Grade 1: Phonemic Awareness The material in this Institute has been modified from the Florida...
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Transcript of Grade 1: Phonemic Awareness The material in this Institute has been modified from the Florida...
Grade 1:Phonemic Awareness
The material in this Institute has been modified from the Florida version of the original reading academies that were developed by the Texas Education Agency and the Texas Center for Reading and Language Arts. The copyright to these materials is held by the Texas Education Agency.The copyrights of individual articles included within the academies is held by the original publishers of the articles, and they are included here with permission.
Survey of Knowledge
Alphabetic principle
Phonological Awareness
Phonemes
Phonemic Awareness
Phonics
Onset
Rime
Handouts 1 & 2
Activity
Phonemic AwarenessPhonemic awareness involves:
segmenting – pulling apart words into sounds
blending – putting sounds back together
manipulating – adding, deleting, and substituting these sounds
Phonemes are the smallest units of sound in spoken words
/ m / / a / / p / 1st phoneme 2nd phoneme 3rd phoneme
Phonemic AwarenessPhonemic awareness involves:
segmenting – pulling apart words into sounds
blending – putting sounds back together
manipulating – adding, deleting, and substituting these sounds
Phonemes are the smallest units of sound in spoken words
/ m / / a / / p / 1st phoneme 2nd phoneme 3rd phoneme
North Carolina StandardCourse of Study
Competency Goal 1:
The learner will develop and apply enabling strategies and skills to read and write.
1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:
Count syllables in word
Blend the phonemes of one-syllable words
Segment the phonemes of one-syllable words
Change the beginning, middle, and ending sounds to produce new words
Activity
What We Know From Research
Phonemic awareness instruction improves students’ understanding of how the words in spoken language are represented in printPhonemic awareness instruction helps all young students learn to readPhonemic awareness instruction is most effective when students learn to use letters to represent phonemesPhonemic awareness instruction also helps preschoolers, kindergartners, and first graders learn to spell
Phonological Awareness Continuum
Type Description Examples
RHYME Matching the ending sounds of words cat, hat, bat, sat
ALLITERATION Producing groups of words that begin with the same initial sound
ten tiny tadpoles
SENTENCE SEGMENTATION
Segmenting sentences into spoken words The dog ran away.
1 2 3 4
SYLLABLES Blending syllables to say words or segmenting spoken words into syllables
/mag/ /net/
/pa/ /per/
ONSETS AND RIMES
Blending or segmenting the initial consonant or consonant cluster (onset) and the vowel and consonant sounds spoken after it (rime)
/m/ /ice/
/sh/ /ake/
PHONEMES Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words
/k/ /a/ /t/
/sh/ /i/ /p/
/s/ /t/ /o/ /p/
VIDEO
4:31
Handout 4
Rhyming, Alliteration, and Sentence Segmentation
Rhyme
Is the match between ending sounds of words
Alliteration
Focuses attention on initial phonemes
Sentence Segmentation
Helps students to understand that sentences are composed of separate words that are spoken in a particular order to convey meaning
Syllable Blending and Segmentation
Syllables
Blending syllables together to form words and segmenting words into syllables
Onset-Rime Blending and Segmentation
Onset Initial consonant or consonant cluster or consonant digraph
Rime Vowel and consonants that follow the onset
Phoneme Blending and Segmentation
Phoneme Blending Listening to a sequence of individual sounds and combining them to pronounce a word
Segmenting Words into Phonemes
Breaking a word into its individual sounds
Phoneme Manipulation
Manipulating Phonemes in Words
Working with phonemes (adding, deleting, or substituting them)
Grouping for Instruction
Teach phonemic awareness in small groups.
Small-group instruction may be more effective because students benefit from listening to their peers and having more opportunities to participate.
Explicit, Systematic Phonemic Awareness Instruction
Focus on types of phonemic awareness most closely associated with beginning reading and spelling achievement by linking phonemes to print
Explicitly teach phonemic awareness, and regularly schedule instruction
Handouts 7 & 8
Activity
Explicit, Systematic Phonemic Awareness Instruction (cont.)
During a lesson, target only one type of phonemic awareness, such as blending phonemes or segmenting words into phonemes
Begin with easier activities and progress to more difficult ones
Model each activity
As soon as possible, help students make the connection between letters and sounds to read and spell words
Ongoing Practice in Phonemic Awareness
Provide opportunities to practice phonemic awareness with teacher support.
When students practice sounds along with the letters of the alphabet, they learn to blend sounds to read words and to segment sounds to spell them.
Handout 9
Phonemic Awareness and Phonics
Phonemic Awareness = Phonics
Phonemic awareness instruction focuses students’ attention on the sounds of spoken words
Phonemic awareness instruction helps children make the connection between letters and sounds
During reading and spelling activities, children begin to combine their knowledge of phonemic awareness and phonics
Handout 10
Phonemic Awareness + Print
Many phonemic awareness activities can be adapted to help students make the connection between letters and sounds.
Consider Diversity:Limited English Proficient Students
Capitalize on native language ability
Teach blending, segmenting, and manipulating individual phonemes and syllables
Accept oral approximations
Focus on words students already know
Taking a Closer Look
Phonemic awareness instruction is addressed in different types of published programs.
Comprehensive core reading programs
Supplementary phonemic awareness programs
Progress Monitoring:Phonemic Awareness
Progress monitoring of phonemic awareness helps to:
Verify
Identify
Recognize
The results of individually administered reading inventories such as DIBELS can help you make informed instructional decisions.
Handout 14
Remember . . .
Phonemic awareness “ . . . provides children with essential foundational knowledge in the alphabetic system. It is one necessary instructional component within a complete and integrated reading program.”
-National Reading Panel, 2000, p. 8
“Adding well-thought-out phonemic awareness instruction to a beginning reading program . . . is very likely to help your students learn to read and spell.”
-National Institute for Literacy, 2001, p. 9