1. Phonemic Awareness and the Alphabetic Principle: A Joyful Noise

2. Phonemic Awareness and the Alphabetic Principle: A Joyful Noise
Presented by Cherry Carl

3. Why “A Joyful Noise?”
Effective phonemic awareness instructional activities facilitate the development of positive feelings toward learning through an atmosphere of playfulness and fun. Listen closely to children as they explore our language and you will hear chants, poems, songs, tongue-tanglers, and interactive word play, all without the benefit of print! What a joyful noise!

4. Presentation Highlights
Understanding the Prerequisites to Successful Phonics Instruction
Assessing Student Understanding of Phonemic Awareness
Progression of Phonological Awareness
Phonemic Awareness Tasks

5. Presentation Highlights
Developing Phonemic Awareness
Activities to Promote Manipulation of Sounds and Syllables
Special Needs Indicators
Second Language Learners
Taking a look at Standards
Resources

6. What Does Research Say About Phonemic Awareness Instruction?
Phonemic awareness can be taught and learned.
Phonemic awareness instruction helps children learn to read.
Phonemic awareness instruction helps children learn to spell.
Source: Put Reading First

7. What Does Research Say About Phonemic Awareness Instruction?
Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet.
Phonemic awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than several types.
Source: Put Reading First

8. Understanding the Prerequisites to Successful Phonics Instruction
“Research indicates that phonemic awareness is the best predictor of the ease of early reading acquisition, better even than IQ, vocabulary, and listening comprehension.”
(Stanovich, )

9. Understanding the Prerequisites to Successful Phonics Instruction
“Phonemic awareness, or the ability to hear and “segment” individual sounds in spoken words, must occur before children can begin to understand how letters represent speech sounds.”
(Reutzel and Cooter, 1999)

10. Understanding the Prerequisites to Successful Phonics Instruction
After children become aware of the alphabetic principle, they develop the ability to manipulate letters and sounds. This helps them to decode new words they encounter in books and to create temporary spellings in their writing.
(Reutzel and Cooter, 1999)

11. Assessing Student Understanding of Phonemic Awareness
Letter identification
Letter production
Recognizing rhyming words
Auditory blending of sounds
Isolating sounds
Writing phonemes in words

12. Progression of Phonological Awareness
words
syllables
onset-rime division
phonemes
[blending, segmentation, matching, deletion
Children’s phonological awareness develops in this progression.

13. Phonemic Awareness Tasks
to hear rhymes and alliteration as measured by knowledge of nursery rhymes
to do oddity tasks (comparing and contrasting the sounds of words for rhyme and alliteration)
to blend and split syllables

14. Phonemic Awareness Tasks
to perform phonemic segmentation (such as counting out the number of phonemes in a word)
to perform phoneme manipulation tasks (such as adding, deleting a particular phoneme and regenerating a word from the remainder).

15. Developing Phonemic Awareness and the Alphabetic Principle
Language watching
Using environment print
Playing with the alphabet
Songs, chants, and poetry
Alphabet books

16. Developing Phonemic Awareness and the Alphabetic Principle
Writing experiences
Word rubber-banding
Hearing sounds in words
Sound addition or substitution
Sound segmentation

17. Activities and Procedures to Promote Manipulation of Sounds and Syllables
Elkonin boxes
Rhyming word activities
Rhyming bingo
Pocket chart (sort by sound)
Syllable Snap and Clap
Walk Around a Rhyme
Riddle and rhyme
Rubber Band (stretch a word)

18. Activities and Procedures to Promote Manipulation of Sounds and Syllables
Sound boxes
Nonsense names
Physical responses (tapping, clapping, snapping)
What’s my word?
Tap and touch
Jump Rope Jingles
Nursery Rhymes

19. Special Needs Indicators
Little or no knowledge of the alphabet
Inability to name letters when presented
Inability to produce letter or letterlike forms in writing
Inability to recognize rhyming sounds
Inability to recognize or identify specific letter sounds in words
Inability to map spoken sounds onto letters
Source: Reutzel and Cooter (1999)

20. Taking a Look at California Standards

21. Kindergarten Standards
1.7 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/ ).

22. Kindergarten Standards
1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).

23. Kindergarten Standards
1.9 Blend vowel-consonant sounds orally to make words or syllables Identify and produce rhyming words in response to an oral prompt.
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

24. Kindergarten Standards
1.12 Track auditorily each word in a sentence and each syllable in a word Count the number of sounds in syllables and syllables in words.

25. First Grade Standards
1.4 Distinguish initial, medial, and final sounds in single-syllable words. 1.5 Distinguish long-and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite). 1.6 Create and state a series of rhyming words, including consonant blends.

26. First Grade Standards
1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). 1.8 Blend two to four phonemes into recognizable words (e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat). 1.9 Segment single-syllable words into their components (e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich).

27. Resources
National Institute for Literacy (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Author.
Reutzel, D. Ray and Cooter, Robert B. Jr. (1999) Balanced Reading Strategies and Practices. Upper Saddle River, NJ: Prentice Hall, Inc.
Yopp, Hallie and Ruth (2000) Supporting phonemic awareness development in the classroom. The Reading Teacher Vol. 54 No. 2.

28. Instructional Resources
Adams, Marilyn Jager et al (1997). Phonemic Awareness in Young Children: A Classroom Curriculum. Brookes Publishing Company.
Blevins, Wiley (1999). Phonemic Awareness Activities for Early Reading Success (Grades K-2) Scholastic.
Fitzpatrick, Jo (1997). Phonemic Awareness: Playing With Sounds to Strengthen Beginning Reading Skills (Phonemic Awareness) Creative Teaching Press.

29. Instructional Resources
Yopp, Hallie and Ruth (2003). Oo-pples and Boo-noo-noos: Songs and Activities for Phonemic Awareness. Harcourt School.

30. Read Alouds for Phonemic Tasks
Bynum, Janie (1999). Altoona Baboona. New York, NY: Harcourt Brace & Co. (phoneme substitution)
Chapman, Cheryl (1993). Pass the Fritters, Critters. New York: Scholastic, Inc. (rhyming)
Edwards, Pamela Duncan (1998) Some Smug Slug. Harper Trophy. (alliteration)
Lester, Helen (1999). Hooway For Wodney Wat. Boston, MA: Houghton Mifflin. (phoneme substitution)

31. Read Alouds for Phonemic Tasks
Most, Bernard (1996). Cock-A-Doodle-Moo! Harcourt Brace. (phoneme addition and substitution)
Salisbury, Kent. (1998). There's a Dragon in my Wagon! New York: McClanahan Book Company, Inc. (phoneme substitution)
. There's a Bug in my Mug!
. A Bear Ate my Pear!
. My Nose is a Hose!

32. Read Alouds for Phonemic Tasks
Slepian, Jan and Seidler, A. (1967). The Hungry Thing. Scholastic. (phoneme substitution)
Wilbur, Richard (1997). The Disappearing Alphabet. New York, NY: Harcourt Brace & Co. phoneme deletion

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