Maine Department of Education 2005

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Maine Reading First Course

Session #8Phonological and Phonemic

Awareness Instruction

Maine Department of Education 2005

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Key Learning Goals Session 3

Phonological and Phonemic Awareness Instruction

To enable class participants to transform their theoretical understandings into classroom practices that support student development of phonological and phonemic awareness, including instructional strategies for:

identifying and producing oral rhymes identifying and working with onsets and rimes in

spoken syllables identifying and working with syllables in spoken

words identifying and working with individual phonemes in

spoken words, including isolating, segmenting, blending, deleting, adding, and substituting.

Maine Department of Education 2005

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Phonological Awareness is……

The term that describes the awareness of sounds in oral language. Phonological awareness includes the understanding and skills of rhyming, segmenting, blending and manipulating at the word, syllable, and phoneme levels.

Maine Department of Education 2005

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Phonemic Awareness is….

the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words.

Maine Department of Education 2005

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Phonological Awareness vs. Phonemic Awareness

(Bourque, 2005)

Phonological Awareness is the whole “pie”.

Phonemic Awareness is a piece of the “pie”—the most complex piece.

Maine Department of Education 2005

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Phonemic Awareness is important because….

it improves children’s word reading and reading comprehension.

it helps children learn to spell.

(NRP, 2000)

Maine Department of Education 2005

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Phonemic awareness can be developed through a number of activities, including asking children to……

identify phonemes, categorize phonemes, blend phonemes to form words, segment words into phonemes, delete or add phonemes to form new

words, and substitute phonemes to make new words.

(NRP, 2000)

Maine Department of Education 2005

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Phonemic Awareness instruction is most effective when….

children are taught to manipulate phonemes by using the letters of the alphabet.

instruction focuses on only one or two types of phoneme manipulation at a time.

(NRP, 2000)

Maine Department of Education 2005

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Changing Emphasis of Five Essential Elements

Element

K 1 2 3

Phonological Awareness

Phonics Letter Sounds & Combinations

Multisyllables

Fluency

Vocabulary Listening

Reading

Comprehension Listening

Reading

Maine Department of Education 2005

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Mapping PA InstructionKindergarten

Maine Department of Education 2005

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Mapping PA InstructionGrade 1

Maine Department of Education 2005

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Guidelines for Teaching Phonological Awareness

Grouping

Research indicates that small group instruction is more effective than whole group or one-on-one in helping students acquire phonological awareness.

Small group instruction may be more effective because students benefits from listening to their peers and from having more opportunities to participate.

(Just Read Florida K-3 Reading Academy)

Maine Department of Education 2005

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Guidelines for Teaching Phonological Awareness

Systematic Instruction

During a lesson, target one or two types of phonological awareness, such as blending and segmenting phonemes.

Begin with easier activities and progress to more difficult ones.

Use words that students know and that are easy to manipulate. Consider……

The number of phonemes in a word. The phoneme position in words. The phonological properties of words.

Focus instruction on types of phonological awareness that are most closely associated with beginning reading and spelling, such as segmenting and blending phonemes.

Link phonemes to letters as soon as possible.(Just Read Florida K-3 Reading

Academy)

Maine Department of Education 2005

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Guidelines for Teaching Phonological Awareness

Explicit Instruction

Model each activity when introduced

Provide guided practice with supportive feedback

Monitor student progress and adjust instruction accordingly

Maine Department of Education 2005

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How Can We Focus on Phonological Awareness?

Use language play, a variety of texts, and/or physical activities to introduce children to the similarities and differences in sounds of words to show that language has meaning, message, and form.

(LINKS, 2002)

Maine Department of Education 2005

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Materials to Develop Phonological Awareness

Alphabet and word games

Listening and whispering games to develop children’s ability to attend selectively to sounds.

Clapping, tapping, marching, naming and/or counting games to help children learn words can be divided into syllables and also into sounds.

Concrete objects like counters, Elkonin boxes, blocks, puppets, and pictures.

(LINKS, 2002)

Maine Department of Education 2005

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Considerations for Students with Learning Disabilities and/or Limited

English Proficiency

Capitalize on native language ability

Teach blending, segmenting, and manipulating individual phonemes and syllables

Accept oral approximations Focus on words students already

know

Maine Department of Education 2005

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Instructional Strategies

Rhyming Discrimination Segmenting and Blending Manipulation Children’s Literature Independent Center Activities—

www.fcrr.org

Maine Department of Education 2005

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Examples of Texts to Use to Develop Phonological

Awareness Nursery Rhymes Alliteration Poetry Tongue Twisters Patterned Books with Rhymes Singing Dancing Fingerplays

(LINKS, 2002)

Maine Department of Education 2005

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Terminology Knowledge Rating Chart

Grapheme Onset and rime Phoneme Phonemic awareness Phoneme blending Phoneme categorization Phoneme isolation Phoneme segmenting

Maine Department of Education 2005

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Evaluation and Feedback What did you find most useful about the

sessions on phonological awareness?

What did you find least useful about the sessions on phonological awareness?

What additional information, materials, or resources would be useful?