Objective: Today we will define and practice the skills of phonemic awareness to ensure that our teaching is focused and intentional.

Slides:

Advertisements

Similar presentations

Parents as Partners in Curriculum Based Decision Making Curriculum Based Decision Making Team (CBDM) Michelle Fattig.

Advertisements

Research Says: The inability to process and manipulate speech sounds is the most common cause of failure to acquire early reading skills Phonemic awareness.

PHONEMIC AWARENESS By: Miranda Bird.

Chapter 5 Phonemic Awareness Matt Hancock. What? It is the ability to detect, identify, and manipulate phonemes (smallest unit of spoken language that.

The Five Main Components of Reading Instruction

EDRD 6600 Trudie Hughes, Ph.D..

Chapter 6—Phonics Kendra McLaren Doug McLaren

Sound – Print Connection. Learning to read entails… Normally developed language skills Normally developed language skills Knowledge of phonological structures.

Reading and The Role of Technology Effective Reading Instruction Presented by Davida West and Mariella Brenlla Summarized from the National Institute for.

Phonemic Awareness and Phonics. Phonemic Awareness  Is crucial in the development of the ability to decode, to read for meaning and to spell ( Yopp,1992,

PHONEMIC AWARENESS JILLIAN MARSHALL FEBRUARY 5, 2015 Slides adapted from Traci Haley, CU Boulder.

Maine Reading First Course

Phonemic Awareness. Phonological Awareness Broad term that includes phonemic awareness In addition to phonemes, phonological awareness activities can.

Jolly Phonics Learning Letter Sounds. Introducing Letter Sounds In the UK - 42 sounds : to be covered in about 9 weeks : one new letter sound per day.

Day 2. Phonological awareness What is it? Why is it important? How is it taught? How is it assessed?

Teaching Phonemic and Phonological Awareness in the early grades Leecy Wise.

ELLA Early Literacy Learning in Arkansas

Phonological Awareness Interventions and their Effects on “At-Risk” Readers Aline D. Bannon Henry Barnard School Enfield, CT.

Maine Department of Education Maine Reading First Course Session #8 Phonological and Phonemic Awareness Instruction.

Components of Literacy EDU 280 Fall Creative Curriculum’s Literacy Components Literacy, Chapter 1 Literacy Vol. 3, Chapter 17.

Copy, Cover, and Compare (CCC): Method of teaching sight words Divide paper into 3 sections. In Section 1, write out list of target words. In Section 2,

Linguistic Phonics Co-ordinator Support Pack Linguistic Phonics.

Phonological Awareness Phonics Spelling Melinda Carrillo.

Teaching Phonemic Awareness

EMERGENT LITERACY R. Grant Emergent Literacy.  Alphabetic Principle-English is an alphabetic language based on the alphabetic principle: each speech.

The BIG FIVE Components of Reading Phonological Processing

Teaching Phonological Awareness in the early grades Leecy Wise

Phonological Awareness. Involves analyzing the sounds of language and how these sounds make up words and sentences.

Sound – Print Connection

Phonemic Awareness.

Grade 1: Phonemic Awareness

THE 60-MINUTE DAILY READING LESSON: UNDERSTANDING PHONOLOGICAL AWARENESS A Project LIFT Training Module 1 College of Education Module 2 – Presentation.

Kindergarten Workshop School Year. The 6 Components of Reading 1. Phonics 2. Phonemic Awareness 3.Vocabulary 5. Comprehension 6.Fluency.

‘ What great Teachers Do Differently-14 Things that Matters Most’ by Todd Whitaker #10: Great teachers have a plan and purpose for everything they do.

Phonemic Awareness = Phonics. Phonemic Awareness w The understanding that spoken words are made up of a series of discrete sounds Is different from Phonics:

Phonemic Awareness workshop/valdes/valdes.ppt.

Phonemic Awareness Phonemic Awareness is the ability to notice, think about, and work with individual sounds in spoken words. It is not a visual process–

ESMM 530 Welcome Who are you?. You will leave with an understanding of how to plan – teach reading. You will have viewed and practiced teaching lessons.

By Sarah Blackburn.  Phonemic awareness – the ability to detect, identify, and manipulate phonemes in spoken words; the most important level of phonological.

Phonemic Awareness “PHUN” Facilitated by: Tamara Konrade

Phonological Awareness. Virginia Standards of Learning for Phonemic Awareness 1.4 The student will orally identify and manipulate phonemes in syllables.

Assessing Phonological Awareness. Informal Assessments Tapping words, syllables Blending and deleting syllables Matching rhymes Blending onsets and rimes.

Phonological Awareness Presented by: Ashley Miller-Tazelaar May 16, 2011.

Big Ideas in Reading: Phonemic Awareness

Learning To Read Jose F. Lopez March 27, 2006 Jose F. Lopez March 27, 2006.

Copy the presentation to your hard drive. Open up the game board slide, determine the category of questions you want to construct and substitute the proper.

Basic Reading Skills By Thomas Bold.

Phonological Awareness By: Christine McCreary, Marissa Abram & Ting Ting Chou.

Phonological and Phonemic Awareness

Reading 3D Training Lynn Holmes Fall 2014.

Phonological Awareness. What We Know Strong predictor of children's success in reading Once kids get it, they get it. No need to continue to teach it.

Reading and Phonemic Awareness Activities PreK-2

Language, Talk and Literacy Development & Early Literacy.

Phonological Awareness, Phonemic Awareness and Phonics TEDU 566.

Literacy Lunch Phonemic Awareness. Definition: the ability to notice, think about, and work with the individual sounds in spoken words. (auditory.

Phonemic awareness is a category of phonological awareness. Phonemic awareness is the ability to notice the individual sounds in spoken words.

Phonological & Phonemic Awareness Skills Activities to do at Home By: Mrs. Roberts Hilltop Elementary.

Phonological Awareness Phonemic Awareness Phonics.

Teaching Phonemic Awareness

Index of Phonemic Awareness Skills

Kindergarten Reading Readiness

The Five Components of Reading

The 5 basics of reading By Lauren Valentine.

The Building Blocks of Literacy

Five Essential Elements of Reading Instruction

* The competence based curriculum empowers learners to focus on mastery of valuable skills, knowledge and attitudes and learn at their own pace. * It is.

Phonological Awareness and Letter Sound Knowledge

Phonemic Awareness.

Phonemic Awareness.

understanding The Reading Process Stacy Erwin, M. Ed

Presentation transcript:

Objective: Today we will define and practice the skills of phonemic awareness to ensure that our teaching is focused and intentional.

Agenda: define terms/consult the research M & M Activity define and practice the skills of phonemic awareness explore where and how phonemic awareness is taught within the program refine our teaching practices so that our teaching becomes INTENTIONAL

phonemic awareness rhymes words syllables onsets and rimes

Phoneme & Phonemic Awareness Phoneme: The smallest part of spoken language that makes a difference in the meaning of words. Examples: the word at has two phonemes (/a/ /t/); check has three phonemes (/ch/ /e/ /k/), and spot has four phonemes (/s/ /p/ /o/ /t/). Phonemic Awareness: The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words.

“Phoneme awareness is the single best predictor of reading success between kindergarten and second grade.” (Adams, Stanovich, 1995) “Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.” (Stanovich, 1993) “Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level.” (Juel, 1994)

Can I define or model this skill and locate it within the program? ALWAYSOFTENSOMETIMESNOT YET Phoneme isolation Phoneme identity Phoneme categorization Phoneme blending Phoneme segmentation Phoneme deletion Phoneme addition Phoneme substitution

Define and Practice Phoneme Isolation Children recognize individual sounds in words. Teacher: What is the first sound in lion? Child: The first sound is /l/. Teacher: What is the first sound in _____? Child: The first sound is / /. (house, zebra)

Phoneme Identity Children recognize the same sounds in different words. Teacher: What sound is the same in monkey, mice, mat? Child: The sound, /m/, is the same. Child: The sound, / /, is the same. Teacher: What sound is the same in _____? bat, ball, butterfly tiger, toothbrush, two

Phoneme Categorization Children recognize the word in a set of three or four words that has the “odd” sound. Teacher: Which sound doesn’t belong? turkey, turtle, pencil. Child: Pencil does not belong. Teacher: Which sound doesn’t belong? (lamp, hand, ladder – clown, balloon, bicycle) Child: _____ does not belong.

Phoneme Blending Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Teacher: What word is /w/ /i/ /g/ ? Child: /w/ /i/ /g/ is wig. Teacher: What word is / / / / / / ? Child: / / / / / / is _____. (bike, pen)

Phoneme Segmentation Children break a word into its separate sounds, saying each sound as they tap out or count it. Teacher: How many sounds are in sock? Child: /s/ /o/ /k/. Three sounds. Teacher: How many sounds are in _____? Child: / / / / / /. _____ sounds. (nose, shark)