WFORT Objective 1: Phonological and Phonemic Awareness, Alphabetic Principle, & Concepts of Print

Phonological awareness refers to

Children's awareness of the sounds in spoken language and can be demonstrated through sound-based activities such as counting the number of words in a sentence, tapping out the number of syllables in a word, or identifying a pair of rhyming words.

Phonemic awareness is

A type of phonological awareness that refers to the ability to identify and manipulate sounds in words, such as removing the /c/ sound from cat and adding a /b/ sound to make the word bat.

The alphabetic principle involves

both the understanding that words are composed of letters that represent sounds (alphabetic understanding) and letter-sound correspondence, or the knowledge of how sounds can be represented by letters.

Concepts of print include

book handling skills, differentiating between print and pictures, and differentiating between capital and lowercase letters.

Phoneme:

a phoneme is the smallest part of spoken language that makes a difference in the meaning of words. English has about 42 phonemes. A few words, such as a or oh, have only one phoneme. Most words, however, have more than one phoneme: The word if has two phonemes (/i/ /f/); check has three phonemes (/ch/ /e/ /k/), and stop (/s/ /t/ /o/ /p/) has four phonemes. Sometimes one phoneme is represented by more than one letter.

Grapheme:

a grapheme is the smallest part of written language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b, d, f, p, s; or several letters, such as ch, sh, th, -ck, -ea, -ight.

Phonemic Awareness:

The ability to hear, identify, and manipulate individual sounds - phonemes - in spoken words. This is purely an auditory skill and does NOT involve a connection to the written form of language.

Phonological Awareness:

A broad term that includes phonemic awareness. In addition to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes.

Syllable:

A word part that contains a vowel, or, in spoken language, a vowel sound.

Onset and Rime:

Parts of spoken language that are smaller than syllables but larger than phonemes. An onset is the initial consonant sound of a syllable; a rime is the part of a syllable that contains the vowel and all that follows it. STOP (st = onset; op = rime).

Phonics:

The understanding that there is a predictable relationship between phonemes (sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language).

Alphabetic Principle:

understanding that phonemes (speech sounds) are represented by letters and letters pairs.

Emergent Literacy:

Students described as "emergent readers" are typically in an early childhood setting or kindergarten. They have not yet begun formal reading instruction; however, emergent literacy skills begin to develop even before children begin to speak.

Book Handling Skills:

Illustrates a child's knowledge of how books "work" (how to hold the book, tracking print from left to right, front and back cover, title page, dedication page etc.)

Knowledge of concepts of print include

understanding that print carries meaning, awareness of the relationship between spoken and written language, awareness of the organization and basic features of print, such as print directionality, spacing between words, and how words are represented by specific sequences of letters

Evidence-based instructional strategies for promoting letter knowledge

skill in recognizing and naming upper-case and lower-case letters, letter formation

Evidence-based instructional strategies for promoting an understanding of the alphabetic principle

the recognition that phonemes are represented by letters and letter pairs

The interrelationship between letter-sound correspondence and beginning decoding

blending letter sounds

Evidence-based, developmentally appropriate oral language, reading, and writing strategies for supporting the development of and reinforcement in emergent literacy skills

encouraging the use of phonetic spelling to reinforce phonemic awareness, understanding the alphabetic principle, and knowledge of letter-sound correspondence

Factors that can affect the development of language and emergent literacy skills

prior literacy experiences; prior exposure to language-rich, concept-rich environments; presence of disabilities, talents, and/or giftedness; presence of physical and/or medical conditions; bilingualism or multilingualism; level[s] of English language and/or home language proficiency; limited or interrupted formal education

The interrelationships between oral language and literacy development

speaking, listening, reading, writing, and language

Evidence-based strategies for providing frequent, extensive, varied, and meaningful oral language and literacy experiences

modeling conversation and discourse, interactive read-alouds, accountable talk, shared reading, modeled reading, independent reading, activating prior knowledge, building background knowledge

The English language is made up of approximately ____ phonemes

42 phonemes

What is a phoneme?

a. a word

b. a syllable

c. a speech sound

d. the name of written letters

c. a speech sound

How many phonemes are in the word 'hat'?

a. 1

b. 3

c. 2

d. 4

b. 3

How many phonemes are in the word 'desk'?

a. 3

b. 1

c. 2

d. 4

d. 4

How many phonemes are in the word 'shut'?

a. 4

b. 3

c. 2

d. 1

b. 3

How many phonemes are in the word 'fox'?

a. 3

b. 4

c. 1

d. 2

b. 4

Phonological Awareness is comprised of 5 main components:

Rhymes & Alliteration

Word Awareness

Syllabication

Onset & Rime

Phonemic Awareness

What is the strongest indicator of a child's ability to read?

Studies have concluded that phonological awareness strongly indicates a child's ability to read

Rhyming:

Rhyming words are words that have ending sounds that are similar. Rhyming words are not always spelled the same; they just need to sound the same.

Alliteration

Repetition of initial consonant sounds

onset

is the initial phonological unit of any word (e.g. /c/ in can)

rime

refers to the remaining sounds that follow (e.g. /an/ in can)

Onset-Rime Manipulation - Spoken Language Activities include

Blend the onset and rime in a word, Segment the onset and rime in a word, word families

Word Awareness Skills

Knows what a word is

Can hear and count the number of words in a sentence

Demonstrates one-to-one correspondence (able to use counters/manipulatives to represent the words they hear)

Word Awareness means

that a student is able to hear and discriminate between words in a sentence. They are able to hear the individual words and count how many words they hear.

6 basic skills under phonemic awareness are

(from simplest to most complex)

Phoneme isolation, blending, segmentation, [addition, deletion, substitution] -manipulation

Phoneme isolation

is the ability to identify where a sound appears in a word, or to identify what sound appears in a given position in a word.

Examples of Phoneme Isolation - Spoken Language Activities

Say what sound is first/last/middle of word

Phoneme Blending

Phoneme blending is the ability to hear the individual sounds in a word, put the sounds together, and say the word that is made. For example, these sounds may be said to a student -/sss/, /aaa/, /nnn/, /d/ - and the student will say the word "sand".

Phoneme Segmentation

Phoneme segmentation refers to the ability to break words down into individual sounds. For example, the student breaks the word "run" into the sounds /r/ /u/ /n/.

Phoneme manipulation

is the ability to modify, change or move the individual sounds (phonemes) in a word. There skills of Addition, Deletion, and Substitution are all considered phoneme manipulation.

Phoneme addition

Phoneme addition is the ability to ADD a phoneme (sound) to the beginning or end of a word. Add /s/ to the beginning of the word 'tar' (star)

Phoneme deletion

is the ability to DELETE a phoneme (sound) from the beginning, end or middle of a word. Say 'stop' without the /s/ (top)

Phoneme substitution

Phoneme substitution is the ability to DELETE a phoneme from a word and ADD in another phoneme to create a new word. This is the most advanced phonemic awareness skill, as it combines multiple skills. Say the word 'best' but change the /b/ to /r/ (rest)

Order the phonological awareness skills below from LEAST complex to MOST complex:

Syllabication, Onset & Rime, Phonemic Awareness, Word Awareness, Rhymes & Alliteration

Word awareness, rhymes and alliteration, syllabication, onset and rime, phonemic awareness.

Which of the following skills could a child with strong phonological awareness skills do?

a. hear and repeat rhymes using onset and rime

b. write the alphabet

c. transcribe in writing a rhyme using onset and rime

d. sound out a one-syllable print word

a. hear and repeat rhymes using onset and rime

Which part of the word "sport" is the onset, and which part is the rime?

a. "ort" is the onset and "sp" is the rime

b. "s" is the onset and "port" is the rime

c. there is no onset in one-syllable words, and "ort" is the rime

d. "sp" is the onset and "ort" is the rime

d. "sp" is the onset and "ort" is the rime

Knowledge of onset/rime can best benefit a student in reading which word?

a. said

b. where

c. plate

d. ice

c. plate

A teacher designs the following lesson plan:

Sing "Row row row your boat"

Say aloud "stream, dream"

Ask students to repeat

Oddity activity: Say "Do these words rhyme: dream, team, stream, strap?"

The lesson plan would be most appropriate in conjunction with which of the following activities in order to promote phonological awareness?

a. Ask students to draw a picture that represents a stream and a dream.

b. Model how to divide "stream" and "dream" into onset and rime.

c. Model how to identify all of the phonemes in the words "stream" and "dream."

d. Ask students, "Who remembers a dream they have had?"

b. Model how to divide "stream" and "dream" into onset and rime.

A teacher has recently worked on breaking words into onset and rime in a kindergarten class (segmenting). Which of the following would be a logical skill to introduce next?

a. Recognizing rhymes

b. Putting onsets and rimes together (blending)

c. Counting the number of words in a sentence

d. Generating rhymes

b. Putting onsets and rimes together (blending)

A student is struggling with hearing rhymes and requires one-on-one explicit instruction. Which of the following activities would a teacher use?

a. The teacher verbally breaks the word "frog" into onsets and rimes and models how to make new words by changing the onset.

b. The teacher plays "Miss Mary Mack" with the student.

c. The teacher sings "Row row row your boat."

d. The teacher says the nursery rhyme "Little Miss Muffet."

a. The teacher verbally breaks the word "frog" into onsets and rimes and models how to make new words by changing the onset.

A student who can count the number of words they hear in a sentence, as well as generate and produce rhymes, is ready for instruction in syllabication and onset/rime.

True

False

True

A student who can correctly identify the onset and rime of a word, as well as identify additional rimes in the word family, is ready for instruction in word awareness and syllabication.

True

False

False

Syllables are the "big parts" or large sound chunks in words. Activties include,

Segment/Count the number of syllables in a word

Example: "Say the parts of each word. How many parts do you hear?" butterfly (3)

Blend syllables to form a word.

Example: "What word is this _______ - _______?"

back-pack (backpack)

Delete syllables to say the parts of a word when a syllable is dropped.

Example: "Say _______ without the _______."

"cupcake" without the "cake" (cup)

Concepts of Print include

Letters and words hold meaning

Print is what we read

Illustrations correspond to the print

Awareness of the relationship between spoken and written language

We read from left to right (Directionality)

We read from top to bottom

Return sweep - when we get to the end of a line on a page we return to the next line and begin reading on the left again

Books have a front, back, and an author

Difference between a letter and a word

Spaces between words

Where to start reading

One-to-One Correspondence - Print matches spoken words

Punctuation

Ways to Develop Concepts of Print

Point to the words in books as you read-aloud to develop one-to-one correspondence between spoken and written words.

Point out words, spaces, letters, lines of print, left to right, top to bottom, direction of print during your morning message.

Use environmental print to make references to words, spaces, letters and lines of print.

Have children suggest where the teacher should begin reading the words on the page of a big book.

Count the words in a line of print or clap for each word spoken aloud can help develop concept of a word.

How to Teach Concepts of Print

Use student name cards and classroom labels to help children recognize words that are most meaningful to them.

Use a variety of hands-on activities to develop an awareness of letters, e.g., play with letter cars, magnetic letters, plastic letters and alphabet games.

Display an alphabet chart at children's eye level and refer to it daily.

Provide both upper and lowercase magnetic letters of the alphabet for children to use daily.

Invite each child to dictate a sentence. Write each child's sentence on a sentence strip twice. Cut one sentence into individual words and encourage children to match words to the second sentence strip, specifically using "first word," "last word."

Knowledge of the alphabetic principle is evidenced in a student's ability to:

identify letters (Which letter is a "b"?)

name letters (What letter is this?)

match letters with a provided sound (Which letter makes the /m/ sound?)

form letter sounds (What sound does the letter "m" make?)

write letters

Letter Knowledge Teaching Strategies

Explicit strategies that involve multisensory activities are effective for teaching letter names. For example, a teacher points to a letter and says the letter's name while students draw it on paper. Songs and rhymes are also effective for teaching letter names.

Some example of implicit activities include:

Letter stamps

Flashcards

Alphabet Books

Alphabet Songs

Forming Letters out of Clay

Letter Formation is

Knowledge of letter shapes reinforces student understanding of the alphabetic principle. The skills of recognizing the shapes of the uppercase and lowercase letters and writing the letters provide additional reinforcement of a student's knowledge of the alphabet to read successfully.

Teaching Strategies: Matching activities with uppercase and lowercase letters, Letter formation in sand, rice, flour

Letter-Sound Correspondence means

To read fluently, students must master the 44 phonemes (the basic units of sound in language) connected to graphemes or written letters that represent the phonemes.

Here are a few examples of letter sounds that should be taught separately:

b & v

b & d

b & p

p & d

e & i

m & n

Which of the following best defines the alphabetic principle?

a. Letters and sounds correspond systematically and predictably.

b. Letters and phonemes are loosely related.

c. Print moves from left to right and from top to bottom on the page.

d. Phonemes can be identified and manipulated.

a. Letters and sounds correspond systematically and predictably.

Which statement accurately represents the alphabetic principle?

a. Knowing letter names is a significant indicator of a child's future success in reading.

.b Because of confusion that can arise, students should master letter sounds before being introduced to letter names.

c. Students enjoy rhymes before they develop the ability to generate rhymes.

d. An environment rich in print provides adequate support for at-risk students.

a. Knowing letter names is a significant indicator of a child's future success in reading.

Which strategy promotes internalizing the alphabetic principle?

a. Placing a child's picture under the letter of the alphabet that initiates the child's name

b. Reading a big book and following along with one's finger

c. Reading nursery rhymes

d. Working with word families

a. Placing a child's picture under the letter of the alphabet that initiates the child's name

Systematically introducing isolated letters by displaying objects that begin with that letter is appropriate for which of the following?

a. Students who have developed phonemic awareness and know most letter names.

b. Students who have recently mastered clapping syllables.

c. Students who need explicit instruction on the formation of upper and lower case letters.

d. Students who automatically identify several high-frequency sight words.

a. Students who have developed phonemic awareness and know most letter names.

Which question can be used to assess a student's knowledge of the alphabetic principle?

a. What letter makes the sound /b/?

b. Do bee and tree rhyme?

c. Which two words begin with the same sound: cab, cod, sad?

d. Can you show me where we start reading a book?

a. What letter makes the sound /b/?

Which sequence of letters is typical of the order in which letters are introduced?

a. m, f, n, s, r, a....

b. a, e, i, o, u, b....

c. b, d, p, q, f, l....

d. b, bl, br, s, st, sh....

a. m, f, n, s, r, a....

Reading words by sounding out should begin:

a. When students know a few consonants and a short vowel.

b. When students have mastered the 44 phonemes.

c. When students can identify letters by name.

d. When students can invent a sound for a letter symbol.

a. When students know a few consonants and a short vowel.

Which of the following activities should be used first to promote knowledge of the alphabetic principle in a four-year-old preschool classroom?

a. Provide multiple opportunities for students to practice letter formation and identification such as tracing letters in shaving cream, matching upper- and lower case letters and identifying letters by name.

b. Read books aloud, identifying the beginning, middle and end of the story and discussing the main idea and details.

c. As you call students one by one to line up at the door, have them clap the syllables in their name.

d. Provide students with a wide range of reading materials that expose them to a variety of genres.

a. Provide multiple opportunities for students to practice letter formation and identification such as tracing letters in shaving cream, matching upper- and lower case letters and identifying letters by name.

Students are shown the letter "g" and pictures of a goat, a game, a garden, a cow, and a car. This activity is appropriate for which students?

a. first graders practicing the alphabetic principle skills

b. language learners introduced to the letter "g"

c. kindergartners who can generate rhymes

d. kindergartners who recognizer environmental print

a. first graders practicing the alphabetic principle skills

A teacher will use an activity which she says the name of a letter and a student practices air writing and tracing the letter on a sandpaper stencil. For which child is the activity designed?

a. a child learning letter shapes and formations

b. a child practicing book handling skills

c. a child developing awareness of environmental print

d. a child beginning to decode CVC words.

a. a child learning letter shapes and formations