Playing with Words

Susan DeeK-5 Literacy Strategist

RSU 5 Freeport, Durham, Pownal

Phonological Awareness in Shared Reading & Interactive Writing

Phonologi

cal

Awarene

ss Phonemic Awareness

Phonics

Phonological Awareness

awareness of many aspects of spoken language

★ words within sentences★ syllables within words★ phonemes within syllables and words

Phonemic Awareness

awareness that words are made up of individual sounds

★ sound matching★ production of words with same sound★ phoneme segmentation★ phoneme blending★ phoneme manipulation

Phonics

connection between a sounds and letters★ decoding★ sound/symbol correspondence★ spelling patterns/rules

Phonological Awarenessability to examine & manipulate language separate of meaning

Rhyme Number of Words in Sentence Word Length Syllable

Segmentation

Phonemic Awarenessawareness that words are made up of individual phonemes & ability to manipulate those sounds

Recognize word pairs

Give word to complete word

pairProduce a set of

words

Segment word into parts

Delete a syllable of a word

Sound Matching Produce words with same sound

Phoneme Segmentation Phoneme Blending Phoneme

Manipulation

initialend

medial

initialend

medial

onset & rimesimple single syllableadvanced (c-c-v-c-c)

2 phonemes (c-v, v-c)3 phonemes

advanced (c-c-v-c-c)

deletion/substitution of:initial sound

blendsphoneme in a blend

final medial

Children who were lacking phonological awareness in 1st grade were more likely to

have reading difficulties in 4th grade.

Connie Juel, 1988

So why does it matter?

It’s not just a time filler...Phonological Skill Correlation to Literacy

Sound Matching Hearing individual sounds and that sounds occur in different positions is a precursor to segmenting

Phoneme Segmentation Needed to able to spell correctly

Phoneme Blending/Manipulation Essential for later reading. It requires child to process & recall a sequence of sounds in the correct order and blend into a word. Must be able to blend in order to decode unfamiliar words

Letter/Sound Relationship Must understand how the alphabet is used to represent the sounds that they hear.

What it’s NOT...

➔ It’s not using print.

➔ It’s not doing abstract isolated skills.

➔ It’s not worksheets.

➔ It’s not drill & kill activities.

Phonological awareness should be a natural, functional part of literacy experiences throughout the day.

It has the greatest impact when tied to authentic reading and writing experiences.

● Read Aloud● Shared Reading● Strategy Groups● Shared Writing● Interactive Writing● Independent Reading and Writing

Phonological Awareness & CCSS

RF.K.2 I can play with words, syllables, and sounds

RF.K2a I can tell you what words rhyme. I can make new rhymes.

RF.K2b I can count, pronounce, blend & segment syllables in words.

RF.K2c I can break words apart.

RF.K2d I can change sounds to make new words

Phonics & CCSSRF.K.3 I can decode words.

RF.K.3a I know my letter sounds.

RF.K.3b I know the two sounds a vowel makes.

RF.K.3c I can read words by sight.

RF.K.3d I can tell similar words apart by the sounds.

RF.K.4 I can read books on my own.