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Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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Page 1: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

Early Literacy Pop Quiz for Early Childhood Professionals:

Phonological Awareness

Barbara Reed M.Ed

Head Start Region X Quality Center

May 2003

Page 2: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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Purpose of this pop quiz

• To give you an opportunity to assess how well you know the concepts of phonological awareness.

• To give you practice with the terminology of phonological awareness.

• To review with you the developmental progression of phonological awareness in children.

Page 3: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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(Skip the next three slides if you are familiar with these definitions:)

• Phonology The sound system of language

• Phonological awareness ability to hear the sounds in a language apart from the meaning of that language.

• Phoneme Smallest linguistic sound in a word (the sound produced by a letter or letter group).

• Phonemic awareness The insight that every word can be conceived of as a sequence of phonemes.

Page 4: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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Developmental progression of phonological awareness:

• Rhyming Recognition or production of words whose endings sound alike, e.g. “Hickory Dickory”

• Alliteration Recognition or production of words with common initial sounds, e.g. “Dickory Dock”

• Segmentation Separation of sentences or words into smaller parts, e.g. “little” becomes “lit tle”when segmented into syllables

• Blending Combining sounds to form words

Page 5: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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Combining phonological awareness and print awareness:

• Alphabetic principal: Units of sound in speech are represented by written letters.

• Phonics: A system for teaching reading by matching the sounds of speech with letters.

Page 6: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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Pop Quiz (answers follow each question)

1. Phonological awareness is one facet of an intentional early literacy curriculum for children 3-5. What are two other important facets?

Page 7: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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1.

• Print/Book Awareness

• Language Development

Page 8: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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2. Phonological awareness is: (choose one)

• a - the awareness of the differences in sounds in the environment

• b - the awareness of what sound a letter stands for in written words

• c - the ability to hear the sounds in a language apart from the meaning of that language

• d - all of the above

Page 9: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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2.

• c - the ability to hear the sounds in a language apart from the meaning of that language.

• For example, to recognize that fox and box sound alike, or that soap and socks start with the same sound, or that the statement “Mary had a little lamb”” is made up of five different words.

Page 10: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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3. Phonological awareness is an important foundation skill to reading because:

Page 11: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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3.

• Children need to understand that spoken language is made up of separate sounds so they can later “sound out” written words.

• The performance of kindergartners on tests of phonological awareness is a strong predictor of their future reading achievement.

Page 12: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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4. Check which of the following are phonological awareness activities:

• ___ writing the first letter of your name

• ___ singing songs that rhyme

• ___ learning the names of letters in the alphabet

• ___ clapping out the syllables in your name

Page 13: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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4.

• ___ writing the first letter of your name

singing songs that rhyme

• ___ learning the names of letters in the alphabet

clapping out the syllables in your name

Page 14: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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5. True or False?

• In most children, an awareness of the phonological structure of speech generally develops gradually over the preschool years.

Page 15: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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5.

• True. 2 to 3 year olds have been observed to play with sounds and monitor and correct speech errors.

• Many 3 and 4 year olds can can identify rhyming words.

• Identifying words that begin with a particular sound comes later in the developmental progression of phonological awareness.

• Older preschoolers can generally hear separate words and syllables in a sentence.

• Blending and segmenting parts of words are usually considered to be late preschool or kindergarten level skills.

Page 16: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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6. True or False?

• The typical preschool classroom has traditionally provided phonological awareness activities.

Page 17: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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6.

• True. Phonological awareness activities that have usually occurred in a preschool classrooms include:

• reading books that have rhyming and alliteration in their texts,

• doing rhyming finger plays and songs

• clapping while singing,

• playing with language in conversation,

• singing sound substitution songs,

• etc.

Page 18: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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7. Which phonological awareness activities besides the ones on the previous slide might appropriately take place in preschool classrooms?

• ____talk about the beginning sounds of words

• ____ segmenting words into syllables

• ____ segmenting syllables into phonemes

• ____ blending phonemes and syllables together to build words

Page 19: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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7.

• talk about the beginning sounds of words

segmenting words into syllables

segmenting syllables into phonemes

blending phonemes and syllables together to build words

Page 20: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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8. Give an example of a way to have children line up after circle time using …..

• 1. a rhyming activity

• 2. an alliteration activity

• 3. a name segmenting activity

• 4. a phoneme and syllable blending activity

Page 21: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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8.

• Rhyming: “I’m going to say a word that sounds like someone’s name, and that person will be the leader today.”

• Alliteration: “Everyone whose name starts like this: Buh! stand up.”

• Name segmenting: “Let’s go around the circle and clap out the parts of everyone's name. When your name is done, you can get on line.”

• Phoneme and syllable blending: “I’m going to say the colors slowly. If you are wearing rr ed, line up. If you are wearing puh er puh ll, line up.”

Page 22: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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9. What might a classroom teacher do to provide developmentally appropriate phonological awareness instruction to children with the following special needs in her classroom?

• Child is already able to read some words:

• Child is not attending to conversation:

• Child has very little residual hearing:

Page 23: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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9.

• Child is already able to read some words:

• encourage writing, teach phonics

• Child is not attending to conversation:

• work on the objective of interactive play

• Child has very little residual hearing:

• ascertain what system child will be using to learn to read, provide practice in precursor skills

Page 24: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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10. Second Language Learners ...

• Should you include phonological awareness activities in languages other than English in a multi-cultural classroom?

Page 25: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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10.

• Many researchers say you should. “Teachers need to respect the child’s home language and culture and use it as a base on which to build and extend children’s language and literacy experiences”.

• This quote is from Learning to Read and Write: Developmentally Appropriate Practices for Young Children ( Joint position statement of the International Reading Association and the National Association for the Education of Young Children) 1998.

Page 26: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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11. Second Language Learners ...

• What are some resources to help you find phonological awareness activities for children whose native language is not English?

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11.

• Family members can share native songs and nursery rhymes

• The Center for Children & Families at Education Development Center, Inc.’s website to support work with the Latino population: www.edc.org/ccf/latinos

• www.spanishtoys.com

• etc.

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12. Arrange the following skills in developmental order:

• ___ rhyming

• ___ matching sounds and letters (phonics instruction)

• ___ alliteration

• ___ sentence segmentation

• ___ responding to verbal input

• ___ blending sounds into words

• ___ attention to sounds in the environment

Page 29: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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12.

• 1 attention to sounds in the environment

• 2 responding to verbal input

• 3 rhyming

• 4 alliteration

• 5 sentence segmentation

• 6 blending sounds into words

• 7 matching sounds and letters (phonics instruction)

Page 30: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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13. True or False?

• Books based on rhyming and alliteration are developmentally inappropriate for 2- and 3- year-olds

• By the late preschool period, if taught, many children can distinguish the phonemes in words.

• Phonemic awareness is a precursor skill to matching letters and sounds (phonics)

• Phoneme blending, segmenting, and manipulation are often considered late preschool or kindergarten skills

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13.• Books based on rhyming and alliteration are

developmentally inappropriate for 2- and 3- year-olds False

• By the late preschool period, if taught, many children can distinguish the phonemes in words. True

• Phonemic awareness is a precursor skill to matching letters and sounds (phonics) True

• Phoneme blending, segmenting, and manipulation are often considered late preschool or kindergarten skills True

Page 32: Early Literacy Pop Quiz for Early Childhood Professionals: Phonological Awareness Barbara Reed M.Ed Head Start Region X Quality Center May 2003

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Information for this pop quiz was taken from:

• Dodge, D.T., Colker, L.J.,&Heroman,C. (2002)The Creative Curriculum for Preschool, Fourth Edition. Washington D.C.: Teaching Strategies.

• Landry, S.L., Gunnewig, S., Calhoun, D.J., Flores, E.Tuynman, B. Aston, L. & Harrison, G.(2002). National Head Start S.T.E.P. Trainer’s Manual.Houston: University of Texas Health Science Center.

• Linder, T.W. (1999). Read, Play, and Learn. Baltimore: Brookes.

• Notori-Syverson, A., O’Connor, R.E., & Vadasy, P.F. (1998). Ladders to Literacy Baltimore: Brookes.

• Sandall, S. R. & Schwartz. (2002).Building Blocks for Teaching Preschoolers with Special Needs. Baltimore: Brookes.

• Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1999). Preventing Reading Difficulties in Young Children. National Academies Press.