PHONOLOGICAL AWARENESS

WHAT IS PHONOLOGICAL AWARENESS?

It is the ability to recognize that words are made up of a variety of sound units. Phonological awareness means hearing the sounds in words. It is the realization that words are made up of sequences of sounds.

PHONEMIC AWARENESS

Is the ability to hear, say and manipulate sounds in words and is a sub-skill of phonological awareness.

IMPORTANCE OF PHONOLOGICAL AWARENESS AND PHONEMIC AWARENESS

makes the child to understand how words are formed through letters and sounds. Allows the child to identify and manipulate the sounds in speech through different phonological and phonemic tasks. Can help to predict and identify children who will need special teaching attention in reading and writing.

PHONOLOGICAL TASKS

(Any task that requires the subject to process the sound structure of words)

1.LISTENING SKILLS

The

ability to attend to and distinguish environmental and speech sounds from one another.

Alertness: Awareness and localization of sounds.

Discrimination: Recognize same/different sounds. Memory: Recall of sounds and sound patterns. Sequencing: Identify order of what was heard. Figure-ground: Isolate one sound from background of other sounds. Perception: Comprehension of sounds heard.

2. SYLLABLE-STRUCTURE AWARENESS TASKS

Syllable segmentation:

e.g., "How many syllables are in the word RABBIT?

how about the word /PUP/PET/?

Syllable completion: e.g.,

"Here is a picture of a rabbit. I'll say the first part of the word. Can you finish the word RA___?

Syllable identity: e.g.,

"Which part of CAMP and CAMERA sound the same?

Chip and Chirp?

Syllable deletion: e.g.,

"Say SISTER. Now say it again without the SIS

Say HAMMER. Now say it again without the MER.

3.ONSET-RIME AWARENESS TASKS

Spoken word recognition: e.g.,

"Do these words rhyme: BEE and SEE?

TIP and SIP? ,Bell and Shell?

Spoken rhyme detection or rhyme oddity task: e.g.,

"Which word does not rhyme: MILK,SILK,BULK?

Spoken rhyme generation: e.g.,

"Tell me words that rhyme with RAT?

rat

fat

mat

bat

cat

hat

Onset-rime blending: eg.

If I say f and connect it with ig (f+ig) what is the word?

/m/ /ap/

map

4.PHONEMIC AWARENESS TASKS

Alliteration awareness (aka phoneme detection and sound or phoneme categorization): e.g., "Which word has a different first sound: cat, cart, sat, camp?
Crazy Words People play poker in a place called Pop's While tigers go tramping on tree tops Kids practice canning, with Kathy and Claire As Harold and Helen have fun with their hair

Phoneme matching: e.g.,

"Which word begins with the same sound as bat,cart,dot?"

cat:

Phoneme isolation: e.g.,

"Tell me the sound you hear at the beginning of the word Chair? Tell me the sound you hear at the end of the word Lamp?

Phoneme completion: e.g.,

Here is a picture of a wand .Finish the word for me wa___.

This is a jacket. Star the word for me ___ket.

Phoneme blending with words or non-words: e.g.,

/mmm/ /aaa/ /p/

map

Phoneme deletion, also referred to as phoneme elision: e.g.,

" I will say the word ball. Now say it without the /b/ sound.

Say Fox. Then say Fox again, this time without the f.

Phoneme segmentation with words or non-words: e.g.,

"How many sounds can you hear in the word it

With the word month

Phoneme reversal: e.g.,

"Say the word no as in noon . Now say the word no backward. say the word TOP .Now say the word top backward

Phoneme manipulation: e.g.,

" say the word tip. Now say it again but instead of /i/ say /a/

say the word lap.Now say it again but instead use /l/ use /n/

Spoonerism:
e.g., belly jeans becomes jelly beans Lips are zipped becomes zips are lipped

ACTIVITIES FOR PHONOLOGICAL AWARENESS

1. Rhyming - it is a fun activity that will make children listen for words with similar sounds.Chanting nursery rhymes or listening to rhymes with audio books even Playing rhyming words and talking to them in rhymes.

Ex: " Your dress is blue just like your shoe!'.

COMMON RHYMES
Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall. All the King's horses, And all the King's men Couldn't put Humpty together again!

Jack be nimble Jack be quick Jack jump over The candlestick.

2.Clap Syllables - clap out syllables in words to emphasize the rhythm of speech,have the children clap out their names first.
/AL/BER/TA clap 3 times /A/NA/- clap 2 times /ba/na/na/- clap 3 times

3. Letter of the Day - Choose a letter of the day. Start

with consonants that make only one sound, such as "B" or "D." Find as many words as you can to use with the children that start with your day's letter. See they can think of any themselves. Have fun with your letter of the day by using it to start each word in a familiar nursery rhyme, such as "binkle binkle bittle bar" instead of "twinkle twinkle little star." See how they will react. Try replacing only one of the sounds with the letter of the day and see
if they will notice.

4.Tongue Twisters- Another phonological awareness activity is a tongue twister game.

Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper Picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked?

5.Guess the Word - Prepare picture cards and display three at a time. Using what you call "snail talk," sound out one of the words pictured in the cards very slowly, one sound at a time. Have children take turns being the guesser. See how quickly they can determine which picture word is being sounded out.

PHONICS

A method of teaching reading based on the sounds of letters, groups of letters, and syllables.Involves making the connection between the single sounds (phonemes) and their related letter patterns (graphemes) when reading and writing.

CONSONANTS AND THEIR SOUNDS

/b/ /c/

bit cab

/m/ /n/

mop nap

/v/ /w/

van wax

/d/
/g/ /j/

dog
gap jam

/p/
/r/ /t/

pet
rat top

/y/
/f/ /t/

yoyo
fox top

Consonant Blends
/bl/ /cl/ /cr/ /dr/ /fl/ blue clap cry drop flip /fr/ /gl/ /gr/ /pr/ /sl/ frog glass grip pray sling /spl/ /st/ /str/ /tr/ /tw/ splash stop strong trap twin

Consonant Digraphs
/sh/ shop /wh/ whale /th/ that

/ch/

chop

/th/

thank

/sh/

shy

Consonant Trigraphs
/str/ strong /spl/ splash /chl/ chlorine

/chr/ chrome

/thr/

thrust

/shr/

shrine

Consonant Quadragraphs/Pentagraphs
/hydr/ hydride /chry/ chrysalis

/phyc/ phycobilin

/phry/ phrygian

/phth/ phthaleins

/phyl/ phylitic

/phys/ physics

/phyt/ phyton

/syndr/ syndrome

/psych/ psychology

BUILDING FLUENCY

Fluency

is the ability to read a text quickly and accurately. Fluent readers recognize words automatically and group words as they read, creating a flow of words rather than pauses between words.

BUILDING FLUENCY building training with practice to the point of the required level of performance. With proper support and foundation, we get a performance that is useful and retained.

THE KEY ELEMENTS OF READING FLUENCY :

1.Automaticity 2.Phrasing

3.Expression

INTENTIONAL INSTRUCTIONS FOR BUILDING FLUENCY:

1.Phonological Awareness 2.Alphabet letter knowledge

3.Alphabetic principle

SUGGESTED ACTIVITIES FOR BUILDING FLUENCY:

Modeling Children need to hear fluent oral reading from the teacher or other audio materials. This will help the children to learn when to pause during reading,the effect of pitch on expressions and how fluency,generally ,make them comprrehend what they are reading.

RepetitionRepeated reading of simple texts that can be decoded easily is significant in building fluency. As a child repeats a passage 4 or more times each time with improvement, he builds confidence. Use flashcards and write common words or phrases for repeated viewing.

Interactive writingchildren can practice letter -sound correspondence thru spelling.

Rhymingaside from being fun for children, Doing simple rhyming activities like saying a word and asking them to give a rhyming word. Listening to rhymes will give the children the opportunity to hear the natural rythm that comes with being a fluent reader

Choral Reading and Reader's Theatre Children practice reading together,less fluent reader learn to follow those who are already fluent readers. This increases self confidence by practicing multiple readings of a text,thereby ,improving comprehension ,fluency and accuracy.

Partner Reading Have the children read out loud to each other.

Speed reading Speed reading activities help students develop auto sight reading, which is the ability to be able to see a word, know what it is and what it means without having to read the word out phonetically.

Reading comprehensionis similar to fluency in involving the use of many skills at the same time. To truly comprehend what they are reading, students must read fluently while making inferences, predicting, and summarizing the material. These skills are taught in isolation but are practiced by being applied when they actually read.

END

THANK YOU!