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Teaching phonological awareness and phonics to young learners

Consultant: Martha Ramirez

Pearson Colombia

ENGLISH LANGUAGE

44 sounds

- 24 consonants

Voiced pie today kind very mother zoo measure jump my

night sing love red win you

Unvoiced Bob do good feet think see sheep hello church

- 12 vowels

Short sheep boot bird fork calm

Long ship put bed better cat cut Hot

- 8 diphthongs

real make boy Hello

hi how Tour (British) Where (British)

READING PROCESS

1•Perceptive Process: Recognize signs and assign meaning

2•Lexical Process: Attribute sounds to letters

3•Syntactic process: Assign meaning to words

4•Semantic Process: Comprehend sentences

5•Text Process: Understand and infer paragraphs and texts

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PHONOLOGICAL AWARENESS

Understanding that language is composed of sentences, these can be divided into words, and

words can be divided in syllables.

Rhyme Alliteration Word segmentation Syllable segmentation onset+rime

PHONEMIC AWARENESS

Understanding that words can be divided in sounds (phonemes).

Sound matching Sound isolation Blending Segmentation Manipulation

PHONICS

Teaching sound-letter correspondences.

Blending – cues / sound out Rhyming Reading/rereading

ALPHABET KNOWLEDGE

Environmental print

Children’s names

Alphabet Books

Songs

Games

Word wall

FIND LINKS AND WORKHEETS:

Connect words to actions

Do hands-on activities with readings

Associate words to children’s contexts

Connect vocabulary to previous readings

Recycle

PhonemicAwareness

Phonics

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REFERENCES:

Adams, M. J., Foorman, B. R., Lundberg, I., Beeler, T. (1998). Phonemic Awareness in Young

Children. Baltimore, MD: Paul H. Brooks.

Bennet-Armistead, V. & Duke, N. & Moses, A. (2005) Literacy and the Youngest Learner. Best

Practices for Educators of Children from Birth to 5. Scholastic.

Christie, J. F., Enz, B., & Vukelich, C. (2011). Teaching language and literacy:Preschool through the

elementary grades (4th Ed.). Reading, MA: Addison Wesley/Longman Publishing Company.

Cunningham, P.M. & Cunningham, J.W. (2002). In A.E. Farstrup & S.J. Samuels (Eds.), What

Research Has to Say About Reading Instruction (3rd ed., pp. 87–109). Used with permission of the

International Reading Association in http://www-

tc.pbs.org/teacherline/courses/rdla155/pdfs/c2s3_7whatweknow.pdf

Henry, M. K. (2003) Unlocking Literacy: Effective Decoding and Spelling Instruction. Maryland: Paul

H. Brooks Publishing Co.

Lopez, A. and Sosa-Ortiz, Y. (2004) Developing emerging biliteracy: Guiding principles for

instruction. Colombian Applied Linguistics Journal. No. 6, 7 – 22.

http://blog.maketaketeach.com/phonological-awareness-phonemic-awareness-and-phonics/#_

TEACHING RESOURCES, LINKS AND WORKHEETS:

http://eltlinks.wikispaces.com/Phonological+awareness+and+phonics