1. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 1 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12 Phonological Awareness Foundations and Framework Volume 1

2. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 2 Outcomes Understand the language and literacy foundations with a focus on the phonological awareness substrand. Understand the language and literacy strategies outlined in the framework that focus on phonological awareness. Identify and define the ways children demonstrate phonological awareness. Describe the developmental continuum of phonological awareness skills. Learn strategies to foster phonological awareness in children.

3. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 3 Its a Humdinger First, listen as I hum….Second, find your humming card. Everyone at the table has a different song. See if your tablemates can guess your song by listening to you hum.

4. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 4 Early Learning Development System

5. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 5 Two California Department of Education Resources

6. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 6 Domain Organization Language and Literacy –Reading Phonological Awareness

7. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 7 Map of the Foundations Language and Literacy Domain Strand Substrand Age Foundation Examples Substrand Description Substrand Description Includes notes for children with disabilities

8. 8 Foundations With appropriate support After 1 st or 2 nd year of preschool ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 At 48 and 60 months High-quality program

9. 9 Framework Strategies Developmentally appropriate Reflective and intentional Individually and culturally meaningful Inclusive ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

10. 10 Curriculum Framework Planning learning opportunities Teachable moments Routines, environments, and materials Guiding principles ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

11. 11 Definition Phonological Awareness is generally defined as an individuals sensitivity to the sound (or phonological) structure of spoken language independent of meaning. PLF, Vol. 1, p. 79 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

12. 12 Crossword Time Use the PLF glossary (p. 89) and introduction (pp. 52-53) to complete the crossword with your table group.

13. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 13 Phonological Units Words Syllables Onsets and rimes Onset - The first consonant or consonant cluster in a syllable (e.g., the h in the one syllable word hat, the m and k in the two syllables in the word monkey) Rime - Everything left in a syllable after the onset is removed; the vowel and coda of a syllable (e.g., the at in the single syllable word hat, the in in the single-syllable word in) Phonemes (individual sounds)

14. 14 Connections to Reading Decoding printed words Spelling ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 Understanding the alphabetic principle

15. 15 Language Transfer Phonological awareness is a skill that transfers across languages, so activities can be conducted in any language. PCF, Vol. 1, p. 216 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

16. 16 Guiding Principle Guiding Principle: Language and Literacy work together PCF, Vol. 1, p. 100 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

17. 17 Guiding Principle Guiding Principle: Children say or sign what they hear and see PCF, Vol. 1, p. 100 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

18. 18 Phonological awareness does not develop naturally over time, but as a consequence of childrens engagement in specific experiences. PCF, Vol. 1, p. 133 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

19. 19 The CODE Bianca Insert video clip here

20. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 20 Learning From Bianca Discuss with your table: 2 methods you saw demonstrated in the video that you currently use in your classroom to develop phonological awareness 2 methods you saw demonstrated in the video that you would like to implement soon in your classroom to develop phonological awareness

21. 21 Interaction and Strategy Sing songs and say poems each day PCF, Vol. 1, p. 137 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

22. 22 Embedding Phonological Awareness Throughout the Daily Routine Turn to page 138 in the PCF. Read the paragraph that begins with the following sentence: Use phonological awareness activities for transitions. What ideas does this give you for embedding phonological awareness throughout the daily routine? Use the PCF and ideas garnered from the video to complete the rest of the handout.

23. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 23 You May Have Thought of… Arrival and Departure –Have children line up when you say the sound with which their names start. –Have children pair up, and exit the classroom, with a friend whose name begins with the same sound as their name. Snack Time –Play I Spy: Have children look for objects that begin with a certain sound or that rhyme with a certain word. –Have children think of the names of foods that begin with a certain sound. Transitions –Put small objects in a brown bag. As children are waiting for others, pull out an object and have children think of a word that starts with the same sound. –Have children clap the number of syllables in their names as they go from circle to centers.

24. 24 Units of Sound Children progress from a sensitivity to larger concrete units of sound to a sensitivity to smaller abstract units of sound. PLF, V.1, p. 80 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

25. 25 From Research to Practice First, read the Research Highlight on page 138 of the PCF. Second, discuss the following questions with your table group: What facts did you learn from the highlight? What information lingered and was interesting? Why specifically was that particular information interesting to you? Using that information, what might you change or enhance in the classroom? ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

26. 26 Developmental Continuum Detect and Manipulate words and syllables within words Awareness of onset and rime Awareness of phonemes

27. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 27 Foundations 2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects. Blend onsets and rimes Delete onsets Blend individual phonemes. 2.1 Orally blend and delete words and syllables without the support of pictures or objects. Orally blend words Orally blend syllables Orally take apart words Orally take apart syllables

28. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 28 Demonstrating Foundation Skills Slides 27-36 are optional for demonstrating foundation skills.

29. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 29 Orally puts together two familiar spoken words, making a compound word.

30. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 30 Orally puts together two syllables of two-syllable words that are familiar to the child.

31. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 31 Orally takes apart compound words into their component words.

32. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 32 Orally takes apart two-syllable words into their component syllables.

33. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 33 Orally blends onsets and rimes with the support of pictures or objects.

34. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 34 Delete the onset from a spoken word with the support of pictures or objects.

35. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 35 Orally blends individual phonemes to make a simple word with the support of pictures or objects.

36. 36 Application for Dual Language Learners © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12

37. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 37 ELD Foundations 6.0 Children demonstrate Phonological Awareness BeginningMiddleLater 6.3 Attend to and manipulate different sounds or tones in words in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary). 6.3 Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language. 6.3 Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English, with support. PLF, Vol. 1, p.133 English-Language Development Foundations 6.0 Children demonstrate phonological awareness. Focus: Sound differences in the home language and English

38. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 38 English-Language Development Foundations 6.0 Children demonstrate phonological awareness. Focus: Rhyming BeginningMiddleLater 6.1 Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language or in English. 6.1 Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or in English. 6.1 Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English. PLF, Vol. 1, p.131

39. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 39 English-Language Development Foundations 6.0 Children demonstrate phonological awareness. Focus: Onset (initial sound) BeginningMiddleLater 6.2 Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language or English. 6.2 Begin to recognize words that have a similar onset (initial sound) in the home language or in English. 6.2 Recognize and produce words that have a similar onset (initial sound) in English. PLF, Vol. 1, p.132

40. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 40 Matching Activity Thinking about the foundations and continuum we just discussed, complete the matching handout with a partner.

41. 41 Play Language Games Play language games that focus on: Blending sounds Segmenting sounds Deletion ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

42. 42 Time to Play Wiggly Word Wallaby Ghostly Language Roll-a-word

43. 43 Scaffolding for Instruction Scaffolding involves the performance of some task elements by the teacher when a child is just beginning to learn how to do something. PCF, Vol. 1, p. 309 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

44. 44 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 Putting your take home message to work.

45. ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 45 Finding the Facts

46. 46 Bye… Thank you for coming! ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012