The BIG FIVE Components of Reading Phonological Processing Materials: Chocolate, PPT, handouts, Put Reading First, Elmo or overhead, Elkonin Boxes folders, squares for unfix cubes, music – rock (for break times and energy) and classical (for work time), pennies, teacher’s manual Teachers bring 1 basal manual, binders for handouts DO NOT GIVE OUT HANDOUTS UNTIL P. 2. Rules for music. on-= you talk, off=I talk

The Big Five Components of Reading Objectives At the end of this series of staff development on the Big 5 of Reading, you will be able to Identify the 5 essential tasks of learning to read and how you assess each Discover where the Big 5 are present in your literacy instruction Be intentional in planning so the Big 5 are present in all your lessons Today we are going to begin to learn about the Big 5 of Reading. When we are done, you will be able to identify the Big 5 and identify if you are teaching them now. If you are, you will feel reinforced in what you are teaching and come away with more strategies for teaching these. If you are not, you will learn strategies to implement the Big 5 (the 5 essential tasks of learning to read) in your teaching. You will come away with an awareness of what needs to be included in our planning that may not have been in the past. Who knows what the Big 5 of reading are? Talk at table and see if you can get all 5. Remind rules. Music (Give chocolate) These are the 5 things that must be in place for children to be able to read. Give out ppt. and handouts. As I go through this presentation, if you think of anything from your experience to add, please so do because we all benefit from each other.

The Big 5 Components of Reading Comprehension Phonics Talk at your tables and define each of these. Why are they in a circular flow map rather than a straight line flow map? Hand out Put Reading First. Also look at handout p. 1 Today we will look at the foundational level of learning to read: Phonological Processing. Vocabulary

Phonological Processing Objectives You will be able to Define Phonological Processing and its components Learn how we assess Phonological Processing Discover where Phonological Processing is present in your literacy instruction Be intentional in teaching Phonological Processing

Common Core Standards Reading Standards: Foundational Skills (K-5) Kindergarten: Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Common Core Standards Reading Standards: Foundational Skills (K-5) First Grade: Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness (Rhyming) Onset/ Rime Phonemic Awareness Look at this chart and talk to your partner about what it tells you. Turn and talk. If you don’t remember anything else from today, remember that Phonological Processing does not involve print, letters, or letter names. Phonological Processing is different from phonics. Phonics is the relationship between sounds (phonemes) and letters (graphemes) that represent written language. Phonological Processing teaches students the sounds (phonemes) that are then transferred to phonics. Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness (Rhyming) Onset/ Rime Phonemic Awareness Let’s go to the big picture of what needs to be mastered at the very beginning of the reading process. That is phonological processing. Phonological processing is an auditory process - the ability to process sound in a language. To process sound, children need verbal short term memory – the ability to remember what was just said. This can begin with 1 step instructions and move further. They need phonological awareness – the ability to hear and distinguish sounds. We will address this further in a minute. They need to be able to do rapid serial naming. Line up toys and see how fast they can name them. They also need good speed of speaking in an understandable way. If not, they need a speech and language referral. These are the components of the ability to process sound in a language. If any of these components is missing, they need to be taught. Like a foundation of a building. Are you aware of teaching any of these to your students? (Not all students need this direct instruction, but some students who have little home exposure to language or who struggle with language may need these.) Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness (Rhyming) Onset/ Rime Phonemic Awareness Let’s spend more time with phonological awareness. Phonological Awareness: Awareness of all sounds in a language. It is the ability to identify and manipulate larger parts of spoken language as well as the individual sounds of a spoken language ONLY ORAL – NO PRINT OR LETTERS Greek: phono = sound logical = reasoning It consists of 4 skills Word awareness Syllable awareness Rhyming Onset/rime 5. Phonemic awareness: Note that Phonemic Awareness is a subset of Phonological Awareness because it is the ability to hear individual sounds and manipulate them. Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

Phonological Awareness The ability to identify and manipulate larger parts of spoken language as well as the individual sounds of a spoken language ONLY ORAL – NO PRINT OR LETTERS Word Awareness: Sentence Segmentation of sentence (I am big. = 3 words) Syllable Awareness: Segmentation of word (How many syllables in boy? pencil?) (Rhyming): Ability to hear rhyming words Onset/Rime: subset of rhyming (consonants that precede vowel + vowel and rest of word; cat = /k/ /at/, scat = /sk/ /at/) Phonemic Awareness – ability to hear and manipulate the individual sounds (phonemes) in spoken words At the word level is sentence segmentation. This is the ability to hear the words in a sentence. I am big. Demo how to count words Syllable Awareness is the ability to segment syllables. It must be taught. Show 2 ways: hand under chin or clap. Demo with dinosaur, he Rhyming – Not necessary as a precursor to reading, but is another way to play with words at the phonological level. Great way to teach is in the use of nursery rhymes. Do cat and dog rhyme? Children will say yes because they go together. Onset and rime is another, more sophisticated way to segment words. Onset: beginning sound(s) up to the vowel. Rime: part of the word from the vowel on. E.g., cat c/at scat sc/at sting st/ing Helps at later stages because there are less units to hold in memory when decoding a word. If you can spell man, you can spell can, fan, etc. Let’s look at some activities to do to teach word awareness syllable awareness, and rhyming. See handout – p. 3 and 4 and following (nursery rhymes), and top of page 5. We will look at phonemic awareness in a minute Phonemic awareness is the awareness of individual sounds of a language (phonemes) and the ability to manipulate those individual sounds. Individual sounds are called phonemes.

Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness (Rhyming) Onset/ Rime Phonemic Awareness Turn and explain the first 3 rows of this chart better than I did. Classical Music Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness (Rhyming) Onset/ Rime Phonemic Awareness Now we are going to look at phonemic awareness. It has 5 subskills that move from easiest to hardest, from the base knowledge to the most sophisticated level of phonemic awareness. Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

Phonemic Awareness Awareness that words are composed of separate sounds (phonemes) and the ability to identify and manipulate those sounds (phonemes – the smallest unit of sound in a language) “Phonemic awareness measured at the beginning of kindergarten is one of the two best predictors of how well children will learn to read during their first two years of school, along with letter knowledge.” (Ehrf & Nunes 2002) What is phonemic awareness? (Read slide) Children used to come to school with these skills already intact. In fact, they should be in place by age 4. but, today they are not there because children are not spoken to and hear and engage in conversations like they used to. Tvs in cars. My school experience Nursery rhymes Name Game Anna Anna bo-banna Bo nanna fanna fo fanna fee fie mo manna Anna Phonemic awareness may be lacking in students in 4th and 5th grade who are struggling in reading.

Phoneme Phoneme is the smallest unit of sound in a language: /b/ /th/ /r/ /a/ /aw/ 2 phonemes: q = /kw/ x = /ks/ Let’s look at some phonemes. Sounds: voiced, unvoiced F v P b Wh w See HO p. 12 Turn and practice sounds with a partner. Music How many phonemes (individual sounds) do you hear in: to 2 drooping 6 leg 3 dinosaur 7 fox 4 Let’s practice Phonological Awareness - . Word awareness, syllable awareness, and phonemic awareness Do all 3 phonological skills with the sentence: I carry boxes. # words = 3 # syllables = 5 # phonemes = 11 Note that I did not put the sentence on the slide. Do you know why? (print is phonics)

Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness (Rhyming) Onset/ Rime Phonemic Awareness Look again at the skills involved in Phonemic Awareness. Read list. There is a hierarchy of skills starting with the easiest and going to the most sophisticated. Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

Phonemic Awareness Phoneme isolation (first sound of van) Phoneme identity (sound in fix, fall, fun) Alliteration (Big boys bat balls.) Phoneme categorization (not belong: bus, bun, rug) Phoneme Blending (b/ /i/ /g/ = big) Phoneme Segmentation (hill = /h/ /i/ /l/) Phoneme Manipulation Phoneme deletion (smile without /s/) Phoneme addition (/s/ at beginning of park) Phoneme substitution (bug - change /b/ to /t/) Phoneme Isolation involves recognizing individual sounds in a word. Phoneme Identity involves recognizing the same sounds in different words. Phoneme categorization: give 3 words and children identify the one with a different sound. Phoneme blending: children listen to a sequence of separate phonemes and blend them into a word Phoneme segmentation: children take a word and pronounce each of the phonemes Phoneme manipulation: children add and delete phonemes to a word. Each of these skills follow the order in which children hear sounds: beginning, end, and then middle. A test for phonemic awareness can identify children who are struggling as early as kindergarten. Segmentation is a writing skill Blending is a reading skill. By what grade should phonemic awareness be mastered? Many of our older readers who are struggling do not have phonemic awareness. How do you assess each of these phonemic awareness skills in your schools? Turn and talk Why is phonemic awareness important in grades 1 through adulthood?

Phoneme Isolation Teacher says word: bag Students repeat word: bag Teacher: What’s the first sound in bag? Students: /b/ Later, last sound: sit /t/ Later, middle sound: mom /o/ Skills involved in phonemic awareness

Phoneme Identity Teacher says 3 words: man mop, mom Students repeat: man, mop, mom Teacher: What’s the beginning sound? Students: /m/ Later, ending sound: bat, lot, fat Later, middle sound: sat, ran, tag

Alliteration Alliteration: words that begin with the same sound Have students give you words that begin with /s/ Use the words to make a sentence: Some sisters see snakes.

Phoneme categorization Teacher says words: mom, cat, mess Students repeat the words Teacher: What word does not belong? Students: cat Later, ending sounds: dress, hat, bus Later, middle sounds: van, doll, rack

Phoneme Blending Teacher makes the sounds of a word: /m/ /a/ /n/ Students use their arms to blend the sounds into a word Shoulder: /m/ Crook of arm: /a/ Wrist: /n/ Students slide down arm connecting the sounds /m/../a/../n/ Students say the word: man This is a reading skill

Phoneme Segmentation Teacher says a word: hat Students repeat word: hat Students stretch the word (rubber band or chewing gum): /h/ /a/ /t/ This is a writing skill Demonstrate the stretching of words Importance of breaking into syllables and stretching each syllable for spelling. Tell about 4th gr. student who asked me to help her with spelling.

Phoneme Manipulation Phoneme deletion (smile without /s/) Phoneme addition (/s/ at beginning of park) Phoneme substitution (bug - change /b/ to /s/) When done, walk through phonological awareness handout p. 5-7 Jigsaw: have them each choose a different page to prepare to explain to rest of group between handout pages 8-18+. Go through handout 1 page at a time and, if anyone has prepared that page, share. If not, I’ll share.

Why is Phonemic Awareness Important? instruction helps children learn to read Phonemic awareness instruction helps children learn how to write How does phonemic awareness help children learn to read? Write? Tell about 4th grader and spelling.

Principles of Phonemic Awareness Instruction Provide explicit instruction Model the skills Begin with sounds only Use manipulatives Teach simple to complex Pronounce sounds correctly Provide guided practice Teach the “feel” of sounds in the mouth

How Much Instructional Time? About 15 minutes a day No more than 20 hours over the school year (for average student) As soon as children master the task without print, the teacher can apply it to print (phonics). For instance, once they can blend the sounds, begin writing the sounds on the board for simple blending. Once children can segment sounds, they can tell you what letter to write as you write on the board.

Phonological Processing in Your Classroom Use your basal manual to identify which of the skills necessary for phonological processing are found in your basal. If you do not use a basal, please identify how you teach each of the skills necessary for phonological processing.

Phonological Processing Verbal short term memory Phonological Awareness Rapid serial naming Articulation speed Word Awareness Syllable Awareness (Rhyming) Onset/ Rime Phonemic Awareness Please turn to your partner and tell him/her what we have learned about Phonological Processing. Phoneme Isolation and Identity Phoneme Categorization Phoneme Segmentation Phoneme Blending Phoneme Manipulation

Assessment of Phonological Processing What assessments do we currently use to determine the proficiency in Phonological Processing? Are these sufficient to assess Phonological Processing? DIBELS – Initial Sound Fluency and Nonsense Word Fluency

Resources for Teaching Phonemic Awareness http://education.uncc.edu/bric/ reading resources.htm Initial Sound Fluency Classroom Activities Phoneme Segmentation Classroom Activities Handouts Put Reading First www.fcrr.org Florida Center for Reading Research Other resources you know about?

Phonological Processing Objectives You are able to Define Phonological Processing and its components Learn how we assess Phonological Processing Discover where Phonological Processing is present in your literacy instruction Be intentional in teaching Phonological Processing Today we have If you don’t remember anything else from today, remember that Phonological Processing does not involve print, letters, or letter names. Phonological Processing is different from phonics. Phonics is the relationship between sounds (phonemes) and letters (graphemes) that represent written language. Phonological Processing teaches students the sounds (phonemes) that are then transferred to phonics.

Common Core Standards Reading Standards: Foundational Skills (K-5) Kindergarten: Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. With your partner, please look over these kindergarten standards again. Are there any we did not cover today? Any you still have questions about?

Common Core Standards Reading Standards: Foundational Skills (K-5) First Grade: Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Do the same with these first grade standards. Are there any we did not cover today? Any you still have questions about?