1. Maine Department of Education 20051 Maine Reading First Course Session #8 Phonological and Phonemic Awareness Instruction

2. Maine Department of Education 20052 Key Learning Goals Session 3 Phonological and Phonemic Awareness Instruction To enable class participants to transform their theoretical understandings into classroom practices that support student development of phonological and phonemic awareness, including instructional strategies for: identifying and producing oral rhymes identifying and working with onsets and rimes in spoken syllables identifying and working with syllables in spoken words identifying and working with individual phonemes in spoken words, including isolating, segmenting, blending, deleting, adding, and substituting.

3. Maine Department of Education 20053 Phonological Awareness is…… The term that describes the awareness of sounds in oral language. Phonological awareness includes the understanding and skills of rhyming, segmenting, blending and manipulating at the word, syllable, and phoneme levels.

4. Maine Department of Education 20054 Phonemic Awareness is…. the ability to hear, identify, and manipulate individual sounds— phonemes—in spoken words.

5. Maine Department of Education 20055 Phonological Awareness vs. Phonemic Awareness (Bourque, 2005) Phonological Awareness is the whole “pie”. Phonemic Awareness is a piece of the “pie”— the most complex piece.

6. Maine Department of Education 20056 Phonemic Awareness is important because…. it improves children’s word reading and reading comprehension. it helps children learn to spell. (NRP, 2000)

7. Maine Department of Education 20057 Phonemic awareness can be developed through a number of activities, including asking children to…… identify phonemes, categorize phonemes, blend phonemes to form words, segment words into phonemes, delete or add phonemes to form new words, and substitute phonemes to make new words. (NRP, 2000)

8. Maine Department of Education 20058 Phonemic Awareness instruction is most effective when…. children are taught to manipulate phonemes by using the letters of the alphabet. instruction focuses on only one or two types of phoneme manipulation at a time. (NRP, 2000)

9. Maine Department of Education 20059 Changing Emphasis of Five Essential Elements

10. Maine Department of Education 200510 Mapping PA Instruction Kindergarten

11. Maine Department of Education 200511 Mapping PA Instruction Grade 1

12. Maine Department of Education 200512 Guidelines for Teaching Phonological Awareness Grouping Research indicates that small group instruction is more effective than whole group or one-on-one in helping students acquire phonological awareness. Small group instruction may be more effective because students benefits from listening to their peers and from having more opportunities to participate. (Just Read Florida K-3 Reading Academy)

13. Maine Department of Education 200513 Guidelines for Teaching Phonological Awareness Systematic Instruction During a lesson, target one or two types of phonological awareness, such as blending and segmenting phonemes. Begin with easier activities and progress to more difficult ones. Use words that students know and that are easy to manipulate. Consider…… The number of phonemes in a word. The phoneme position in words. The phonological properties of words. Focus instruction on types of phonological awareness that are most closely associated with beginning reading and spelling, such as segmenting and blending phonemes. Link phonemes to letters as soon as possible. (Just Read Florida K-3 Reading Academy)

14. Maine Department of Education 200514 Guidelines for Teaching Phonological Awareness Explicit Instruction Model each activity when introduced Provide guided practice with supportive feedback Monitor student progress and adjust instruction accordingly

15. Maine Department of Education 200515 How Can We Focus on Phonological Awareness? Use language play, a variety of texts, and/or physical activities to introduce children to the similarities and differences in sounds of words to show that language has meaning, message, and form. (LINKS, 2002)

16. Maine Department of Education 200516 Materials to Develop Phonological Awareness Alphabet and word games Listening and whispering games to develop children’s ability to attend selectively to sounds. Clapping, tapping, marching, naming and/or counting games to help children learn words can be divided into syllables and also into sounds. Concrete objects like counters, Elkonin boxes, blocks, puppets, and pictures. (LINKS, 2002)

17. Maine Department of Education 200517 Considerations for Students with Learning Disabilities and/or Limited English Proficiency Capitalize on native language ability Teach blending, segmenting, and manipulating individual phonemes and syllables Accept oral approximations Focus on words students already know

18. Maine Department of Education 200518 Instructional Strategies Rhyming Discrimination Segmenting and Blending Manipulation Children’s Literature Independent Center Activities— www.fcrr.org

19. Maine Department of Education 200519 Examples of Texts to Use to Develop Phonological Awareness Nursery Rhymes Alliteration Poetry Tongue Twisters Patterned Books with Rhymes Singing Dancing Fingerplays (LINKS, 2002)

20. Maine Department of Education 200520 Terminology Knowledge Rating Chart Grapheme Onset and rime Phoneme Phonemic awareness Phoneme blending Phoneme categorization Phoneme isolation Phoneme segmenting

21. Maine Department of Education 200521 Evaluation and Feedback What did you find most useful about the sessions on phonological awareness? What did you find least useful about the sessions on phonological awareness? What additional information, materials, or resources would be useful?