Reading and Language Arts Praxis 5002

The role of Phonological Awareness

it is a critical skill in early reading instruction as it pertains to the learners ability to recognize and manipulate the sound of structures in spoken language

Phonemic Awareness

The ability to split words into individual sounds or phonemes, which is crucial for spelling and sounding out words

Rhyme Awareness

the ability to identify and produce rhyming words

Syllable Awareness

the capacity to split words into their syllable components

onset-rime awareness

recognizing and manipulating the onset (initial sound) and the rime (the remaining part of the syllable) in a sylable

what is the onset in a word

the initial consonant sound, diagraph, or blend that comes before a vowel sound

what is the rime

includes the vowel and all consonant that follow it in a one syllable word or in the same syllable

phoneme manipulation

the skill to add, delete, or substitute sounds in words

Phonological Awareness (definition)

an overarching skill that includes many smaller skills including identifying and manipulating units of oral language, parts of words, syllables, onsets, and rimes

• students use their auditory and oral skills

• students do not have to see the word or letters

• like the umbrella

Phonemic Awareness

a subskill of phonological awareness

• students will understand the individual sounds (or phonemes) in words

• students use their oral and auditory skills

• students do not need to see the word(s) to practice these skills

Strategies for teaching phonological awareness

1. blending individual sounds

2. identifying onsets

3. identifying rime

4. rhyming

5. segmenting

6. isolation

7. deletion

8. substitution

9. blending consonants and vowel sounds

Blending Individual Sounds (phonological awareness)

the ability to put individual sounds in a word together

FOR EXAMPLE: /p/-/a/-/t/

identifying onsets (phonological awareness)

these are the beginning consonants or consent clusters

BEFORE THE VOWEL

identifying rime(phonological awareness)

these are the vowels and consonants that follow the onset consonant cluster

rhyming (phonological awareness)

the reptation of sounds in different words

• students listen to the sounds within the words and identify word parts

• the /at/ sound in the word mat is the same as the /at/ sound in the word cat, rat, sat

segmenting (phonological awareness)

when a student breaks a word apart by different sounds

• this can be done by breaking compound words into two parts

  • segmenting by onset and rime

  • segmenting by syllables

  • breaking the word into individual phonemes

different kinds of segmenting

1. compound words (baseball…. base ball)

2. onset and rime (dad…./d/-/ad/)

3. syllables (behind….be hind)

4. individual phonemes (cat…. /c/ /a/ /t/)

isolation (phonological awareness)

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

deletion (phonological awareness)

the ability to omit a sound in a word

substitution (phonological awareness)

this is when students replace one sound with another in a word

blending consonants and vowel sounds (phonological awareness)

the ability to string together multiple sound words

Six Level of Phonemic Awareness

1. Phoneme Isolation

2. Blending

3. Segmenting

More complex.. involve phoneme manipulation or changing sounds in words

1. Addition

2. Deletion

3. Substitution

Phoneme Isolation (phonemic Awareness)

when students hear and separate out individual sounds in words

the simplest level

• a student can isolate the /b/ sound in the word bat

blending (phonemic Awareness)

when students can combine sounds in a word

• the three sounds in cat /c/ /a/ /t/

segmenting (phonemic Awareness)

when students can divide the word into individual sounds

this also includes being able to count or identify how many sounds are in a word

in the word mat … /m/ /a/ /t/ there are three sounds

phoneme manipulation (phonemic Awareness)

changing sounds in words

addition (phonemic Awareness)

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

deletion (phonemic Awareness)

when students manipulate a word by deleting sounds to make a new word

substitution (highest level) (phonemic Awareness)

students not only have to identify the sounds and locate them in the word, but they also have to switch them with other sounds

Phonological Awareness Continuum

1. Rhyme (simplest)

2. Alliteration

3. Sentence segmentation

4. syllable segmentation

5. onset and rime blending and segmenting

6. phoneme manipulation (most complex)

Rhyme (phonological awareness)

when students can match ending sounds of words as in bat, hat, cat

Alliteration (phonological awareness)

when students can identify and produce words with the same initial sound as in sat, see, silly

sentence segmentation (phonological awareness)

when students can segment sentences into two words

he went to the beach… /he/ /went/ /to/ /the/ /beach/

syllable segmentation (phonological awareness)

when students can blend and segment syllables of spoken words as in hap-py, de-light

onset and rime blending and segmenting (phonological awareness)

when students can blend or segment the (onset) initial consonant or consonant cluster and the (rime) vowel and consonant sounds following the rime as in tr-ack, b-at

Phoneme Manipulation (phonological awareness)

when students can manipulate sounds in words

this can be adding or deleting larger sounds in words or substituting phonemes to create new words

Phonological processing

when students use phonemes to process spoken and written language

includes phonological working memory and phonological retrieval

Phonological Working Memory

involves storing phoneme information in temporary short-term memory

this phonemic information is readily available for manipulation during phonological awareness tasks

Phonological Retriveal

the ability to recall the phonemes associated with specific graphemes (letters) which can be assessed by rapid naming tasks

involves long term memory

Phonology

encompasses the organization of sounds in language

Vocabulary

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

Morphology

the study of the smallest units of meaning in words

Grammar

(syntax) is the structure of language and words

pragmatics

focuses on the social cues or norms in language (situations in language)

Discourse

also known as dialogue

focuses on speaking and listening skills in language

Phoneme-grapheme correspondence

also known as letter-sound correspondence

is the essence of phonics and word recognition

When understanding Phonics must understand what

when they see a written symbol or letter it represents a sound

what is the difference between phonics and phonemic awareness

Phonemic awareness is focused on the sounds in words, and phonics is centered around letter-sound correspondence. If students are looking at the letters in the word, it is phonics. If students are using sounds only, it is phonemic awareness.

Explicit phonics instruction

a method of teaching students how to connect the phonemes (sounds) with graphemes (letters and how to use this phoneme grapheme or letter sound relationship to read and spell words

what are phonemes

sounds

what are graphemes

letters

what are the early stages of phonics

print awareness and alphabetic principle

print awareness

students understand that written words communicate a message

students understand that words are separated by spaces, text is written in a particular direction, and sentences have distinguishing features, such as capitalization and punctuation

needed in order for students to understand phonics

they understand the difference between print and pictures

alphabetic principle

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

example: when students can point to a letter and say the name of the letter

needed in order for students to understand phonics

environmental print

the print of everyday life

the print that appears on signs, labels, and logos

ex: street signs, labels on canned food, candy wrappers, cereal boxes

print concepts

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

includes.. layout, directionality, and differentiation

directionality

reading from left to right

layout

front and back of books

differentiation

words vs pictures and letters vs words

early signs of print awareness

1. a child holding a book correctly. if you hand a book upside down to the child, the child will turn it right side up

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

3. a child pretending to write by scribbling. this means the child understands that pictures and writing are distinct from one another

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

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

Pre-Alphabetic Phase

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

partial-alphabetic phase

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

full alphabetic phase

readers possess extensive working knowledge to analyze the connections between graphemes and phonemes in words. they can decode unfamiliar words and store sight words in memory

consolidated alphabetic phase

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

Systematic phonics instruction

using the logical and specific scope and sequence that is developmentally appropriate to teach students the major letters and sounds. this includes.. short and long vowels, blends, and consonant diagraphs

created before activities and lessons were developed

WHAT YOU TEACH

recursive phonics instruction

involves lessons built on these already taught, and students will have to draw and recall from previous skills

using prior knowledge to learn complex skills

HOW YOU REINEFORCE IT OVER TIME

What skills need to be acquired in order to be a strong and proficient reader

1. decoding skills

2. encoding skills

3. fluency

   1. comprehension

decoding

the first skill

involves sounding out words while reading

encoding

the second skill

the process of hearing a word and spelling it based on sounds is phonics

ex: spelling test

fluency

the third skill

being able to move through the text accurately without having to stop to decode

comprehension

the fourth skill

being able to read fluently and understanding what you are reading by forming pictures in your brain, predicting, and asking questions

TEST TIP: what is phonics

the process of decoding words

single consonant letters

can be represented by a phonemes

ex: b,d,f,g,h,k,e,t,f,p

doubtlets

uses two of the same letters to spell a consonant phoneme

ex: ff, ll, ss, zz

diagraphs

two letter (di) combinations that create one phoneme (sound)

ex: th, sh, ch, wh, ph, ck

trigraphs

three letter (tri) combinations that create one phoneme (sound)

ex: tch, dge

diphthong

sounds formed by the combination of two vowels in a single syllable in which the sound begins as one vowel and moves toward another. they can appear in the initial, middle, final position in 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), or l-k (milk)

silent letter combination

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

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

combination qu

these two letters always go together and make a /kw/ sound

ex: queen, quickly

single vowel letters

stands for a vowel sound

short vowels ( cat, hit, gem, pot)

long vowels (me, see, no, mute)

vowel teams

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

ex: (short vowels) head. hook

(long vowels): boat, rain, weigh

(diphthong): soil, bout

long vowels

a vowel sound (A, E, I, O, U) that is pronounced the same as the letter's name, like the 'a' in cake or the 'i' in bike, often created by a silent 'e', vowel teams (like 'ea' in meat), or when the vowel ends a syllable, as in hero.

short vowels

a quick, simple vowel sound (like in apple, egg, ink, octopus, up) that doesn't say the letter's name, typically occurring in a "closed syllable" where the vowel is followed by a consonant (e.g., a in cat, i in pig).

dipthong vowel

a single syllable where two vowel sounds glide together, starting as one vowel sound and moving to another, creating a unique combined sound, like the "oi" in "boy" or "ou" in "out"

schwa sound

a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. it is often called the “lazy” sound in a word. It is a “uh” or ih” sound

ex:

a: balloon

e: problem

i: family

o: bottom

u: support

y: analysis

zh/ sound

this sound often occurs after the letter G, but not always. this sound can not be performed by any one letter and instead can be formed by s, si, g, and ge

ex:

vision- vi/zh/un

garage- gara/zh/

measure- mea/zh/ure

decision- deci/zh/un

consonant vowel consonant (CVC)

bat, cat, tap

Consonant vowel consonant silent e (CVCe)

make, bake, take

Consonant Consonant vowel consonant (CCVC)

trap, chop, grit

consonant vowel consonant consonant

tack, hunt, fast

what does code based equal

phonics

a closed syllable

a syllable with a single vowel followed by one or more consonants

the vowel is closed in by a consonant

the vowel sound is usually short

ex: cat, bat, clock, letter

open syllable

a syllable that ends with a single vowel

the vowel is not closed in by a consonant. the vowel is usually long

the letter y acts like a vowel

ex: go, no, fly, he

vowel consonant silent e syllable

a syllable with a single vowel followed by a consonant then the vowel e

the first vowel sound is long, and the final e is silent

“ the sneaky silent e”

ex: bike, skate, kite, poke

vowel teams (diphthong) syllable

a syllable that has two consecutive vowels

-long vowel teams: two vowels that make one long vowel sound

ex: eat, seat, say, see

-variant vowel teams: two vowels that make neither a long nor a short vowel sound but rather a variant. letters w and y act as vowels

ex: stew, paw, book

exceptions: bread (makes a short vowel sound)

R- controlled syllable

a syllable with one or two vowels followed by the letters r. the vowel is not long or short. the r influences or controls the vowel sound

ex: car, far, her, fur, sir

consonant le (-al, -el) Final syllable

a syllable that has a consonant followed by the letters le, al, el

the ending is often one syllable

this is the only syllable type without the vowel sound

ex: table, stable, local

common activities to teach syllables

1. syllable clapping

2. syllable lists

3. multisyllabic word manipulation

   1. syllable scoop

syllable clapping

students clap and say the syllable at the same time