Phonological Awareness Created by Brenda Wright, July 2005 for GESD #40 Phonological Awareness Created by Brenda Wright For GESD #40 July 2005 Zgonc, Y. (2000). Sounds in action. Crystal Springs Books. (ISBN # 1884548326) Literacy First Process Professional Development Institute, Inc. © 2001

Phonological Awareness Table of Contents Rationale Slide #3 Academic Learning Time Slide #4 Phonological Awareness (PA) Slide #5 Skill Sequence Slide #6 Mastery Levels Slide #8 Administering Assessments Slide #9 Matching Assessment to Instruction Slide #12 Guidelines for Effective PA Training Slide #13 Resources for PA Instruction Slide #14 Resource Slide #17 copyright 2005 Brenda Wright

Created by Brenda Wright, July 2005 for GESD #40 Rationale A comprehensive reading process needs to include formative assessment and systematic, explicit instruction in the following areas: Phonological Awareness, Phonics, Spelling, Vocabulary, Comprehension Skills, Strategic Reading Tools, and Metacognitive Process. Teachers need to be continually diagnosing students’ strengths and weaknesses and prescribing instruction that is at the correct Zone of Proximal Development. Teacher knowledge and implementation of the reading process will make the difference for students. © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.1-1) copyright 2005 Brenda Wright TOC

Academic Learning Time This is the amount of time your students are SUCCESSFULLY “engaged” in the lesson objective. There are 3 critical attributes to academic learning time. Students know and understand the lesson objective. Students are actively manipulating the content of the lesson objective. Students are experiencing at least a 75% success rate as they manipulate the content. *At risk students must experience at least a 95% success rate. All 3 of these critical attributes must be present if academic learning time is to occur. © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.1-15) copyright 2005 Brenda Wright TOC

Phonological Awareness Phonological awareness is the understanding that our spoken language can be broken down into parts or individual sounds that can be manipulated. Concept of Spoken Word Rhyme Phonemes Syllables Phoneme Manipulation Phonemic awareness involves the ability to manipulate the individual units of sounds and phonemes in words. Examples include recognizing initial, medial, and final sounds in words; the ability to manipulate sounds such as adding, substituting, and transposing sounds. Phonemic awareness fits under the phonological awareness sequence. © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-5) copyright 2005 Brenda Wright TOC

copyright 2005 Brenda Wright Skill Sequence Concept of Spoken Word Distinguish words in a sentence Rhyme Recognize a rhyme Complete a rhyme (not assessed) Produce a rhyme Syllable Blend syllables Segment syllables Delete syllables copyright 2005 Brenda Wright TOC

copyright 2005 Brenda Wright Skill Sequence Phoneme Blend onsets and rimes Blend phonemes Segment phonemes Delete initial phoneme Delete final phoneme Phoneme Manipulation Add phonemes Delete phonemes: First sound in blend Substitute phoneme copyright 2005 Brenda Wright TOC

copyright 2005 Brenda Wright Mastery Levels Skill Typically Mastered Concept of Spoken Word Preschool Rhyme Kindergarten Syllable Kindergarten Phoneme 1st Grade Phoneme Manipulation 2nd Grade copyright 2005 Brenda Wright TOC

Administering the Assessments Talk in a normal conversation speed and a natural conversation voice. You should assess every student. Consider the grade level of the child when administering portions of the test. Administer the test until the child reaches a frustration level ~ miss 3 out of 6, stop. *However, use your judgment. Some children get stuck on rhyme but can do syllable blending without any problem. © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-17) copyright 2005 Brenda Wright TOC

Administering the Assessments cont. 1st time tested ~ start at the beginning. 2nd time and thereafter ~ begin at the section where they will have a success rate of at least 5 out of 6 and go from there. To be successful, a student needs to master at least 5 out of 6 in each section, but compare the grade level of the child with the grade level at which a skill is typically mastered. The assessment should typically take 10-15 minutes to administer the entire assessment. It can be administered in 2 separate sittings. © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-18) copyright 2005 Brenda Wright TOC

Administering the Assessments cont. The first assessment should be administered in August and then at every benchmark assessment. You may want to assess different individual sections periodically to make informed decisions to drive instruction. It is not necessary to repeat the section of the test where the child scored 5 out of 6 or 100% mastery. Each time the assessment is given again, start at the point where the child made more than 1 error out of 6. © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-18/19) copyright 2005 Brenda Wright TOC

Matching Assessment to Instruction Assessment results must be used in order to make informed decisions about instruction. Instructional activities should reflect the students’ progress along the Phonological Awareness Skill Sequence. Results of formal and informal assessment will determine specific choices of activities. Appropriate Phonological Awareness activities reflect an awareness of multiple intelligences theory. © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-31) copyright 2005 Brenda Wright TOC

Guidelines for Effective Phonological Awareness Training Are activities focused on sounds and not focused on letter-sound relationships? Is you choice of PA activities based on the results of student assessment? Do you students recognize the pictures used in the activities? Are instructions clear? Do you model the activity? Are the students actively participating in the activity? Do the activities include some physical activity? Does your instruction meet the criteria for Academic Learning Time? PA = Phonological Awareness © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-34) copyright 2005 Brenda Wright TOC

Resources for PA Lessons PA Skill Resource Book Title Concept of Spoken Word Sounds in Action Classrooms that Work (2nd Edition) Rhyme Sounds in Action Recognition & Phonics A to Z Production PA in Young Children Words Their Way (2nd Edition) PA: Playing with Sounds to Strengthen Beginning Reading Phonics They Use, 3rd Edition PA = Phonological Awareness © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-11-15) copyright 2005 Brenda Wright TOC

Resources for PA Lessons PA Skill Resource Book Title Syllables: Sounds in Action Blending & PA in Young Children Segmentation PA: Playing with Sounds to Strengthen Beginning Reading Isolation of Sounds in Action Initial & Final Sound Phonics A to Z PA in Young Children Words Their Way (2nd Edition) PA: Playing with Sounds to Strengthen Beginning Reading PA = Phonological Awareness © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-11-15) copyright 2005 Brenda Wright TOC

Resources for PA Lessons PA Skill Resource Book Title Blending & Segmenting Sounds in Action Phonics A to Z PA in Young Children PA: Playing with Sounds to Strengthen Beginning Reading Deletion Sounds in Action Substituting & Phonics A to Z Manipulating Phonics A to Z PA = Phonological Awareness © 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-11-15) copyright 2005 Brenda Wright TOC

copyright 2005 Brenda Wright Resource copyright 2005 Brenda Wright TOC