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Phonemic Awareness A Joyful Noise

This document summarizes a presentation on phonemic awareness and the alphabetic principle. The presentation highlights include understanding prerequisites for phonics instruction, assessing phonemic awareness, the progression of phonological awareness, and phonemic awareness tasks. It also discusses what research says about effective phonemic awareness instruction and lists California standards related to phonemic awareness for kindergarten and first grade. The document provides examples of phonemic awareness activities and resources.

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Fide De los Santos
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101 views33 pages

Phonemic Awareness A Joyful Noise

This document summarizes a presentation on phonemic awareness and the alphabetic principle. The presentation highlights include understanding prerequisites for phonics instruction, assessing phonemic awareness, the progression of phonological awareness, and phonemic awareness tasks. It also discusses what research says about effective phonemic awareness instruction and lists California standards related to phonemic awareness for kindergarten and first grade. The document provides examples of phonemic awareness activities and resources.

Uploaded by

Fide De los Santos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Phonemic Awareness and the

Alphabetic Principle:
A Joyful Noise
Phonemic Awareness and the
Alphabetic Principle:
A Joyful Noise

Presented by Cherry Carl


Why “A Joyful Noise?”
Effective phonemic awareness instructional activities
facilitate the development of positive feelings toward
learning through an atmosphere of playfulness and fun.
Listen closely to children as they explore our language and
you will hear chants, poems, songs, tongue-tanglers, and
interactive word play, all without the benefit of print! What a
joyful noise!
Presentation Highlights

• Understanding the Prerequisites to Successful Phonics


Instruction

• Assessing Student Understanding of Phonemic


Awareness

• Progression of Phonological Awareness

• Phonemic Awareness Tasks


Presentation Highlights

• Developing Phonemic Awareness


• Activities to Promote Manipulation of Sounds and
Syllables
• Special Needs Indicators
• Second Language Learners
• Taking a look at Standards
• Resources
What Does Research Say About Phonemic
Awareness Instruction?

• Phonemic awareness can be taught and learned.

• Phonemic awareness instruction helps children learn to


read.

• Phonemic awareness instruction helps children learn to


spell.
Source: Put Reading First
What Does Research Say About Phonemic
Awareness Instruction?

• Phonemic awareness instruction is most effective when


children are taught to manipulate phonemes by using the
letters of the alphabet.

• Phonemic awareness instruction is most effective when


it focuses on only one or two types of phoneme
manipulation, rather than several types.
Source: Put Reading First
Understanding the Prerequisites to
Successful Phonics Instruction

“Research indicates that phonemic awareness is the best


predictor of the ease of early reading acquisition, better
even than IQ, vocabulary, and listening comprehension.”
(Stanovich, 1993-94)
Understanding the Prerequisites to
Successful Phonics Instruction

“Phonemic awareness, or the ability to hear and “segment”


individual sounds in spoken words, must occur before
children can begin to understand how letters represent
speech sounds.”

(Reutzel and Cooter, 1999)


Understanding the Prerequisites to
Successful Phonics Instruction

After children become aware of the alphabetic principle,


they develop the ability to manipulate letters and sounds.
This helps them to decode new words they encounter in
books and to create temporary spellings in their writing.
(Reutzel and Cooter, 1999)
Assessing Student Understanding of
Phonemic Awareness
• Letter identification

• Letter production

• Recognizing rhyming words

• Auditory blending of sounds

• Isolating sounds

• Writing phonemes in words


Progression of Phonological Awareness

words

syllables

onset-rime division

phonemes

[blending, segmentation, matching, deletion


Phonemic Awareness Tasks

• to hear rhymes and alliteration as measured by


knowledge of nursery rhymes

• to do oddity tasks (comparing and contrasting the


sounds of words for rhyme and alliteration)

• to blend and split syllables


Phonemic Awareness Tasks

• to perform phonemic segmentation (such as counting out


the number of phonemes in a word)

• to perform phoneme manipulation tasks (such as adding,


deleting a particular phoneme and regenerating a word
from the remainder).
Developing Phonemic Awareness and
the Alphabetic Principle
• Language watching

• Using environment print

• Playing with the alphabet

• Songs, chants, and poetry

• Alphabet books
Developing Phonemic Awareness and
the Alphabetic Principle
• Writing experiences

• Word rubber-banding

• Hearing sounds in words

• Sound addition or substitution

• Sound segmentation
Activities and Procedures to Promote
Manipulation of Sounds and Syllables
• Elkonin boxes
• Rhyming word activities
• Rhyming bingo
• Pocket chart (sort by sound)
• Syllable Snap and Clap
• Walk Around a Rhyme
• Riddle and rhyme
• Rubber Band (stretch a word)
Activities and Procedures to Promote
Manipulation of Sounds and Syllables
• Sound boxes
• Nonsense names
• Physical responses (tapping, clapping, snapping)
• What’s my word?
• Tap and touch
• Jump Rope Jingles
• Nursery Rhymes
Special Needs Indicators
• Little or no knowledge of the alphabet
• Inability to name letters when presented
• Inability to produce letter or letterlike forms in writing
• Inability to recognize rhyming sounds
• Inability to recognize or identify specific letter sounds in
words
• Inability to map spoken sounds onto letters

Source: Reutzel and Cooter (1999)


Taking a Look at
California Standards
Kindergarten Standards

1.7 Track (move sequentially from sound to sound) and

represent the number, sameness/difference, and order of

two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/ ).


Kindergarten Standards

1.8 Track (move sequentially from sound to sound) and

represent changes in simple syllables and words with two

and three sounds as one sound is added, substituted,

omitted, shifted, or repeated (e.g., vowel-consonant,

consonant-vowel, or consonant-vowel-consonant).
Kindergarten Standards
1.9 Blend vowel-consonant sounds orally to make words or

syllables.

1.10 Identify and produce rhyming words in response to an

oral prompt.

1.11 Distinguish orally stated one-syllable words and

separate into beginning or ending sounds.


Kindergarten Standards

1.12 Track auditorily each word in a sentence and each

syllable in a word.

1.13 Count the number of sounds in syllables and syllables

in words.
First Grade Standards

1.4 Distinguish initial, medial, and final sounds in single-


syllable words.
1.5 Distinguish long-and short-vowel sounds in orally stated
single-syllable words (e.g., bit/bite).
1.6 Create and state a series of rhyming words, including
consonant blends.
First Grade Standards

1.7 Add, delete, or change target sounds to change words


(e.g., change cow to how; pan to an).
1.8 Blend two to four phonemes into recognizable words
(e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat).
1.9 Segment single-syllable words into their components
(e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich).
Resources

• National Institute for Literacy (2001). Put reading first:


The research building blocks for teaching children to
read. Jessup, MD: Author.
• Reutzel, D. Ray and Cooter, Robert B. Jr. (1999)
Balanced Reading Strategies and Practices. Upper
Saddle River, NJ: Prentice Hall, Inc.
• Yopp, Hallie and Ruth (2000) Supporting phonemic
awareness development in the classroom. The Reading
Teacher Vol. 54 No. 2.
Instructional Resources

• Adams, Marilyn Jager et al (1997). Phonemic Awareness


in Young Children: A Classroom Curriculum. Brookes
Publishing Company.
• Blevins, Wiley (1999). Phonemic Awareness Activities for
Early Reading Success (Grades K-2) Scholastic.
• Fitzpatrick, Jo (1997). Phonemic Awareness: Playing
With Sounds to Strengthen Beginning Reading Skills
(Phonemic Awareness) Creative Teaching Press.
Instructional Resources

• Yopp, Hallie and Ruth (2003). Oo-pples and Boo-noo-


noos: Songs and Activities for Phonemic Awareness.
Harcourt School.
Read Alouds for Phonemic Tasks

• Bynum, Janie (1999). Altoona Baboona. New York, NY:


Harcourt Brace & Co. (phoneme substitution)
• Chapman, Cheryl (1993). Pass the Fritters, Critters. New
York: Scholastic, Inc. (rhyming)
• Edwards, Pamela Duncan (1998) Some Smug Slug.
Harper Trophy. (alliteration)
• Lester, Helen (1999). Hooway For Wodney Wat. Boston,
MA: Houghton Mifflin. (phoneme substitution)
Read Alouds for Phonemic Tasks
• Most, Bernard (1996). Cock-A-Doodle-Moo! Harcourt
Brace. (phoneme addition and substitution)

• Salisbury, Kent. (1998). There's a Dragon in my Wagon!


New York: McClanahan Book Company, Inc. (phoneme
substitution)
. There's a Bug in my Mug!
. A Bear Ate my Pear!
. My Nose is a Hose!
Read Alouds for Phonemic Tasks

• Slepian, Jan and Seidler, A. (1967). The Hungry Thing.


Scholastic. (phoneme substitution)
• Wilbur, Richard (1997). The Disappearing Alphabet. New
York, NY: Harcourt Brace & Co. phoneme deletion
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