Phonological Awareness and Syllable Segmentation February 17, 2012

Why do I need to build my phonological awareness knowledge? What additional information about phonological awareness do I need to enhance learning in my classroom? o What is the correct sequence of skill presentation? o How do I integrate new knowledge into my instruction? Essential Questions

Agenda for the Day Review Essential Questions. Sequence of Phonological Awareness. PA Activities - Turn and Talk. Sequence of Syllable Instruction. Test Your Knowledge! How will incorporate one or more of the strategies into word study, next week?

Phonological Awareness Activities onset-rime, blending, and segmentation sentence segmentation rhyming songs syllable segmentation and blending blending and segmenting individual phonemes

Continuum of Complexity of Phonological Awareness Activities

Phonological Awareness Segmenting sentences into words Hippo is swimming in the river. Auditory segmenting/oral blending of words into syllables hip-po, swim-ming, riv-er Auditory/oral blending of onsets and rimes sw-im, h-ip Auditory segmenting/oral blending of syllables into phonemes i-n, h-i-p, s-w-i-m

Blending Sounds *Start ORALLY before letters *Start with two sounds then move to three and four * If you think you know this word, shout it out! If you think you know this word, shout it out! If you think you know this word, Then tell me what you've heard, If you think you know this word, shout it out! *Simon Says *I Spy

Segmenting Sounds *Start with two sounds then move to three *Elkonin Boxes - Say it, Move it *Egg Cartons with Chips

"Tell me and I'll forget; show me and I may remember; involve me and I'll understand." How do I involve students in phonological awareness?

Why teach syllables The 6 syllable types decode 85% of the English language These generalizations are a starting point for students

Closed or VC syllables One vowel Vowel is closed in by 1 or more consonants Vowel makes a short sound, takes a short walk

R-Controlled, Bossy R or Vr Syllable One vowel Vowel is followed by an /r/ Vowel is neither long nor short Vowel is controlled by the /r/ Other consonants may come before or after the Vr

Open or cV or V syllables One vowel Vowel is the last letter in a syllable Vowel makes a long sound, takes a long walk

Consonant-le or c-le syllables Has only 3 letters, a consonant, /l/ and /e/ in that order The /e/ is silent This syllable is the last syllable in a multi- syllabic word and never accented.

Magic E, Vowel-consonant /e/ or Vce Syllable has a vowel followed by a consonant then an /e/ The first vowel makes a long sound The /e/ is silent.

Double vowel or VV Two vowels together (digraphs or dipthongs) Digraphs – two letters together that make 1 sound (ea, oa, ai, oe, ue, ui, ay, ey, ee, ae, ew, ow) Dipthongs – a sound that begins with one vowel sound and glides into the other vowel sound (ou, oi, au, ow)

Partner Quiz - Let's see how you do on a syllable quiz.

Considerations There are exceptions or “rule breakers” for all syllable types Looking for little "words" may interfere with decoding larger words. (rather, boat, home, whisper, suit) Teach children to break larger words into syllables.

APPLY TO REAL READING AND WRITING! Before o Quick Drill with sound cards o Introduce new or irregular sight words o Practice blending sounds o During o Blending Practice on Magnetic Letter boards, etc* o Marking text, highlighting tape, take-home books o

ENCODING Quick Drill in Reverse Tapping / Counting Sounds Spelling with magnetic letters or desktop pocket charts **Kidwriting - longer words - have students segment into syllables then segment individual sounds.

Support Strategies Writing sorts Making and writing words Word hunts Word study notebooks Word wall activities Think-marks/Think-rings

Resources CenterActivities.shtm d%20study Phonemic Awareness Book Word Matters Book Word Families