5205 Teaching Reading: Elementary

Phonological awareness

The awareness of the sound structure of language and the ability to consciously analyze and manipulate this structure via a range of tasks.

An overarching skill that includes identifying and manipulating units of oral language, including:

- parts of words

- syllables (syllabication)

- onsets

- rimes

Phonological awareness is critical for learning to read any alphabetic writing system

Children who have phonological awareness are able to:

- Identify and make oral rhymes

- Clap the number of syllables in a word

- Recognize words with the same initial sound

- Recognize the sound of spoken language

- Divide and manipulate words

Phonological awareness includes two very important subskills

- Phonemic awareness

- Phonics

Phonemic awareness

Understanding the individual sound in words

Phonics

Understanding the relationship between sounds and the spelling patterns representing those sounds

Letter-sound correspondence or phoneme-grapheme correspondence (students MUST see letters or words to engage phonics)

Essential components of Phonemic Awareness

- Focus on phonemes or the smallest units of sounds

- Spoken language

- Mostly auditory

- Manipulating sounds in words

Essential components of Phonics

- Focus on graphemes or letters and their corresponding sounds

- Written language/print

- Both visual and auditory

- Reading and writing letters according to sounds, spelling, patterns, and phonological structure

What is the role of phonological and phonemic awareness in reading development

these skills help students develop the foundational skills needed for:

- Word recognition

- Spelling

- Syllabication

- Fluency

- Reading comprehension

Reading and spelling require a level of metalinguistic speech that is not natural or easily acquired. Therefore, teachers MUST...

focus on phonemic and phonological awareness explicitly

Strategies for teaching phonological awareness

Students can break words down into smaller pieces by focusing on letter-sound relationships.

Words can be broken down by:

- infliction

- contractions

- possessives

- compound words

- syllables

- base words

- etc.

Blending

the ability to string together the sound that each letter stands for in a word

ex. /p/-/a/-/t/ -> /pat/

Sometimes blending exercises focus just on the consonant blend

Onsets

beginning consonant and consonant cluster

Rimes

vowel and consonant that follow the onset consonant cluster

common rimes:

- ick

- ing

- op

- ack

- aw

- an

- and more

Rhyming

the repetition of sounds in different words

students listen to the sounds within words and identifying word parts

Segmentation

breaking a word apart.

This can be down by breaking compound words into two parts, segmenting by onset and rime, segmenting by syllables, or breaking the word into individual phonemes

Examples of segmenting

- Compound Words: Baseball -> Base ball

- Onset and Rime: Dad -> /d/-/ad/

- Syllables: Behind -> /be-hind/

- Individual Phonemes: Cat -> /c/ /a/ /t/

Isolation

To separate word parts or to isolate a single sound in the word

Deletion

Omitting a sound in a word

This skill is usually practiced orally

Substitution

Whens students replace one sound with another in a word

Phonemic Awareness Continuum

There are 6 main levels of phonemic awareness

1. Phoneme isolation

2. Blending

3. Segmenting

The following steps involve manipulation or changing in the words. These skills are considered complex phonemic awareness skills:

4. Addition

5. Deletion

6. Substitution

Level 1: Phoneme Isolation

When students hear and separate out individual sounds in words

Level 2: Blending

When students can combine sounds in a word

Level 3: Segmenting

When students can divide the word into individual sounds

Includes being able to sound or identify how many sounds in a word

Level 4: Addition

When students can manipulate a word by adding a sound that is not originally in the word

Level 5: Deletion

Students manipulate words by deleting sounds to make a new word

Remember, it is not the spelling we are concerned about with these activities. It is JUST the sounds.

Level 6: Substitution

The highest level of phonemic awareness because students not only have to identify the sounds and locate the sounds in the word, but they also have to switch them with other sounds

Students learn the beginning and ending sounds in consonants before they can

identify the medial, or middle, sounds in words

Word manipulation is part of the complex stage of

phonemic awareness

Phonological Awareness Continuum

1. Rhyming

2. Alliteration

3. Sentence segmentation

4. Syllable segmentation

5. Onset and rime blending, and segmenting

6. Phoneme manipulation

Level 1: Rhyming

when students can match ending sounds of words

Level 2: Alliteration

when students can identify and produce words with the same initial sounds

Level 3: Sentence segmentation

when students can blend and segment sentences into words

Level 4: Syllable segmentation

when students can blend and segment syllables of spoken words

Level 5: Onset and rime blending, and segmenting

when students can blend or segment the initial consonant or consonant cluster and the vowel and consonant sounds following the rime

Level 6: Phoneme manipulation

when students can manipulate sounds in words. This is the most complex skill on the continuum and includes several skills:

- Blending

- Segment individual phonemes

- Add and delete individuals phonemes

- Substitutes phonemes to create new words

What are the two levels at the top of the phonemic awareness continuum

deletion and substitution

Evidence-based strategies to promote phonological and phonemic awareness

explicit instruction in phonemic and phonological awareness involves systematically teaching children to manipulate phonemes with letters, focusing the instruction on one or two types of phonemes manipulations rather than multiple types, and teaching children in small groups

Explicit instruction

phonemic awareness and phonological awareness has strong results in spelling and reading development

the form of instruction adopted by most states, districts, and schools because research supports that the explicit approach is effective

Implicit instruction

in phonemic awareness is sometimes called the whole language approach.

Students are not taught sounds in isolation, they hear the words and see the words in their entirety.

Phonological processing

when students use phonemes to process spoken and written language. Phonological processing includes:

- phonological awareness

- phonological working memory

- phonological retrieval

All three components are important for speech production as well as the development of the spoken and written language skills necessary for reading.

Phonological working memory

involves storing phoneme information in temporary, short-term memory, this phonemic information is then readily available for manipulation during phonological awareness tasks

Phonological Retrieval

the ability to recall the phonemes associated with specific graphemes, which can be assess by rapid naming.

this ability to recall the speech sounds in one's language is also integral to phonological awarness.

Nurturing students first language so that students can master their second language is

very important for EL phonemic awareness (focus on sounds)

When students begin to read, they acquire vocabulary skills. There skills progress in order:

1. Listening

2. Speaking

3. Reading

4. Writing

Listening vocabulary

Refers to the words we need to know to understand what we hear. This is part of a students receptive vocabulary.

Speaking vocabulary

Consists of the words we use when we speak. This is part of a students expressive vocabulary.

Reading vocabulary

Refers to the words we need to know to understand what we read. This is part of a students receptive vocabulary.

Writing vocabulary

Consist of the words we use in writing. This is part of a students expressive vocabulary.

Listening comprehension

This skill is related to listening vocabulary. Students will develop listening comprehension before reading comprehension.

The student can understand a story being read aloud.

Receptive vocabulary

Reading & Listening

Expressive vocabulary

Speaking & Writing

Print Awareness

A child's understanding of the nature and use of print

When do children develop print awarness

when they can recognize words as distinct elements of oral and written communication

Environmental print

Print in everyday life

Print concepts

involve understanding the difference between letters, words, punctuation, and directionality

- Directionality

- Layout

- Differentiation

Directionality

reading from left to right and top to bottom

Layout

front and back of books

Differentiation

words vs. pictures and letters vs. words

What do print concepts foster

reading comprehension and vocabulary growth

Strategies to promote print awareness

- Hang labels on key objects in the classroom

- Use posters that include captions and pictures

- Display an oversized book to show directionality and print

- Point out the titles, headings, beginning, middle, and end of a book or passage before reading

5 early signs on print awareness

1. The child holds a book correctly. If you hand a book that is upside down to the child, the child will turn it right side up.

2. The child understands that books are read from left to right, top to bottom, and front to back.

3. The child pretends to write by scribbling. This means the child understands that pictures and writing are distinct from one another.

4. The child points to a story and asks you to read it, understanding that the words on the page have meaning.

5. The child picks up a familiar book and reads it aloud. The child is using a memory of the story and not actually reading the book.

Alphabetic principle

the idea that letters and letter patterns represent the sounds of spoken language

learning that there are predictable relationships between sounds and letters allows children to apply these relationships to bth familiar and unfamiliar words, and to begin to read with fluency

To promote the alphabetic principle, teachers should

- Teach letter-sound relationships explicitly and in isolation

- Provide opportunities for children to practice letter-sound relationships in daily lessons

- Provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships

- Using writing or print to represent what student say during class, so students understand speech can be represented in print

Pre-Alphabetic Phase

Students read words by memorizing visual features or guessing words from context

Parital-Alphabetic Phase

Students recognize some letters and can use them to remember words by sight

Full-Alphabetic Phase

Readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. '

They can decode unfamiliar words and store fully analyzed sight words in memory.

Consolidated-Alphabetic Stage

Students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words

Oral language consist of 6 major areas:

phonology, vocabulary, morphology, grammar, pragmatics, and discourse

Phonology

encompasses the organization of sounds in language

Vocabulary

(semantics) encompasses both expressive (speaking) and receptive (listening) vocabulary

Morphology

is the smallest units of meaning in words

Grammar

(syntax) the structure of language and words

Pragmatics

focuses on the social cues or norms in language

often referred to as situations in language

Discourse

Focuses on speaking and listening skills in language

discourse means dialogue

Writing and letter formation requires fine motor skills. Sometimes it helps to separate letter formation and pencil skills because some students may have poor fine motor skills when they are young.

What are some strategies for teaching letter formation and pencil control?

Letter formation:

- Build upper and lowercase letters

- Tracing letters

- Draw letters in the sand

Pencil Control:

- Use large grip

- Strengthen hands by using play dough or silly putty

When teaching phoneme-grapheme correspondence it is important to

model the pronunciation of each sound that can be used when blending sounds to make words

Simple to complex phoneme-grapheme correspondence

Group 1: a, m, s, f, i, p, t, n, d, nasalized a, CVC Pattern

Group 2: c, o, sh, k, u, b, g, e, CCVC and CVCC Patterns

Group 3: h, v, th, ch, ck, r, l, j, z, w/wh, y, s, silent e, CVCe, ff, ll, ss, zz

Group 4: ar, or, er, ai, ay, ee, ea, Vr and CVVC Patterns

Group 5: ir, ur, oa, ow, y, closed and open syllables, multi syllable

Group 6: ou, ow, oi, oy, oo, ie, x, qu, ph, accented syllables, final stable syllables

Group 7: ea, oe

Group 8: ng, igh, ew, au, aw, ar, and or

Group 9: ue, y, ou, eu

Group 10: ei, eigh, ey, ar, or, wa, u, ou

Group 11: wr, kn, gn, mb, gh, stle, ps, pn

Group 12: alk, ough, augh, ch, ture, ti, si, ci

Suggested sequence for the systematic consonant and vowel instruction

Skill level 1: Consonant sounds (c)

Skill level 2: Short vowel sounds (v)

Skill level 3: Blend short vowel sounds with consonants (cvc)

Skill level 4: Long vowel sounds (v)

Skill level 5: Blend long vowel sounds with consonants (cvcv)

Skill level 6: Consonant blends (cc)

Skill level 7: Vowel combinations (vv)

Skill level 8: R-controlled (vc)

Skill level 9: Silent letters (cv)

Explicit phonics instruction

a method of teaching students how to connect the graphemes with phonemes and how to use this letter-sound relationship to read and spell words

Systematic phonics instruction

using a logical and specific scope and sequence that is developmentally appropriate to teach students the major letters and sounds

Includes short and long vowels, blends, and consonant digraphs

Recursive phonics instruction

lessons build on those previously taught and students will have to draw and recall from previous lessons

lessons move from simple to complex, and include clear, concise student objectives

Decoding, encoding, fluency, and reading comprehension are all interrelated. A student must have these skills to be a proficient reader. Typically students acquire these skills in a particular order:

1st: Decoding

2nd: Encoding

3rd: Fluency

4th: Comprehension

Decoding

sounding out words while reading.

The students use phonics generalizations. letter sound correspondence, and phonological awareness

Encoding

The process of hearing a word and spelling it based on sound and phonics.

Usually assessed with a spelling test.

Fluency

Moving through the text accurately without having to stop to decode

Comprehension

Reading fluently and understanding the text by forming pictures in the brain, predicting, and asking questions

Single letter consonant

a single consonant letter can be represented by a phoneme

Doublet

uses two of the same letters to spell a consonant phoneme

ex. ff, ll, ss, zz

Digraph

two-letter combinations that create one phoneme

ex. th, sh, ch, wh, ph, ng, gh, ck

Trigraph

three-letter combinations that create one phoneme

ex. -tch, -dge

Diphthong

sounds formed by the combination of two vowels in a single syllable, in which that sound begins as one vowel and moves toward another

They can appear in the initial, middle, or final position of a word

ex. aisle, coin, loud

Consonant blends

include two or three graphemes, and the consonant sounds are separate and identifiable

ex. s-c-r (scrape), c-l (clean), l-k (milk)

Silent letter combinations

use two letters: one represents the phoneme and the other is silent

ex. kn (knock), wr (wrestle), gn (gnarl)

Combination qu

These two letters alway go together and make a /kw/ sound

ex. quickly

Single letters vowels

A single vowel letters that stands for a vowel sound

ex. cat, hit, gem, pot, sub, me , no, mute

Vowel teams

combinations of two, three, or four letters that stand for a vowel sound

ex.

short vowels: head, hook

long vowels: boat, rain, weigh

diphthongs: soil, bout

Schwa sound

a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound.

Often called the lazy sound in a word

CVC Pattern

Consonant-Vowel-Consonant

ex. bat, cat, tap

CVCe

Consonant-vowel-consonant-silent e

ex. make, take, bake

CCVC

Consonant-consonant-vowel-consonant

ex. trap, chop, grit