Phonological Awareness Kindergarten Phonological Awareness Phonological awareness involves:...

Phonological Awareness

Kindergarten

Phonological Awareness

Phonological awareness involves:

segmenting-pulling apart spoken words

into sounds

blending-putting sounds back together

manipulating-adding, deleing, and

substituting these sounds

South Dakota Standards

Phonological Awareness

Phonological awareness involves:

segmenting-pulling apart spoken words

into sounds

blending-putting sounds back together

manipulating-adding, deleing, and

substituting these sounds

South Dakota Standards

Students are able to relate letters and sounds, and identify patterns in word and phases

Phonemes

Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words

Phonemes are the smallest units of sound in spoken words

/m/

1st phoneme

/a/

2nd phoneme

/t/

3rd phoneme

What We Know from Research

Phonological awareness instruction improves children’s understanding of how the words in spoken language are represented in print.

Phonemic awareness helps all children learn to read

What We Know from Research

Phonemic awareness instruction is most effective when children are taught to use letters to represent phonemes

Phonemic awareness also helps preschoolers, kindergartners, and first graders learn to spell

Page 4 from Put Reading First Booklet

Phonological Awareness Continuum

Types Description Examples

Phonemes Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words

/k/ /a/ /t/

/sh/ /i/ /p/

/s/ /t/ /o/ /p/

Onsets and

Rimes

Blending or segmenting the initial consonant or consonant cluster (onset) and he vowel and consonant sounds spoken after it (rime)

/m/ /ice/

/sh/ /ake/

Syllables Blending syllables to say words or segmenting spoken words into syllables /mag/ /net/

/pa/ /per/

Sentence Segmentation

Segmenting sentences into spoken words The dog ran away.

1 2 3 4

Alliteration

Rhyme

Producing groups of words that begin with the same initial sound

Matching the ending sounds of words

Ten tiny tadpoles

cat, hat, bat, sat

Rhyme

Rhyme Match between ending sounds of words

Use Nursery Rhymes and Other Rhymes

Ten Cats Have Hats by Jean Marzollo

One bear has a chair, but I have a hat.

Activites focused on rhymeTen Cats Have Hats by Jean Marzollo

Two ducks have trucks, but I have a hat.

Picture clue allows them to predict author’s rhyme.

Activities focused on rhyme “The Ants Go Marching”

The ants go marching one by one,Hurrah! Hurrah!The ants go marching one by one,Hurrah! Hurrah!The ants go marching one by one,The little one stops to have some fun,And they all go down to the ground,To get out of the sun.Boom! Boom! Boom!

Activities focused on rhyme “The Ants Go Marching”

The ants go marching two by two,Hurrah! Hurrah!The ants go marching two by two,Hurrah! Hurrah!The ants go marching two by two,The little one stops to _____________,And they all go down to the ground,To get out of the sun.Boom! Boom! Boom!

Activities focused on rhyme (oral)

“Down by the Bay”“Did you ever see a whale with a polka dot tail?”

“The Corner Grocery Story”“There were peas, peas walking on their knees at

the store, at the store”“There was steak, steak, going shake shake at the

store, at the store”

Yopp & Yopp (1996). Oo-pples & boo-noo-noos: Songs & activities for phonemic awareness. Harcourt Bace School Publishers

Alliteration

AlliterationFocus on initial

phonemes

Steven Kellogg's alphabet book

Aster Aardvark’s Alphabet Adventures

Alliteration-Big Books

Sentence Segmentation

Words in

Sentences

Have children count words

1 2 3 4

Say the parts of a sentence

Syllable Blending and Segmentation

Syllables Blending syllables together to form words

Segmenting words into syllables

Activities with syllables manipulation“Clap, Clap, Clap Your Hands” (clues)

Clap, clap, clap your hands,

Clap your hands together.

Clap, clap, clap your hands,

Clap your hands together

Snap, Snap, Snap your hands,Snap your hands together.Snap, Snap, Snap your hands,Snap your hands together

continue

Activities with syllables manipulation“Clap, Clap, Clap Your Hands” (clues)

Say, say, say these parts.

Say these parts together.

Say, say, say these parts,

Say these parts together:Teacher moun (pause) tain (children respond, “mountain!”)

Teacher love (pause) ly (children respond, “lovely!”)

Teacher un (pause) der (children respond, “under!”)

Teacher tea (pause) cher (children respond, “teacher!”)

Activities with syllables manipulationHow Many Syllables (clues)

Tikki Tikki Tembo by Arlene Mosel

Clap syllables in names + picture

Tingo Tango Mango Tree by Marcia VaughanIguana’s name is Sombala Bombala Rombala Roh

Flamingo’s name is Kokio Lokio Molio Koh

Parrot’s name is Dillaby Dallaby Doh

Turtle’s name is Nanaba Panaba Tanaba Goh

Bat’s name is Bitteo Biteo

Activities with syllables manipulation“Humpty Dumpty” (clues)

Recite “Humpty Dumpty” rhyme

Humpty Dumpty broke & I have some broken words. Let’s help put the words back together again.

pop – si - cle

Snap the cubes together to say the entire word.

Activities with syllables manipulationTeacher, May We? (clues)

Teacher: “You may jump the number of times as there are syllables (some teachers say “beats” or “chunks” for syllables) in the bunny.”

Students: “Teacher, may we?”

Onset-RimeBlending and Segmentation

Onsets

and

Rimes

Onset: initial consonant or consonant cluster of the word

Rime: vowel and consonants that follow the onset

In the word ca, the /k/ is the onset and the –at is the rime

Activities with onset-rime manipulationGoing on a Word Hunt (clues)

Teacher: Going on a word hunt!

(slap toes) (slap knees) (slap toes) (slap knees)

Students repeat

Teacher: What’s this word? (slap toes) (slap knees) (slap toes) (slap knees)

Students repeat

Teacher: /m/ (pause) /ap/ pause (slap toes) (slap knees)

Students repeat

Together: mmmmmmmmmmmap map!

(slide hands from toes to knee) (slap knees)

Activities with onset-rime manipulation Make a Word (letters)

It’s a word.

It is not a word.

Phoneme Blending andSegmentation

Phoneme

Blending

Segmenting

Words into

Phonemes

Listening to a sequence of individual sounds and combining them to pronounce a word

Breaking a word into its individual sounds

Activities with phoneme manipulation

Cock-a-doodle-moo! (oral)

Cock-a-doodle-moo! By Bernard Most

Activities with phoneme manipulation

Bag Game (cues)

Supporting phonemic awareness development in the classroom

Hallie Kay YoppRuth Helen Yopp

The Reading TeacherVol.54, No. 2 October 2000

Using Songs

Tune to London Bridge

/b/ is a sound that starts these words

Ball, bounce, bear, ball, bounce, bear

/b/ is a sound that starts these words

Ball, bounce, bear and b_________.

Using Songs

Tune to “Three Blind Mice”

Buh buh buh, Buh buh, buh;

Hear how it sounds, hear how it sounds.

It starts with /b/ and it sounds like this:

Buh buh buh, Buh buh, buh

Using Songs

Tune to London Bridge

/K/ is the letter that sounds like kuh,

Sounds like kuh, sounds like kuh,

/K/ is the letter that sounds like kuh,

In words like key, cat, and car!

Using Songs

Tune to “Jimmy Cracked Corn”Who has a /d/ word to share with us?Who has a /d/ word to share with us?It must start with the /d/ sounds!

Dog is a word that starts with /d/Dog is a word that starts with /d/Dog is a word that starts with /d/Dog stars with the /d/ sound.

Oo-pples and Boo-noo-noos;Songs and Activties for phonemic Awareness

Hallie Kay YoppRuth Helen Yopp

Say It and Move It

Phoneme Manipulation

Working

with

Phonemics

Add /s/ to beginning of pin=spin

Delete /t/ at beginning of trap=rap

Substitute /i/ in lip with /a/=lap

Grouping forInstruction

Small

Groups

Teach phonological

awareness, especially

phonemic awareness,

in small groups

Explicit and SystematicPhonological Awareness Instruction

Focus on types of phonological awareness most closely associated with beginning reading and spelling achievement by linking phonemes to print

Teach phonological awareness explicitly and regularly schedule instruction

Explicit and Systematic Phonological Awareness Instruction

During a lesson, target only one type of phonological awareness, such as blending phonemes or segmenting words into phonemes

Begin with easier activities and progress to more difficult ones

Model each activity As soon as possible, help children make the

connection between letters and sounds to read and spell words

Ongoing Practice inPhonological Awareness

Provide opportunities to practice phonological awareness with teacher support and guidance

Integrate practice in phonological awareness throughout the curriculum and school day

Word Play

Enhances phonological awareness as children practice activities using words an concepts in stories and books that are read aloud

Choose one of your children’s books Develop a word play activity for your assigned

part On an index card, write title of book and

activity Post on the wall

Phonological Awarenessand Phonics

Phonological awareness instruction helps children make the connection between letters and sounds

During reading and spelling activities, children begin to combine their knowledge of phonological awareness and phonics

PhonologicalAwareness Phonics

Taking a Closer Look

Phonological awareness instruction is addressed in different types of published programs:

Comprehensive core reading programsSupplementary phonological awareness

programs

Consider Diversity:English Language Learners

Capitalize on native language abilityTeach blending, segmenting, and

manipulating individual phonemes and syllables

Accept oral approximationsFocus on words children already know

Progress Monitoring:Phonological Awareness

Verify

Identify

Specify

Recognize

Results of individual administered reading inventories can help you make informed instructional decisions

Remember…