Any sound that comes before the vowel is the “onset. Onset & Rhyme Any sound that comes before the vowel is the “onset. The vowel and the sounds that come after it are the “rhyme.” Question # 4, 7, Objective 0001 Correct Response 4-D, 7-C Identify on-set rime and how to explicitly teach Play game: A Package a, A Package-discussion recognition vs. production.

/sand,, /hop/, /hand/, /shop/, /band/ 1. Which oral words have the same onset? /sip/, /fat/, /sit/, /sick/, /mat/ 2. Which oral words have the same rhyme? /sand,, /hop/, /hand/, /shop/, /band/

Alliteration Peter Piper, by Mother Goose Peter Piper picked a peck of pickled peppers; A peck of pickled peppers Peter Piper picked; If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?

Alliteration Peter Piper, by Mother Goose Peter Piper picked a peck of pickled peppers; A peck of pickled peppers Peter Piper picked; If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?

Phonemic Awareness Identifying the initial phoneme (sound) of a word

“What sound do these words start with?” T: /sssssoap/ S: /sssssoap/ T: /sssssun/ S: /sunnnnn/ T: /ssssssack/ S: /ssssssack/

“What sound do these words start with?” T: /aaaaalligator/ S: /aaaaalligator/ T: /aaaaaxe/ S: /aaaaaxe/ T: /aaaaaple/ S: /aaaaaple/

Key Word and Sound “I’m thinking of a word that starts with the sound /a/. It’s the name of a fruit. It’s round It’s red.

Literacy How, Inc.

Sorting Words by initial sounds/phonemes

Isolating Initial Phoneme/Odd One Out All pictures that contain initial sound. Sorting pictures that have identified sound and some that don’t. Odd one out- what does not belong

Identifying Final Phonemes/sounds If the students can recognize most sounds in the initial position, teach them to hear the sounds in the final position. Question # 20, Objective 0002, Correct response A isolating final sounds Show video next

What sound do these words end with? T: /sunnnnn/ S: /sunnnnnn/ T: /fannnnnn/ S: /fannnnnn/ T: /pinnnnnn/ S: /pinnnnnn/

Sorting Words by final sounds

Identifying Medial Phonemes/sounds The medial phonemes/sounds of a word are the must difficult to become aware of; usually the vowel sound.

What sound is the same in all these words? T: /cuuuuuup/ S: /cuuuuuup/ T: /fuuuuuun/ S: /funnnnnn/ T: /ruuuuuuug/ S: /ruuuuuuug/

Sorting Words by medial sounds

The National Reading Panel reported that “teaching two PA (phonological awareness) skills to children has greater long-term benefits for reading than teaching only one PA skill or teaching a global array of skills” (2000, p. 2-21). The panel also noted that the two skills of blending and segmenting also produced a larger effect on spelling performance than did the multiple skill treatment.

Identifying all the phonemes/sounds in a word

We co-articulate phonemes We speak syllable by syllable and not phoneme by phoneme. c a t This is what makes phonemic awareness difficult.

We co-articulate phonemes 1. We do not speak sound by sound. 2. There are no “spaces” between sounds/phonemes (like there are spaces between letters). 3. In fact, we begin the pronunciation of the second phoneme in a syllable before we finish pronouncing the first! 4. The sounds in a sylablle overlap.

Segmenting/analyzing syllables into phonemes/sounds /m/ /o/ /p/ Question #7-9, Objective 0001, Correct response 7-C, 9-B phoneme segmentation, taught explicitly The National Reading Panel reported that “teaching two PA (phonological awareness) skills to children has greater long-term benefits for reading than teaching only one PA skill or teaching a global array of skills” (2000, p. 2-21). The panel also noted that the two skills of blending and segmenting also produced a larger effect on spelling performance than did the multiple skill treatment. Marcia K. Henry, Unlocking Literacy FromViewers Guide to Phoneme Awareness Video, p.3: explanations of rhyme, syllable, onset-rhyme, initial/final phonemes, and full phoneme awareness; also major activities in phoneme awareness identification, segmentation, blending Identification: This includes classifying, categorizing or matching words on the basis of phoneme identity. Example: Chris and Kate begin with the same phoneme; thumb and forum end with the same phoneme. Segmentation: Division of words into syllables (fun-da-men-tal) and syllables into phonemes (f-un). Isolation of initial sounds is a first step towards full segmentation. Note: segmentation does not guarantee accurate identification; both skills are necessary for reading and spelling. Blending: The flip side to segmentation is blending- as in blending syllables into recognizable words and phonemes into syllables and recognizable words. This step need to be modeled and practiced. Learning to blend sounds to read words (what we refer to as decoding… ‘cracking the code’) is a crucial stage in beginning reading. Teachers need to provide repeated modeling of sound blending. NOTE; For each activity children must be able to recognize when something is done correctly, to produce it themselves. Recognition is easier than production.

Synthesis: Synthesizing sounds into words. /m/ /o/ /p/ Blending/synthesizing phonemes/sounds into syllables Question #7-9, Objective 0001, Correct response 7-C, 9-B phoneme segmentation, taught explicitly The National Reading Panel reported that “teaching two PA (phonological awareness) skills to children has greater long-term benefits for reading than teaching only one PA skill or teaching a global array of skills” (2000, p. 2-21). The panel also noted that the two skills of blending and segmenting also produced a larger effect on spelling performance than did the multiple skill treatment. Marcia K. Henry, Unlocking Literacy FromViewers Guide to Phoneme Awareness Video, p.3: explanations of rhyme, syllable, onset-rhyme, initial/final phonemes, and full phoneme awareness; also major activities in phoneme awareness identification, segmentation, blending Identification: This includes classifying, categorizing or matching words on the basis of phoneme identity. Example: Chris and Kate begin with the same phoneme; thumb and forum end with the same phoneme. Segmentation: Division of words into syllables (fun-da-men-tal) and syllables into phonemes (f-un). Isolation of initial sounds is a first step towards full segmentation. Note: segmentation does not guarantee accurate identification; both skills are necessary for reading and spelling. Blending: The flip side to segmentation is blending- as in blending syllables into recognizable words and phonemes into syllables and recognizable words. This step need to be modeled and practiced. Learning to blend sounds to read words (what we refer to as decoding… ‘cracking the code’) is a crucial stage in beginning reading. Teachers need to provide repeated modeling of sound blending. NOTE; For each activity children must be able to recognize when something is done correctly, to produce it themselves. Recognition is easier than production. Synthesis: Synthesizing sounds into words.

Sew (so) First, the student isolates/segments the sounds of the words using chips. Second, the student blends the sounds/phonemes together to say the whole word while running finger across arrow.

/s/ /o/ /p/

/m/ /o/ /p/

01 Question #9, Objective 0001, Correct response B Counting on your fingers the number of sounds in the picture or object promotes phonemic awareness skills.

Show next two slides first. Have participants try this activity with the following words: two, soap, third, spot, crash, tea, spark, swish, blast

Phonemic Awareness Instruction… Keep in Mind! 20 minutes per day is recommended for beginner readers. Remember the developmental sequence! Differentiate instruction based on what each child can do.

Differentiation of Instruction In order for children to benefit from direct instruction, we need to meet children where they are instructionally. When & how? Guided reading time: Extra phonemic awareness instruction Literacy centers- practice Sorts

Activities Can Be Done Throughout the Day: Integrate with other activities! Children can apply what they have been taught. During morning message During shared reading Transition times Playground games Literacy work stations Sorting activities provide ample practice for applying skills

English Language Learners

Research to Practice from a Bilingual Perspective Phonemic awareness impacts specifically, the decoding and encoding of words ( word recognition and spelling) in all alphabetic languages. It is a skill that transfers across alphabetic languages. Question # 10, Objective 0001, Correct Response B To promote the phonological processing skills of an English Language Learner identify phonemes that are used in spoken English but not in the student’s primary language. Haskins Laboratories

Question #9 What is the most important way in which a teacher can best promote the phonological skills of a student learning English as a second language?

To best promote the phonological processing skills of an English Language Learner, identify phonemes that are used in spoken English, but not in the student’s primary language.

Spanish to English Transfer: Shared Consonant Sounds English Language Learners Spanish to English Transfer: Shared Consonant Sounds What are the shared consonant sounds-different spellings? Example: /h/ spelled h as in hat spelled j as in jirafa What are the shared consonant sounds same spellings? Example: /b/ bat bate Activity # 4 Consonant Comparison Chart Spanish and English share many of the same phonemes. The Consonant Comparison Chart outlines the consonant commonalities, distinctions, and possible areas of difficulty for Spanish speakers learning English. Commonalities: English and Spanish share many of the same consonant sounds (refer to yellow), although they may be spelled differently. Take a look at /b/ as in bat. See that /b/ is a shared sound, exists in Spanish and English and is spelled b in English and can be represented by b or v in Spanish. Find /h/ as in he. See that this is a shared sound, spelled differently in English h and Spanish j. Ask, What do you notice about /n/?. Answer: It is a shared sound. It is spelled n, kn, gn in English and n is Spanish. These shared sounds represent a good starting place for teaching Spanish speakers letter-sound correspondences in English. Note: Although English has many more possibilities for consonant blends than Spanish, several similarities exist between consonant clusters in English and Spanish including, l blends: bl cl fl pl and r blends br cr dr fr gr pr tr “Although the /r/ will be pronounced differently in English, the fact that these clusters are used in both languages (e.g., gris, green) offers some support to the English-language learner” Reference: Helman, 2004 International Reading Association p. 452 “Building on the sound system of Spanish: Insights from the alphabetic spellings of English-language learners". Haskins Laboratories

Spanish to English Transfer: New Consonant Sounds English Language Learners Spanish to English Transfer: New Consonant Sounds What are the new consonant sounds/spellings? Example: /sh/ shoe Read slide. Distinctions: Spanish and English contain consonant sounds that do not occur in the other language. Refer to the chart in Activity #4 (Consonant comparison chart to see examples of consonant sounds that occur in English but not in Spanish-refer to white area). Take a look at /v/ as in vase. Notice that /v/ is a new sound in Spanish. The implication is that these phonemes will be more difficult for the English- language learner to hear and produce. The following consonants that are present in English but not in Spanish are likely to cause the most problems for Spanish speakers when transitioning to English reading and spelling. /kw/ in queen, /ng/ in sing, /sh/ in shoe, /th/ in this, /zh/ in pleasure, /v/ in voice, /w/ in water, /z/ as in zoo “The sound system of Spanish may influence the beginning writing behaviors of English-language learners who come from Spanish speaking backgrounds. Teachers who have background knowledge about Spanish, as well as the factors that influence students’ language and literacy development in English, have more tools to effectively scaffold instruction for Spanish-speaking students.” Reference: Helman, 2004 International Reading Association p. 452 Haskins Laboratories

The following consonants that are present in English but not in Spanish are likely to cause the most problems for Spanish speakers when transitioning to English reading and spelling. /kw/ in queen, /ng/ in sing, /sh/ in shoe, /th/ in this, /zh/ in pleasure, /v/ in voice /w/ in water, /z/ as in zoo

Spanish to English Transfer: Vowel Sounds English Language Learners Spanish to English Transfer: Vowel Sounds Shared vowel sounds Example: /ē/ isla eagle New vowel sounds Example: /ă/ apple The English vowel system is much more complex than the Spanish vowel system. Spanish has only one sound per vowel. Read slide. (Activity #5 - Refer to Vowel Comparison Chart and you will see an outline of common vowel sounds between Spanish and English, and the differences that exist, as well as areas of difficulty when transitioning from Spanish to English reading and spelling). Commonalities; Both Spanish and English share the vowel sounds listed on your chart in yellow, with the exception of long o, ou and or, they are spelled with different letters or letter combinations. /ā/ “Long-a” (cake, mesa) /ē/ “Long-e” (easy, primo) /ŏ/ “Short-o” (pot, casa) /ō/ “Long-o” (go, solo) /ū/ “Long-u” (food, grupo) /oi/ diphthong (oil, oiga) /ou/ dipthong (out, auto) /ar/ “bossy r” (fort, forma) Same Speech Sounds: Different Letters Vowels /ē/ English: letter e, e-e, ea, ee, ei, ey, y Spanish: letter i or y /ā/ English: letter a, a-e, ai, ay, ea, ei, ey Spanish: letter e /ŏ/ English: letter o, a /ō/ English: o, o-e, oa, oe, ow Spanish: o /ū/ English: Letter u, u-e, oo, ou Spanish: u Take a look at /a/ as in apple. Notice that this is not a shared sound and does not exist in Spanish. New vowel sounds- Distinctions: Spanish does not contain four of the five short vowel sounds Short vowels (/ĭ/, /ě/, /ă/, /ŭ/) Long vowel: (/ī/) Others: (/aw/, /schwa/ ) Haskins Laboratories

Commonalities; Both Spanish and English share the vowel sounds listed /ā/ “Long-a” (cake, mesa) /ē/ “Long-e” (easy, primo) /ŏ/ “Short-o” (pot, casa) /ō/ “Long-o” (go, solo) /ū/ “Long-u” (food, grupo) /oi/ diphthong (oil, oiga) /ou/ dipthong (out, auto) /or/ “bossy r” (fort, formal)

English Language Learners ELL and Struggling Readers How can teachers help students learn new sounds/spellings? Articulation practice (mirrors!) Sound sorts Visual sorts Sound walls Make it fun! Comparing the sounds of Spanish and English helps to clarify possible difficulties that learners may have in distinguishing specific sounds in English; being aware of these sounds and attaching letters to represent them are key aspects of the alphabetic spelling that beginning readers do (Ehri, 1998) Use knowledge of the first language to understand students’ developmental reading and writing. Use this information to clarify or provide extra support in reading and spelling instruction. Activity #6: Matching consonant phonemes. Implications for instruction: There are many areas of commonality between Spanish and English sounds on which to base the transfer of skills for English-language learners. It is helpful to build on what is common in ones’ native language and the new one. After a foundation has been built on the commonalities of the two languages it is necessary to outline how the two languages differ. Begin at the sound level. Know which speech sounds are familiar and which are new. Teach new sounds explicitly and systematically. Provide ample practice with articulation- pair sounds with hand movements, use mirrors to look at the way the mouth/tongue moves. Build a Sound Wall. Next, teach at the written level. Again, be systematic. Show children which patterns transfer from Spanish to English (one at a time!). Teach old sounds that have new spellings. These principles of instruction will be explained in the Instruction section to use with all learners. Video, (click once on picture to watch movie). Note: Another English-Spanish differences handout is included. Practice vowel gestures; vowel song.