Phonological awareness

Phonological Awareness:

What is it?

It refers to the explicit awareness of the sound structure of the

language.

It includes the awareness that spoken language can be broken

down into smaller components and manipulated. Spoken
language can be broken down in may different ways, including
sentences into words, words into syllables and syllables into
individual speech sounds (phonemes).
Phonological
Awareness

Think of
phonological
awareness as
the huge
beach
umbrella
 Word
Rhyming Awareness

Recognizing Words in
and Producing Sentences
Compound Words
Lengths of Words

Syllable Awareness Phonemic

Awareness
Isolating
Segmenting Isolating
Blending Segmenting
Deleting Blending
Manipulating
Deleting
Substituting
Phonemic Awareness:
relates to the ability to.
hear,
identify and
manipulate
the individual sounds---phonemesin
spoken words.
 Rhyming
Segmentation
Isolation
Blending

Manipulation of Sounds
Deletions
Substitutions
.
Levels of Phonological and Phonemic Awareness:
Rhyming
The ability to hear words with the same ending sounds and to orally
generate other words with the same terminal sounds.

Instructional techniques:
a.) Nursery rhymes, Finger plays
Poems/books/stories that rhyme
b.) Games/activities where the child.. -
-discriminates/judges if words rhyme--Does man and can
rhyme?
-produces a rhyming word given a stimulus word: boat
More Rhyming Activities

c.) Given a list of four words the child picks out the one that does not
rhyme: box, fox, ball, ox
d.) Using body orientation play Head or Feet---Give a clue and the
children point to either their heads or their feet.
A ham sandwich has ham between two pieces of. (bread)
This goes on a bed under the blanket..(sheet)
To sew you need a needle and (thread)
Head/Feet--meet, meat, sheet, greet, seat, sleet, beat, heat
bed, fed, bread, thread, led, shed
Hand/Knee--sand, stand, land, band, grand
free, tree, three, tea, me, see
e.) For older children/students
Hink Pinks
Reason to teach rhyming

If students have the ability to hear words that rhyme

and to generate rhyming words, then students can
recognize and read words with the same ending.

Also if they know how to write a word with a rhyming

ending they can write other words with the same
ending.
For example: land-----band hand
stand
Segmentation---
The ability to orally divide sentences into words, words into syllables and
separate units and then into phonemes.
Instructional techniques
a.) Divide a sentence into its constituent words.
Boys climb tress.
b.) Divide words into syllables
-Start with compound words---cow boy
-Next segment 2 syllable wordsdivide--blank et
- Have children count syllables computer (3 syllables)
c.) Divide words into onset and rimes,
-onsetthe consonant/s before the first vowel in a syllable /d/ og
-rimes--the part of a syllable which consists of its vowel and any
consonant sound that comes after it. d /og/
Isolation
The ability to identify the various phonemes in a word.
e.g. Initial sounds---What do you hear at the beginning of milk?
Reason to teach isolation

If a student can hear and orally isolate individual sounds

(phonemes) in a word then he/she will be able to make the
individual sounds when reading and writing unknown words.
Blending
The ability to combining sounds to say a word

Instructional techniques
a.) Use compounds first
Teacher says, rain coat.
Children say, raincoat.
b.) Use syllables next
Teacher says, sub tract.
Children say, subtract.
Teacher says, spa ghett i.
Children say, spaghetti.
Reason to teach blending:

If students can orally blend sounds they hear into

words, then they will be able to blend letter sounds to
read new words.
Manipulating-----Deletions
The ability to orally leave out a sound in a word.

Instructional technique:
* Start with compounds, then syllables---say a word and delete one
root word or syllable
Say cupcake. Now say it again but dont say cup.
Say sunshine. Now say it again but dont say sun.
Say cucumber. Now say it again but dont say /q/.
Say potato. Now say it again but dont say po.
Manipulating--- Substitutions
The ability to orally changing one phoneme for another.
Say man. Now say it but instead of /m/ say /k/.
Reason to teach deletion and substitution:

If students can orally delete a letter sound and then

substitute another sound in its place, they will be able to
read a new word.

For example: if a student knows the word day and then he

sees the new word pay, he can change the /p/ sound for the
/d/ sound and read the new word.
cream---steam
hat---hot
 Review

Phonological Awareness---Sound structure of a language

Phonemic Awareness---Individual sounds

Phonics:

Refers to the relationship between sounds and the

spelling patterns that are used to represent them in
print.

The study and use of symbol-sound (grapheme-

phoneme) relationships to help students identify words.

Phonics Instruction:
Teaches the children the relationship between the
letters (graphemes) of the written language and the
individual sounds (phonemes) of spoken language.

It teaches children to use these relationships to read and

write words. Source of information for this PP presentationi: MA DOE, BayState
Readers initiative/Phonological Awanreness and Phonemic
Awareness Grades K-2
Phonics

Letters and Sounds

Duck Rabbit