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

3. 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

4. phonemic awareness rhymes words syllables onsets and rimes

5. 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.

6. “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)

7. 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

8. 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)

9. 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

10. 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.

11. 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)

12. 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)