1. ANN MORRISON, PH.D. PHONOLOGICAL AWARENESS

2. Is an umbrella term over the following: Listening for sounds Rhyming Syllabication Phonemic awareness – phonemic awareness refers to a student’s ability to blend, segment, delete, add, and manipulate individual sounds within words

3. PHONOLOGICAL GRAIN SIZE Larger phonological grain sizes are longer utterances Easier to hear and understand Smaller grain sizes are brief sounds More difficult to hear and understand

4. PHONOLOGICAL AWARENESS Phonemic awareness Syllabication Rhyming Attention to sound Larger Grain Size Smaller Grain Size

5. PHONOLOGICAL AWARENESS VS. PHONICS Phonological Awareness The manipulation of sounds and can be done with the eyes closed Phonics Includes letters as well as sounds

6. MATTHEW EFFECTS OF READING

7. ATTENTION TO SOUND Separating sounds Distinguishing between sounds Sequencing sounds Location of sounds Identifying same and different sounds

8. ACTIVITY: LISTENING FOR SOUNDS Sit quietly for 15 seconds, what did you hear? Sit quietly for another 15 seconds, what did you hear first, second, third, etc. Did you see the sounds being made? If not, how did you know what made the sounds? Did any two sounds overlap? If so, how did you know they were two separate sounds?

9. RHYMING Word endings that sound the same Spelling doesn’t matter Onset-rime

10. SYLLABICATION Syllables the phonological building blocks of words Mono-, bi-, tri-, polysyllable word

11. RHYMING GAME Teacher says a word Student says a rhyming word Go through all of the rhymes you can think of until you are repeating yourself Words don’t need to be “real” words, nonsense words are fine

12. PHONEMIC AWARENESS Smallest units of sound Addition Deletion Substitution Manipulation

13. EXPLICIT INSTRUCTION Give instructions: I am going to say a word and I want you to say a rhyming word Model: For example, if I say mop, you could say hop, top, cop, rop, fop, or another rhyming word. Practice: Ready, let’s try one.

14. ERROR CORRECTION Sometimes students will not be able to do what you ask them to do 1.Acknowledge something the student did right 2.Model the correct answer 3.Have them say the correct answer with you, maybe repeat if necessary 4.Have them try again 5.Don’t make them guess

15. MATCHING INITIAL SOUNDS ACTIVITY Take a look at the items on your table What are possible names for or ways to describe the items on your table? One person picks an item and says a word to describe it, emphasizing the initial sound Everyone else at the table looks for an item with the same initial sound

16. INITIAL AND FINAL SOUNDS ACTIVITY One person picks an item and says a word to describe it, emphasizing the final sound The next person picks an object that begins with the final sound of the previous object and says it’s name The third person finds an object that begins with the final sound of the previous object, and so on.