessment:

How will you know if students have learned from the lesson?

How will you provide feedback for your students?

How will you record progress or needs?

Make connections to the current system you are working in, e.g. proficiencies, grades, anecdotal notes, etc.

Literacy Lesson: Embedded Comprehension with Embedded Attention

to Language

Reflection:

After teaching the lesson, reflect on what went well and why, also on what didn’t go well and why.

Discuss what you might change next time and where you will go with this lesson.

Discuss what you learned from the experience.

5020 week 9 phonemic a phonics slides

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