SCS Reading Fundamentals Consonant and vowel phonemes Fall 2013 Lynn Holmes.
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Transcript of SCS Reading Fundamentals Consonant and vowel phonemes Fall 2013 Lynn Holmes.
SCS Reading Fundamentals
Consonant and vowel phonemes
Fall 2013
Lynn Holmes
National Assessment of Educational Progress (NAEP)
4th Grade Reading (2009)•33% below basic level•67% below proficient level
NAEP website, 2009
Thirty-three percent of poor readers come from homes
with college-educated parents
Reading researchers have shown that 95% of students can learn to read with high levels of fluency and comprehension.
60% of America's prison inmates are illiterate and 85% of all juvenile offenders have reading problems.
All
Some
Few
5% -Reading is Easy
35% -Reading is Relatively Easy
40% -Reading is A Formidable Challenge
20% -Reading is One of the Most Difficult Tasks to Be Mastered
How the Population Learns to Read
*Estimates and recommendations are based on the work of Lyon and other NICHD researchers
Differences in Learning to Read
Type of Learner
# of Necessary Repetitions
Most Able 2
Average 5
Least Able 100
What Happens Early, Matters…
“…the level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness than anything that happens academically in high school.”
ACT, Inc: The Forgotten Middle (2009)
What Is A Phoneme?• Definition: the smallest unit of sound that makes a
difference in meaning (or that changes one word into another word).
•
/k/ /a/ /t//h/ /a/ /t//h/ /o/ /t//h/ /o/ /p/
What Is A Consonant Phoneme?
• A consonant phoneme is a speech sound that is formed by fully or partially obstructing flow of the air stream.
• Consonants are often described as closed sounds.
The Consonant PhonemesPhonic Symbol Example Phonic Symbol Example
/b/ bat /n/ nut
/d/ dog /p/ pan
/f/ fun /r/ rat
/g/ game /s/ snake, city
/h/ hat /t/ top
/j/ jug, gym /v/ van
/k/ kite, cat /w/ wind
/l/ leaf /y/ yellow
/m/ man /z/ zebra, dogs
/th/ thumb /sh/ ship
/th/ this /wh/ whisper
/ch/ chin /ng/ king
/zh/ measure
Confusing Graphemes
Grapheme Phonemes(letter) (sound)
x /k/+/s/ qu /k/+/w/
6A
Consonant Phoneme Classification
How Do We Make Speech Sounds?
Original Image From: www.cancerbacup.org.uk/info/ refer/fact-head.htm (April 2004)
Vocal Cords
Nasal Cavity
Front of Tongue
Floor Of Mouth
Lip
Teeth
Hard Palate
Soft PalateLipAlveolar Ridge
Center of Tongue
Back of Tongue
Lips Lips/Teeth
TongueBetween
Teeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind
Teeth
P l a c e o f A r t i c u l a t i o n
The Phoneme Chart
Classifying Sounds:Place Of Articulation
Place the phonemes on the chart: /b/ /t/ /g/
/b/ /t/ /g/
6B
Classifying Sounds By Air Stream (Manner of Articulation): Stops And Continuants
Classifying Sounds By Airstreams:Using Stops And Continuants
• Continuant consonants should be used in the initial position when first teaching students to blend sounds into words.
– The initial sound /m/ “mmmmaaaap” is easier to blend then the initial sound /t/ “taaaap”
/b/
Classifying Sounds:Organize Consonants By Air Stream
Lips Lips/Teeth
TongueBetwee
nTeeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind Teet
h
P l a c e o f A r t i c u l a t i o n
Man
ner
of
Art
icu
lati
on Stop
Fricative
Affricate /j/
/s/
The Phoneme Chart
/b/a consonant phoneme that stops the stream of air
a consonant phoneme made with a continuing hiss or friction of air between two parts of the mouth
a consonant phoneme made with a stop followed by a fricative
Place these phonemes on the chart: /t/ /g/ /th/ /f/ /sh/
Classifying Sounds ActivityStops, Continuants, Combinations
Lips Lips/Teeth
TongueBetwee
nTeeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind Teet
h
P l a c e o f A r t i c u l a t i o n
Man
ner
of
Art
icu
lati
on Stop
Fricative
Affricate
/f/
/t/
/sh//th/
/g/
/j/
/s/
/b/
The Phoneme Chart
6C
This is Adam
This is Adam’s apple
Make the sound /z/ and hold it /zzzzzzzzz/. Touch your Adam’s apple while you make the sound. What do you feel?
Now hold the /fffffffff/ sound and check your Adam’s apple. What is the difference?
Classifying Sounds:Voiced And Unvoiced Sounds
Classifying Sounds:“Discovering The Sisters”
Noisy Noisy SisterSister
Quiet Quiet SisterSister
Classifying Sounds:Discovering The Sisters Activity
Place the phonemes on the chart: /b/ /k/ /v/ /th/ /d/ /z/ /ch/ /zh /
Lips Lips/Teeth
TongueBetwee
nTeeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind Teet
h
P l a c e o f A r t i c u l a t i o n
Man
ner
of
Art
icu
lati
on Stop
Fricative
Affricate
/g/
/ch/
/d/
/s/
/th//v/
/p/
/f/
/t/
/sh//th/
/k//b/
/z/
/j/
The Phoneme Chart
/zh/
6C
The voiced stops (/b/, /d/, /g/) are the
hardest to pronounce
Using explicit multisensory teaching
will help
Understanding Language Structure
Group Discussions
Discovering The Nasals
• Make the /m/ sound and hold it /mmmmm/ while you pinch your nose closed. What happens?
• What parts of your mouth are touching? Place /m/ on the phoneme chart.
Lips Lips/Teeth
TongueBetween
Teeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind
Teeth
P l a c e o f A r t i c u l a t i o n
Manner of Articulation
Nasal /m/consonant sound with the air stream directed through
the nose
6C
Discovering The Nasals
• Try the nose pinch method to determine which of these sounds is nasal: /w/ /n/
• Place the nasal on the chart.
Lips Lips/Teeth
TongueBetween
Teeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind
Teeth
P l a c e o f A r t i c u l a t i o n
Manner of Articulation
Nasal /n//m/
6C
Discovering The Nasals
• The sound at the end of king and other words ending in “ng” is not a blend of /n/ and /g/.
• /ng/ is a unique nasal sound. It is made at the back of the mouth. Place /ng/ on the chart.
Lips Lips/Teeth
TongueBetween
Teeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind
Teeth
P l a c e o f A r t i c u l a t i o n
Manner of Articulation
Nasal /m/ /n/ /ng/
6C
The Glides And Liquids
Lips Lips/Teeth
TongueBetwee
nTeeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind Teet
h
P l a c e o f A r t i c u l a t i o n
Man
ner
of
Art
icu
lati
on
Stop
Fricative
Affricate
The Phoneme Chart
Nasal
Glide
Liquid
a consonant sound that glides immediately into a vowel
a consonant sound that obstructs the air stream but does not cause friction
/p/ /b/ /t/ /d/ /k/ /g/
/f/ /v/ /th/ /th/ /s/ /z/ /sh/ /zh/
/ch/ /j/
/m/ /n/ /ng/
6C
The Glides And Liquids
Lips Lips/Teeth
TongueBetwee
nTeeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind Teet
h
P l a c e o f A r t i c u l a t i o n
Man
ner
of
Art
icu
lati
on
Stop
Fricative
Affricate
The Phoneme Chart
Nasal
Glide
Liquid
/p/ /b/ /t/ /d/ /k/ /g/
/f/ /v/ /th/ /th/ /s/ /z/ /sh/ /zh/
/ch/ /j/
/m/ /n/ /ng/
/y/ /wh/ /w/ /h/
/l/ /r/
6C
Which / Witch?
What Is A Vowel?
Introducing Vowels PhonemesLAX VOWELS(Short Vowels)
TENSE VOWELS(Long Vowels)
DIPHTHONGS
/a/ apple
/e/ Ed
/oi/ coin
/ou/ out
/i/ itch
/o/ octopus
/u/ up
R-CONTROLLED
/oo/ book
ape
eat
ice
oak
cube
moon
/er/ mother
/aw/ bought
/ar/ art
/or/ or
The r-controlled vowels are a subject of disagreement among linguists, but most instructional programs treat the vowel + r as one sound.
/a//e/
/i/
/o/
/u/
/oo/
Vowels Phonemes:Smiles, Opens And Rounds
• Say the vowel sounds /e/ and /oo/. • Observe your partner and feel your own
mouth as you say these vowels.• Decide which one should be called a “front,
smile” and which one a “back, rounded vowel”.
front, smile
low, open
back, rounded
e oo
Vowels Phonemes:Smiles, Opens, And Rounds
• Make each of these sounds with your partner, observe your partner’s mouth and feel your own.
/oo/ / i / /u/ / a / /o/
e
i
u oo
Vowels Phonemes:Smiles, Opens, And Rounds
• Write each phonic symbol in the column it seems to belong in.
front, smile low, openoo
a
oo
u
o
back, rounded
ei
a
o oo
Vowels Phonemes: The Vowel Circle
front, smile
e eate Ed
?
?back, round
low, open
e eat
e Ed
Vowels Phonemes: The Vowel Circle
front, smile
back, round
low, open
e eat
e Ed
?
?a at
i it
a at i it
Vowels Phonemes: The Vowel Circle
front, smile
back, round
low, open
e eat
e Ed
a at
i it
a ate
i ice
6F
Vowels Phonemes: The Vowel Circle
front, smile
back, round
i ice
low, open
e eat
e Ed
a at
i it
a ate
u
up
oddaw
law
o
6F
Vowels Phonemes: The Vowel Circle
front, smile
back, round
i ice
low, open
e eat
e Ed
oomoon
ooak
oolook
a at
i it
a ate
u
up
oddaw
law
o
6F
SCHWA
low, open
back, round
Vowels Phonemes: The Vowel Circle And Schwa
front, smile
Texas
e
i ice
e eat
e Ed
i it oomoon
ooak
oolook
a at
u
up
oddaw
law
o
a ate
6F
R-CONTROLLED
Vowels Phonemes: The Vowel Circle And R-Controlled
low, open
back, round
front, smile /er/
urge
her
sir
/ar/
art
/or/
orDIPHTHONG
/ou/ How, trout
/oy/ Boy, coin
SCHWA
Texas
e
i ice u
up
oddaw
law
o
e eat
e Ed
i it
a ate
oomoon
ooak
oolook
a at
6F
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent coordination of
word reading and comprehension
processes
Principles of Reading Instruction
Reduce the Cognitive Load Cognitive load refers to the total amount of
mental activity imposed on working memory at a specific time
What students remember depends more on what they already know than on what you tell them.
McEwan-Adkins, 2010