Phonemic Awareness CRLP presentation slides

The first poems I knew were nursery rhymes, and before I could read them for myself I had come to love just the words of them, the words alone. What the words stood for, symbolized or meant, was of very secondary importance; what mattered was the sound of them as I heard them for the first time on the lips of the remote and incomprehensible grown-ups…. And these words were, to me, as the notes of bells, the sounds of music instruments, the noises of wind, sea, and rain, the rattle of window pane, might be to someone, deaf from birth, who has miraculously found his hearing. I did not care what the words said, overmuch, nor what happened to Jack and Jill and the Mother Goose rest of them; I cared for the shapes of the sound that their names, and the words describing their actions, made in my ears; I cared for the colors the words cast on my eyes...I fell in love, that is the only expression I can think of, at once, and am still at the mercy of words. Dylan Thomas Poetic Manifesto

Definitions Phonemes The smallest units of sound. /s//a//k//m//ch/ Phonological Awareness The awareness of and the ability to manipulate language at the level of syllables, rimes, and phonemes. Phonological awareness is a more inclusive term than phonemic awareness. Phonemic Awareness The awareness that sounds (phonemes) make up words, and the ability to manipulate individual phonemes. Phonics A system of teaching reading and spelling through sound- symbol relationships.

Guidelines and Standards Pre-Kindergarten Phonological awareness instruction is part of the CORE program Kindergarten Phonological awareness is part of the CORE program for the first half of the school year Begin intervention mid-year if necessary First Grade Phonological awareness is part of the CORE program for the first three months of the school year After three months begin intervention if necessary Grades 2-6 Phonological awareness instruction is an intervention, direct and explicit. Small group instruction in reading, writing, and spelling contain a component of phonological awareness instruction.

Kindergarten 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/) Track and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated Blend vowel-consonant sounds orally to make words or syllables. Identify and produce rhyming words in response to an oral prompt. Distinguish orally stated one-syllable words and separate into beginning or ending sounds. Track auditorily each word in a sentence and each syllable in a word. Count the number of sounds in syllables and syllables in words.

First Grade Distinguish initial, medial, and final sounds in single- syllable words. Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite). Create and state a series of rhyming words, including consonant blends. Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/ l/a/t/ =flat). Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; /r/i/ch/ = rich

Letter Knowledge Phonological Awareness –Words –Syllables –Phonemes Knowledge about Print

What makes phonological awareness difficult? We speak in phrases, not words! Students must shift their attention from the meaning (content) of language to the structure (form). Phonemes are abstract - meaningless in themselves. It is difficult to attend to one sound in a word. Sounds overlap and merge in speech. Sounds are influenced by context.

Phonemes for Consonant Sounds /b/big /c/cat, duck /d/dog, flagged /f/fan, phone /g/goat /h/hammer /j/jet, giant /k/kitten, duck /l/lion, simple, label /m/man, limb /n/no, know, gnat, pneumonia /p/pony /qu-/kw/queen /r/rat, write /s/seal, city /t/tiger, raked /v/vulture /w/water /x-/ks/fox /y/yak /z/zebra, is, xylophone /ch/ chimp, match /sh/ shark /th/-voiced then /th/-unvoiced third /wh/ where