Phonological and Phonemic Awareness

Questions and Materials

  • Initial Q&A: Addressing questions about materials and assignments.

  • Materials: Confirming receipt of mailed materials.

Assignment Clarifications

  • Due Dates: Assignment due dates are in Google Classroom.

  • Google Classroom Issues: Troubleshooting via Google search or asking for help.

  • Software Updates: Google might need updates.

  • Assignment Order: Article submission is due first, then the phoneme video.

  • Module 4 Assignment: To be discussed, with a week added due to snow.

  • Assignment Due Dates:

    • Article Submission: Due soon.

    • Syllabus: Already due.

    • Reading Chapters 2-5: Due before module four, around module 14.

    • Phoneme Inventory: Due February 18.

    • Phonemic Awareness: To be discussed with reference to provided materials.

Linguistic Hierarchy

  • Focus: Drawing attention to sounds in words.

  • Methods: Matching words by rhyme and alliteration.

  • Activities: Rhyme recognition, syllable awareness, breaking apart and reassembling words.

    • Reference: Burch book, chapter six, figure 6.5 (multisensory teaching of basic language skills).

      • Older copies will have a flower.

  • Same/Different Activities: Recognizing identical versus distinct sounds.

    • Activities include snapping or clapping, discerning same and different sounds.

    • Reference: Overcoming Dyslexia, chapter 17, on breaking the reading code.

Progression in Word Work

  • Segmentation: Start with partial phoneme segmentation (onset sounds and rhyme).

  • Difficulty Increase: Progressing to full phoneme segmentation.

  • Manipulation: Changing initial, final, or medial sounds to create new words.

  • Foundation Importance: Strong base in rhyme is essential.

  • Syllable Awareness: Breaking apart words by syllables.

  • Sound Placement: Identifying initial, medial, and final sounds which extends to understanding suffixes, prefixes, and roots.

Practical Exercises and Applications

  • Rhyming: Initially at the word level, advancing to sentences.

  • Sentence Analysis: Breaking apart sentences and counting words to teach sentence structure.

  • Resource Utilization: Using various phonological awareness resources.

  • Therapeutic Application: Adjusting therapy based on student needs, focusing on phonological awareness for younger students.

  • Dyslexia Indicators: Inability to rhyme or recite the alphabet (without singing) are red flags for dyslexia.

  • Assessment: Assessing phoneme application and rhyming abilities.

Resource Books

  • Reading Readiness: Activities for phonological awareness, with activities sequential but adaptable.

  • Foundations: Good beginning lessons on phonological awareness, lessons to teach syllables, rhyming, or compound words.

  • Goals: The aim being manipulation of phonemes and references additional phonemic awareness resources (FAR and The Yellow Book).

  • Foundations Book: Includes an assessment for phonological awareness, explicit lessons, sequential layout.

  • Reading Readiness: Sequentially laid activities, multiple activities per area, break them apart, activities may be extended.

  • Reading Readiness: Includes alphabet cards and a phonological awareness reading program applicable for very young children.

Levels of Difficulty

  • Ref: Burch textbook, chapter six, development of simple to complex phonological and phonemic awareness (pages 281-282).
    *Sound Comparison: Initial sounds, blending onset rhymes into units, blending phonemes into real words.

  • Deleting Phonemes: Saying the word that remains e.g. cowboy without boy. Increasing difficulty.

  • Blending Nonsense words: New weirds.

  • Alphabetic Code: Children should understand letters that are the smallest sound with a grapheme and the phonemes and the spoken word.

Reading Instruction

  • Systematic Phonics Instruction: Alphabetic code including prefixes, suffixes, and roots.

  • Progressive Learning: Teaching from smallest element from letters to words suffixes, and roots to build a greater understanding.

  • Phonemic Awareness: Auditory skill, manipulating and segmenting sounds.

  • Phonics: Combines grapheme-phoneme associations.
    sound board activities involving visual and tactile components.

Practical Activities

  • Soundboard Activity: Using a board with squares to represent sounds.

  • Reading Readiness: Sheets with counters to pull down sounds.

  • Same and Different: Using cards and games to differentiate sounds.

  • Goal: Progression to full words and sentences.

Foundations Book: Rhyming

  • Lesson Structure: Follows recognition, identification, and production stages.

  • Activities: Matching rhymes and identifying rhyming pairs from a group of word. Example: Saying Run, fun, stop. Which word does not rhyme.

Reading Readiness: Resources

  • Practice: Plenty of choices, many different ways to practice. Good to split it up.

  • Prerequisite to activity: Same and different for rhyming.
    Alliteration

  • Definition: Repetition of initial sound in two or more words E.g Laughing llamas.

Reading Readiness Activity: Silly Sentences

  • Picture Resource: Pulling out picture (e.g. monkey). What happens to the mouth.

  • Counter Usage: Six counters used with a sentence.

  • Sentence Creation:

    • Initial Phase: "Many muddy monkeys make messy mud pies."
      Did all the words start with my lips together? (Yes)

    • Advanced Phase: "Many muddy monkeys make messy soup" - The children come up with fun ones and need to have their lips come together at the beginning.

Syllable Instruction

  • Foundations: Sentence level and with compound words.

  • Recognition: Recognizing the smallest spoken part of the English language.

  • Sentence Segmentation: Activities in reading readiness.

Reading Readiness: Parts

  • Dog Reading: The students echo Dog says The dog ran down the street. Then students echo "Dog ran down the street."

  • Progress: Backwards to break it apart the sentence. Starting and the end of the sentence. Squirrel Counting:

    • 1st Phase: Squirrel says A squirrel climbed up the tree.

  • Word Counting: Six words. No syllables, yet!

  • Compound Words: They are actual words, easy to Break Apart.

More Practice

  • Foundations (page 40): Card game where you break it apart. Then Reading Readiness you practice e.g. Two in One Flashlight? The students should be able to answer it, flashlight.

  • Deletion: Break it apart! What's left after classroom = class? After carpool = pool?

  • The word impulse. What words put together makes one word? Eyelash = eye lash. The students need time to do it, and space too.

Advanced Compound Words

  • Syllable Introduction: Use hand motions. It's important.

  • Syllables: Word made with one opening of the mouth, one vowel sound. Spoken or written unit that has to have a vowel sound for it to be a syllable or word. One impulse of the voice. If there is flag there is one impulse there.

  • The words go to class, room. Has two syllables.

Syllables Cont.

*Practices in reading readiness. After learning you can see the opening of the mouth and hear the sounds for what that sounds like.
*

  • Hand Under Chin: Feel the sounds. It's a lot of exercises.
    Segments. Blending and combining them. Can we manipulate or not? Foundations (page 49). Has Activities for deleting and breaking apart for Segmenting Syllables
    Reading Readiness (page 18) is excellent

The Phoneme Level

  • Sound Representation: Parentheses are the sound that letters make.

  • Definition: Single unit, the smallest unit in spoken speech, unit unit makes one distinguished from another in phonetic languages such as English.

  • Soundations: You categorize by initial and final phonemes. You find one that does not belong and the other two rhyme.

  • In reading readiness in phonological awareness on page 20, there's a same and different activity, and it tells the teacher the script for the most success.

  • There's a page 21: phonemes, and at after using the lesson, you get to do lots more practices and you learn to turn the papers and do the work.

  • The book doesn't give lots of directions, but it can, and they said that it's amazing!

Even More Resources

  • Delete phonemes

  • Segment phonemes

  • Blend word parts (p 24)

  • The cards are nice with shapes on them and they pull out sounds and use cards. You wanna find manipulatives and I like plastic bear counters.

Execution

  • Lesson Planning: Planning Phonological Awareness and phonemic awareness.

  • Template: There's notes on this. There's parts that's for everyone, but they're not that strong! There is one! Phonological awareness, alphabet skills practice, that area is always bucket one.

  • Then Segmentation: Reading readiness is amazing
    Closing ticket and exit ticket: just a little summer of that what did you do. You can copy it and not give an easy way out! Break it down to create your lesson with it.

  • Percentage: We want to see smart goals from the students that are timely. It's not a huge goal at all: easy, what is rhyming?

  • That focus/skill Goal: Want to the surface any part of that lesson.
    It gives the kids really bad directions, it should all make everything. When you resurface prior knowledge, you're gonna have to practice all rhyming words what those are.
    Goal Setting from phonological awareness to decoding.

Decoding

Four Different Ways

  • Arie from 1991 = talk about decoding.

    • sight words

    • Analogies

    • Prediction
      *Central process involves reading the words.
      Those terms are important, if you're working towards your practitioner or your therapist level b/c these are basic parts of instruction!

How to Teach

  • Decoding: Specifically teach how to decode individual letters, where they are the words, digraphs, trigraphs, vowel pairs. You pick common rhymes, and they'll get it too.

  • Sight words, they have sight words that they retrieve and use that in their memory, however don't have any good meaning like of or is.

  • Analogies Words from words those make up those smaller words and those new sounds.

  • Prediction: Always help decode the context clues and you'll get to that stage too. We're gonna help fluency and reading comprehension. We know vocabulary to the world and we need them to help them stay there!
    Memory help the comprehension! Work on that muscle with explicit help!

Google Document in a Phoneological Awareness

  • It'll give your the rhymes and everything right there! Look in the hierarchy and read lots about it. Can you blend phonemes? Segment these! Get through the deletions!
    It'll give and resources for that!

Foundations Activity

  • It should all mean everything in that order with your lessons.
    *Use Template, the Google doc's
    Assignment Use this book and Use Concept Cards
    e.g. (p 34) The concept One & Two cards are clouds. They have a teacher's note on the back. Show what is happening, and then read those and the cards! Then put them on the other days of your lesson.
    *Lesson Plan This is your lesson plan, there's notes on each part!
    Bucket One, goals for 15 minutes, there are two sections Alphabet skills, and handing writing skills.
    Resurfacing a quickly is, what's a special speech sound?
    Focus. The segmentation of the word, read each part, and do all that by hand! Remember, phonemes make a part of breaking and creating sounds (what?) that area is gonna be in smart goals in percentage.
    *Remember you can do better!!! - (You!!!!) =]
    Do you wanna see or find all the other stuff to work on later (bucket two etc.). These are your review decks (you will work on them soon!).

Alphabet Knowledge

  • Alphabet knowledge/alphabetic principle we want break this coding and spoken word
    breaks apart into smaller parts and then the letters are there!

  • The letters go up they break things apart!

*We Need Names: (names) letter are good for learning all letters they might be stable properties of letters. Automatic and corresponding sound (a good thing that's happening now!)
Those letters are shaped cognitive.
stable! So easy, now!
It leads it's been automatic! When does not good can you keep it back or what's the best things of each, and tell them what's the big deal with it!

Goals For Each Stage

  • One to make those names we need them and it's easy that a building block the best a BCs.
    *What Comes First:
    Before and I have each part of them!
    Even the sequence of skills is great!
    Good there that all that to make each process you want that and all! Have her work to do and what does that mean!
    *There are other documents for that also.
    *Don't worry about and for a big bit!
    Be good for each part of progress but nothing must the certain way! You're doing wonderful!