Upload
oswald-peters
View
219
Download
2
Embed Size (px)
Citation preview
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
1
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12
Phonological AwarenessFoundations and Framework
Volume 1
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
2
Outcomes• Understand the language and literacy foundations
with a focus on the phonological awareness substrand.
• Understand the language and literacy strategies outlined in the framework that focus on phonological awareness.
• Identify and define the ways children demonstrate phonological awareness.
• Describe the developmental continuum of phonological awareness skills.
• Learn strategies to foster phonological awareness in children.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
3
It’s a Humdinger
• First, listen as I hum…. • Second, find your humming card.
• Everyone at the table has a different song. See if your tablemates can guess your song by listening to you hum.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
4
Early Learning Development System
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
5
Two California Department of Education Resources
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
6
Domain Organization
• Language and Literacy– Reading
• Phonological Awareness
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
7 Map of the FoundationsLanguage and Literacy
DomainDomainStrandStrand
SubstrandSubstrand
AgeAgeFoundationFoundation
ExamplesExamples
SubstrandDescription
SubstrandDescription
Includes notes for children
with disabilities
Includes notes for children
with disabilities
8Foundations
With appropriate supportWith appropriate support
After 1After 1stst or 2 or 2ndnd year year of preschoolof preschool
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
At 48 and 60 monthsAt 48 and 60 months
High-quality programHigh-quality program
9
Framework Strategies
• Developmentally appropriate
• Reflective and intentional
• Individually and culturally meaningful
• Inclusive©2012 California Department of Education (CDE) California Preschool
Instructional Network (CPIN) 04/17/2012
10Curriculum Framework•Planning learning opportunities
•Teachable moments
•Routines, environments, and materials
•Guiding principles
©2012 California Department of Education (CDE) California
Preschool Instructional Network (CPIN) 04/17/2012
11
Definition
“Phonological Awareness” is generally defined as an individual’s sensitivity to the sound (or phonological) structure of spoken language independent of meaning. PLF, Vol. 1, p. 79 ©2012 California Department of Education (CDE) California
Preschool Instructional Network (CPIN) 04/17/2012
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
12
Crossword Time
Use the PLF glossary (p. 89) and introduction (pp. 52-53) to complete the crossword with your table group.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
13
Phonological Units
• Words• Syllables• Onsets and rimes Onset - The first consonant or consonant cluster in a syllable (e.g.,
the h in the one syllable word hat, the m and k in the two syllables in the word monkey)
Rime - Everything left in a syllable after the onset is removed; the vowel and coda of a syllable (e.g., the at in the single syllable word hat, the in in the single-syllable word in)
• Phonemes (individual sounds)
14
Connections to Reading
Decoding printed Decoding printed wordswords
SpellingSpelling
©2012 California Department of Education (CDE) California
Preschool Instructional Network (CPIN) 04/17/2012
UnderstandingUnderstanding the the alphabetic principlealphabetic principle
15
Language Transfer
Phonological awareness is a skill that transfers across languages, so activities can be conducted in any language. PCF, Vol. 1, p. 216
©2012 California Department of Education (CDE)
California Preschool Instructional Network (CPIN) 04/17/2012
16
Guiding Principle
Guiding Principle:
Language and Literacy work together PCF, Vol. 1, p. 100
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
17
Guiding PrincipleGuiding Principle:
Children say or sign what they hear and see
PCF, Vol. 1, p. 100
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
18Phonological awareness does not develop naturally over time, but as a consequence of children’s engagement in specific experiences. PCF, Vol. 1, p. 133
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
19
The CODE“Bianca”
Insert video clip here
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
20
Learning From Bianca
Discuss with your table:
• 2 methods you saw demonstrated in the video that you currently use in your classroom to develop phonological awareness
• 2 methods you saw demonstrated in the video that you would like to implement soon in your classroom to develop phonological awareness
21
Interaction and StrategySing songs
and say poems each
dayPCF, Vol. 1, p. 137
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
22
Embedding Phonological Awareness Throughout the Daily Routine
• Turn to page 138 in the PCF. Read the paragraph that begins with the following sentence: Use phonological awareness activities for transitions.
• What ideas does this give you for embedding phonological awareness throughout the daily routine?
• Use the PCF and ideas garnered from the video to complete the rest of the handout.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
23You May Have Thought of…• Arrival and Departure
– Have children line up when you say the sound with which their names start.
– Have children pair up, and exit the classroom, with a friend whose name begins with the same sound as their name.
• Snack Time– Play “I Spy”: Have children look for objects that begin with a certain
sound or that rhyme with a certain word.– Have children think of the names of foods that begin with a certain
sound.• Transitions
– Put small objects in a brown bag. As children are waiting for others, pull out an object and have children think of a word that starts with the same sound.
– Have children clap the number of syllables in their names as they go from circle to centers.
24
Units of Sound
Children progress from a sensitivity to larger concrete units of sound to a sensitivity to smaller abstract units of sound. PLF, V.1, p. 80
©2012 California Department of Education (CDE) California
Preschool Instructional Network (CPIN) 04/17/2012
25From Research to Practice•First, read the Research Highlight on page 138 of the PCF.•Second, discuss the following questions with your table group:
•What facts did you learn from the highlight?•What information lingered and was interesting?•Why specifically was that particular information interesting to you?•Using that information, what might you change or enhance in the classroom?
©2012 California Department of Education (CDE)
California Preschool Instructional Network (CPIN) 04/17/2012
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
26
Developmental Continuum• Detect and Manipulate words and syllables within words• Awareness of onset and rime• Awareness of phonemes
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
27
Foundations
2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects. •Blend onsets and rimes•Delete onsets•Blend individual phonemes.
2.1 Orally blend and delete words and syllables without the support of pictures or objects.•Orally blend words•Orally blend syllables•Orally take apart words•Orally take apart syllables
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
28
Demonstrating Foundation Skills
• Slides 27-36 are optional for demonstrating foundation skills.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
29
Orally puts together two familiar spoken words, making a
compound word.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
30
Orally puts together two syllables of two-syllable words that are familiar
to the child.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
31
Orally takes apart compound words into their component words.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
32
Orally takes apart two-syllable words into their component syllables.
QuickTime™ and aSorenson Video decompressorare needed to see this picture.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
33
Orally blends onsets and rimes with the support of pictures or objects.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
34Delete the onset from a spoken word with the support of pictures or
objects.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
35
Orally blends individual phonemes to make a simple word with the support of
pictures or objects.
36
A Focus on Dual Language Learners
© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
37ELD Foundations 6.0 Children demonstrate
Phonological AwarenessBeginning Middle Later
6.3 Attend to and manipulate different sounds or tones in words in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).
6.3 Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language.
6.3 Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English, with support.
PLF, Vol. 1, p.133
English-Language Development Foundations6.0 Children demonstrate phonological awareness.
Focus: Sound differences in the home language and English
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
38English-Language Development Foundations
6.0 Children demonstrate phonological awareness. Focus: Rhyming
Beginning Middle Later
6.1 Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language or in English.
6.1 Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or in English.
6.1 Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English.
PLF, Vol. 1, p.131
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
39English-Language Development Foundations
6.0 Children demonstrate phonological awareness. Focus: Onset (initial sound)
Beginning Middle Later
6.2 Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language or English.
6.2 Begin to recognize words that have a similar onset (initial sound) in the home language or in English.
6.2 Recognize and produce words that have a similar onset (initial sound) in English.
PLF, Vol. 1, p.132
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
40
Matching Activity
Thinking about the foundations and continuum we just discussed, complete the matching handout with a partner.
41
Play Language GamesPlay language games that focus on:
• Blending sounds• Segmenting sounds• Deletion
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
42
Time to Play
• Wiggly Word Wallaby• Ghostly Language• Roll-a-word
43
Scaffolding for Instruction
Scaffolding involves the performance of some task elements by the teacher when a child is just beginning to learn how to do something. PCF, Vol. 1, p. 309
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
44
©2012 California Department of Education (CDE)
California Preschool Instructional Network (CPIN) 04/17/2012
Putting your take home message to work.
©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012
45
Finding the Facts
46
Bye…
Thank you for coming!
©2012 California Department of Education (CDE) California Preschool
Instructional Network (CPIN) 04/17/2012