Introduction to Phonemic Awareness

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Introduction toPhonemic Awareness Phonics
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I know how to spell S

• E - S

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Although a bit mixed up

• Joseph had a beginning inkling that letters and
  sounds work together

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Goal of Reading

• We read for many purposes
• We read to get meaning from the text (NRP)
• Reading involves the manipulation of a complex
  reading process to get meaning

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Interactive Model

• Interactive Model of Reading

Prior knowledge, experiences, skills, strategies,
interest, purpose
Words, text and situation features,authors
message, assumptions about reader, difficulty
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National Reading Panel

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Miscue Analysis

• Allows understanding of way reader is using
  phonics when reading in context
• Different to reading word lists where reading in
  isolation
• List miscues and look for patterns based on the
  phonics sequence

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Phonemic Awareness
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Talk with your neighbor What is Phonemic
Awareness?
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First, lets define what were talking about
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Phoneme

• Smallest meaningful unit of sound in spoken
  language

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Phonemes

• /h/ /e/ /n/

• hen

/b/ /l/ /e/ /n/ /d/
blend
speech
/s/ /p/ /e/ /ch/
knight
/n/ /i/ /t/
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Phonemic Awareness

• Understand howspoken languagecan be broken
  downinto individual sounds

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Phonics

• Understand howlettersrepresent speech sounds

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Phonemic Awareness

• Phonemes - smallest units of sound in a language
• Phonemes 44 phonemes in English
• Phonemic Awareness is the aural discrimination of
  phonemes
• Hearing the sounds in words
• A type of Phonological Awareness
• Umbrella concept for different sound awareness
• i.e. word, syllable, rhyme, phonemic awareness
  (Fox)
• Different to Phonics which is letter-sound
  relationships (aural and visual)

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Activity Understanding Phonemic Awareness

• Read through the activity your group has been
  given
• Prepare a 2 minute presentation to the class that
  
• Describes the nature of the activity
• Describes benefits and weaknesses of the activity
• Determines if it is teaching students phonemic
  awareness

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PA and phonics help readers

• See the connection between what we say and what
  we read
• Manipulate sounds and letters
• Understand how words work in reading and spelling

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Think of them as

• The starter motorsof reading comprehension

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Common Types of Phonemic Awareness

• Isolating
• Hear and isolate sounds in initial, medial or
  final positions in word (e.g. hear bat, ball and
  say bell)
• Segmenting
• Pronounce each phoneme in order as it occurs in
  word (hear bat and say b-a-t)
• Blending
• Combine phonemes to make a word (hear sh-ip and
  say ship)
• Manipulating
• Add or delete sounds in word to make new word
  (hear add a t to an and say ant replace the
  sound d in sad with a t and say sat)

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PA (sounds)
Phonics (letters)

• Beginning sound of dog is /d/
• (isolation)

• Beginning letter of dog is d

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PA
Phonics

• hat is /h/ /a/ /t/
• (segmenting)

• hat is spelled h-a-t

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PA
Phonics

• /d/ /o/ /g/ is dog
• (blending)

• d - o - g spells dog

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PA
Phonics

• Take off the last sound of cart and you get
  car

• CART is spelled c-a-r-t

If you take off the t cart

• (manupulation)

you get car
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ELL Students

• Each language has its own phonetic structure
• E.g. None of the English short vowel sounds or
  the final blends are in Spanish
• E.g. English has 15 vowel sounds and Spanish has
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• Learn the differences (you students)
• Differentiate Instruction

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Early Literacy Profile
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Areas of Emergent Literacy we will assess

• Rhyme Awareness
• Phonemic Awareness isolating sounds
• Letter Recognition
• We will leave Emergent Writing

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Phonics

• Called different things
• Grapho-phonic cues
• Letter-sound associations
• Sound-symbol correspondences
• All refer to students knowing the relationship
  between the letters (graphemes) of written
  language and the individual sounds (phonemes) of
  spoken language.

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Goals of Phonics Instruction

• To help children learn and use the alphabetic
  principle
• Enables recognition of familiar words accurately
  and automatically
• Enables "decoding of new words.

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Research on Phonics Instruction

• Improves K-1 word recognition and spelling
• Improves reading comprehension
• Effective for various social and economic groups
• Beneficial for struggling readers
• Most effective when introduced early
• Is not an entire reading program

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Use Three Approaches to Phonics Instruction

• Embedded Phonics phonics skills learned by
  embedding phonics instruction in text reading.
• Implicit and relies on incidental learning
• Contextualized and meaningful
• Analytic Phonics Teach students to analyze
  letter-sound relations in known whole words to
  detect patterns and split word into parts
• Focus on whole to part (to whole) word reading
• Avoids pronouncing sounds in isolation
• Helps with non-decodable words
• Synthetic PhonicsTeach students all sounds, then
  letters, then how to convert letters into sounds
  and then blend the sounds to form recognizable
  words.
• Considered an isolated skills approach,
  decontextualized
• Often uses multi-sensory approaches (e.g. clay)
• Most often used for stalled readers

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Sequence of Instruction

• Lists differ slightly
• Idea is to build from simple to complex
• Single consonants (names and sounds order from
  front to back of mouth)
• Short vowels (sounds of vowels as in cat, peg,
  bin)
• Consonant Vowel Consonant words (CVC e.g. cab,
  pic, hen)
• Beginning blends (CCVC e.g. bl, cl, sw, st)
• Final blends (CVCC e.g. ink, ang, ump)
• Beginning and end consonant digraphs (two
  consonants, one sound e.g. chip, sash)
• Long vowels with silent e (names of vowels e.g.
  fade, joke)
• Long vowels in Vowel diagraphs (two vowels, one
  sound, e.g. ai, ay, ea, ee, oa)
• Dipthongs (two vowels, two sounds almost e.g.
  boil, hook, house)
• Vowels controlled by r, l, and w (e.g. card,
  bird, bald, lawn, cow, flew)
• See Handout for full sequencing