Phonological Awareness:

Bringing the Sounds into the Classroom

Presented by:Sherlene Sharpless & Tiffany Holloway (a.m. sessions)

Africa Hakeem & Kelly Oglesby (p.m. sessions)

Please make sure all cell phones are turned to

silent and/or vibrate.

Let’s Use Our Time Wisely!1.Welcome and greet

2.The “Big Five” of Reading3.What is Phonological Awareness?4.Phonological Awareness vs. Phonics5.Make-n-Take - 5 items for your

classroom:

1. Initial Sound Card Games2. Picture Match for Initial

Consonant Game3. Word Family Rhyme Game

4. A to Z Picture Cards5. Letter Monster Activity

The Big Five of Reading1.

Phonemic Awareness 2. Phonics3. Fluency 4.

Vocabulary 5.

Comprehension

These are considered the core elements of successful classroom reading instruction. The idea of a sixth component has been suggested due to it being the culmination of the first five. The suggested sixth component would be called Written Expression.

What is Phonological Awareness?

Phonological Awareness is defined as one’s sensitivity to, or explicit awareness of, the phonological structure of words in one’s language. It encompasses an awareness of individual words in sentences, syllables, and onset and rime segments as well as awareness of individual phonemes in words. Phonological Awareness is considered an “umbrella” or broad term, which covers aspects of sound identification and manipulation in spoken language. Activities in Phonological Awareness are based on a progression of skill difficulty (i.e., rhyme, alliteration, sentence segmentation, syllable, onset and rime, and phonemes). The goal of Phonological Awareness instruction is to develop an awareness that words are composed of individual sounds, or phonemes, and to develop the ability to manipulate sounds in words.

RhymeStudents practice recognizing and producing words that rhyme.

AlliterationStudents practice repeating and producing alliterative phrases.

Sentence SegmentationStudents practice segmenting sentences into words.

SyllablesStudents practice blending and segmenting syllables in words.

Onset and RimeStudents practice identifying the initial consonant or consonants (onset) and the vowel and any consonants that follow it (rime).

Phonemes Students practice blending, segmenting, manipulating, and

deleting the individual phonemes (sounds) in words.

Phonological Awareness Examples

http://free-reading.net/index.php?title=Most_common_letter_sounds_%28audio_clips%29#a

http://genkienglish.net/phonics.htm

What are the correct sounds?

Phonological Awareness vs. PhonicsPhonics is the study of the

relationship between letters and the sounds they represent; it is also used to describe reading instruction that teaches sound-symbol correspondences. The goal of Phonics instruction is to help children use the sound-symbol relationship to read and write words.

Phonological awareness is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level. Phonics is used to describe the skills and generalizations readers need to relate printed symbols back to the printed word. Phonological awareness is a more fundamental, underlying skill necessary for successful “phonics” skill development.

Activity #1

Activity #2

Activity #3

Activity #4

Activity #5

Make sure you tape a baggie to the back of the open mouth so the kids can “feed” the monster as you sing along!

Website Resources

http://free-reading.net/index.php?title=Picture_cards

http://www.fcrr.org/Curriculum/studentCenterActivities.htm

http://www.edb.utexas.edu/readstrong/rhyming.html

http://curry.edschool.virginia.edu/go/wil/rimes_and_rhymes.htm

http://pbskids.org/lions/videos/ulcase.html

Did you sign-up for an extra activity?

A little something for your classroom libraries!

Thank you for coming and please let us know if you

need further ideas, support or

resources.