Phonological Awareness Stages PDF [PDF]

Rhyming. Definition. Words rhyme when they have the same ending sound segment. Initially, children may think that everyt

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Idea Transcript


Listening Definition The foundation of phonological awareness is listening. There is a difference between hearing and listening. Our ears process sounds constantly, this is hearing. The brain must learn to attend to important information and disregard the rest, this is listening. Hearing happens naturally, while listening must be taught. Children develop two different types of listening skills. Listening for comprehension is about understanding meaning in a spoken statement. The other type of listening supports phonological awareness. This listening skill promotes the ability to attend to sounds in the environment and the spoken word. Activities help children identify sounds, find the source of a sound and listen to sounds in a series. Word meaning is not a part of this type of listening.

Importance In order to promote phonological awareness we need to help children focus their listening abilities. This includes identifying sounds and hearing the difference between the sound of wind in the trees and rain spattering against a window. Children enjoy identifying familiar sounds from around the house, animal sounds, even musical instruments. One of the most important skills requires children to listen to a series of sounds and identify their order. Play a series of sounds - a dog barking, a person sneezing and bells ringing. Then ask, what sounds did you hear? What was the first sound? What was the final sound? Identifying the order of sounds in a series is critical to decoding.

Teacher Talk Effective teachers will intentionally use modeling in the classroom. When we model a process for children we give them the acceptable language structure and the words to use in similar situations. Children need to be exposed to appropriate models daily. Thinking out loud gives insight into the logic of a response. A teacher explains, "This shaker doesn't have bells inside. I don't hear ringing." The children make a connection between what they hear and the words we use to describe the sounds. We need to help children hear a variety of sounds as well as describe them.

Home Connection Encourage parents to explore and describe sounds at home and in the car. Prompt children to share silly songs and sound games with family members. Extend classroom activities by providing families with phonological awareness ideas in your newsletter.

Phonological Awareness. (n.d.). Retrieved April 2, 2015 from http://www.olli.decal.ga.gov/course/phonological-awareness

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Rhyming Definition Words rhyme when they have the same ending sound segment. Initially, children may think that everything ending with /t/ rhymes and need help learning to focus on the final sound segment in words. Rhyming skills unfold in stages. First, children listen to a pair of words and then decide if they rhyme. Next, they can listen to three words and identify the word that doesn't belong. Context clues become valuable when completing open ended rhymes like this: I see a bunny whose ears just flop. He eats carrots and loves to _____. Children complete the sentence without even realizing they have created a rhyme. The most difficult skill requires that children generate rhyming words. This comes with practice and many experiences with nursery rhymes, books and songs.

Importance Young children are drawn to stories and songs with rhyming words. The ability to focus on similarities and differences of sounds is a skill woven into all stages of phonological awareness. Rhyming requires children to listen to a specific part of a word, identify the sound and then determine if other words have the identical sound in the same location. Playing with sounds in a series can help set the stage for rhyming activities. Listen to a series of three sounds such as a horn, a rattle and a sneeze. Identify the final sound. This activity focuses attention on the last sound heard, a skill important in the development of rhyme. When talking about sounds in a series, use words like beginning, middle and end to describe the location of sounds.

Teacher Talk Help children understand rhyme talk and the order of sounds. In one syllable words, describe rhyme as the middle and last sound of a word. "Listen to the word "map". The middle sound is /a/ and the last sound is /p/. Together they say /ap/. Now listen to "cap". I hear the same middle sound /a/ and the same last sound /p/. Together they say /ap/ so map and cap rhyme."

Home Connection Encourage parents to share their favorite nursery rhymes and children's songs. Play "rhyming ping pong" and have the children teach their family. To play - say a word and make many rhyming words (real and nonsense) taking turns back and forth - car, far, lar, mar, zar, etc. Phonological Awareness. (n.d.). Retrieved April 2, 2015 from http://www.olli.decal.ga.gov/course/phonological-awareness

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Alliteration Definition Alliteration is the repetition of the initial sounds in two or more words. Phonological awareness deals with the sounds of language, so it is the initial sound of the words and not the first letter that is important. For example, "city" and "car" begin with the same letter but don't start with the same sound. They are not examples of alliteration. Focus on the beginning sound and think about the words "cat" and "kite". Even though they begin with different letters, the initial sound of each word is the same. Create classroom collections of items that start with the same sounds to give children lots of practice.

Importance You can easily incorporate alliteration into classroom vocabulary. A stuffed animal quickly becomes a cute kitten. Your reading partner is your book buddy. And don't forget line leader and morning message. Because many of the books, chants and songs used in Pre-K include rhyme, children typically have more experience with attending to the ending sounds in words. Focusing on the initial sound might be challenging. As the brain processes this new information, children may say a word that rhymes with your example instead of one that starts with the same sound. Effective teachers step in with intentional modeling to help them understand the difference.

Teacher Talk Remember that phonological awareness activities are all about sounds. Props and word cards are used with Pre-K children to help keep them engaged in a task. Word cards also strengthen the connection between words we say and the printed word. To help children focus on initial sounds, ask them to watch your mouth. Help them understand that our mouths do different things for different sounds. Provide small mirrors so children can see how their mouths move.

Home Connection Easy ways to help at home • • •

Saying tongue twisters in the car - see how many times you can say a tongue twister when stopped at traffic light Take turns with alliteration - the child says a word (door) and family members take turns saying other words that begin with the same sound (daughter, dirt, drink...) Revisit Dr. Seuss - the master of phonological awareness

Phonological Awareness. (n.d.). Retrieved April 2, 2015 from http://www.olli.decal.ga.gov/course/phonological-awareness

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Sentences Definition It can be confusing to a Pre-K child when the focus moves from the thought as a whole to the small parts of sentences - words. We need to help them hear the individual words in a sentence. Words that relate to people, things or actions are easy because they are concrete. Pre-K children will be able to count words in a sentence like, "Tia drinks purple juice," because the words are things we see, touch or do. But in this sentence, "The dog is sleeping on the bed," children may hear "the dog" as one word. Because articles (and, the) don't describe people, things or actions, they are difficult to "hear" in a sentence.

Importance Hearing the pauses in spoken language is a step towards becoming a reader. Start with simple sentences children know well. Use images or items to provide a visual for the sentence. This links words with print. As sentences become more complex it is common for Pre-k children to overlap the counting of syllables and words. In simple sentences created with one syllable words there is little chance for confusion. If you are clapping, each word gets one clap. Confusion sets in with words that have more than one syllable. Take another look at the sentence, "The dog is sleeping on the bed." Children will want to clap sleeping as two words instead of one. The pauses help identify the number of words in a sentence. Speak clearly with an exaggerated pause between each word.

Teacher Talk If using manipulatives to represent words in a sentence, start working on left to right sweep. Have children "read" their work starting on the left. Reinforcing this skill with hands on opportunities supports the transition to print.

Home Connection Play sentence games in the car. Count words together in short sentences. "The light is green." or "I see a red car."

Phonological Awareness. (n.d.). Retrieved April 2, 2015 from http://www.olli.decal.ga.gov/course/phonological-awareness

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Syllables Definition A syllable is defined as an uninterrupted segment of speech. All syllables have one common element, a vowel. A syllable could be one letter, such as "E" in E-li" or several letters, such as "Gra" in "Gra-cie." Help children hear the parts of words by using familiar words like their names. Be sure to speak clearly and at a slower than normal pace, but be careful not to make each syllable sound like a separate word. It is easy for Pre-K children to confuse these two topics. Before starting an activity, take time to model the process and share several samples.

Importance Identifying syllables is a step towards hearing even smaller parts of words called phonemes. Children need to be able to feel the parts of words as they say them. Coordinate a physical movement with each syllable in a word. Pre-K children love to clap, tap, stomp, nod and snap syllables in words. The movement helps make the connection for many learners. Help children understand that the word "car-pet" gets two claps, one for each syllable. It is more important for children to hear each syllable than it is for them to identify the actual number of syllables in a word. Hearing syllables is a tool that will help children unlock print.

Teacher Talk Help children keep track of the number of syllables by teaching them to finger count while clapping. Instead of clapping with two full hands, one is used to count. Start with a one finger clap adding one finger for each syllable. After clapping and counting look at how many fingers are extended.

Home Connection Play syllable games in the car while driving to school. Count syllables when you get to a stoplight, say, "stop/light is 2 syllables, mo/tor/cy/cle is 4 syllables."

Phonological Awareness. (n.d.). Retrieved April 2, 2015 from http://www.olli.decal.ga.gov/course/phonological-awareness

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Onset-Rime Definition Onset and rime occur in single syllable words. An onset is all the sounds in a word that come before the first vowel. A rime is the first vowel in a word and all the sounds that follow. In the word dog the onset is /d/ and the rime is /og/. We often refer to word families in reading. Word families are created with the rime portion of words. Helping children make the connection between what they hear in the /og/ family and what they see in print is a step towards understanding the alphabetic principle.

Importance As children begin to put thoughts on paper and make sense of print, onset and rime becomes an important tool. Activities that celebrate word families are valuable at this stage. Be sure the materials include both an image and text. Children learn how certain words can be grouped based on how we hear them and what they look like in print. They begin to make connections. lf dog and hog sound alike, what does that mean about how they look in print? These types of associations are valuable for decoding and spelling.

Teacher Talk It is important to discuss word families with Pre-K children. Be sure to support the connection between sound and print with your language. When a child makes a discovery that cat and hat rhyme, explain that they belong to the same word family. They are part of the /at/ family. What other words can we add to this family?

Home Connection Create family word boxes. Collect items or images from magazines and build a word family dictionary.

Phonological Awareness. (n.d.). Retrieved April 2, 2015 from http://www.olli.decal.ga.gov/course/phonological-awareness

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Phonemes Definition A phoneme is the smallest component of a language that can change the meaning of a word. In the English language there are (depending upon the expert) between 41 and 44 phonemes. All words are created with some combination of these sounds. Yet, there are only 26 letters to represent the sounds in print. Phonemes are the building blocks of language. To make new words we simply add, remove or rearrange the phonemes. This is one of the reasons reading can be a challenge.

Importance Experience with words is the starting point for phoneme awareness. The sounds and word parts must be in our working language in order to break it into smaller components. Much like an experienced chef can identify ingredients when tasting a recipe, familiarity with sounds gives readers an advantage. Tasks that manipulate the sounds in words build understanding. Keep in mind that these are verbal exercises designed to refine the ability to listen. Play games that challenge children to guess what happens when you take the /p/ off pig and replace it with /d/. A child who can identify a word that has been manipulated is a child who is on his way to becoming a reader and a writer.

Teacher Talk Practice, practice, practice hearing and identifying phonemes. This skill has become an embedded part of our reading and writing ability. We engage in using phonemes so naturally that it can often be a challenge to hear all the parts in a word. We are grounded in the skill of transferring sound to print. Take a step back and focus on the basics.

Home Connection When children are experimenting with sounds and silly, made up words, acknowledge their creativity and play with them, repeating the sounds and making more rhymes with them.

Phonological Awareness. (n.d.). Retrieved April 2, 2015 from http://www.olli.decal.ga.gov/course/phonological-awareness

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3-2-1 Closure Activity Record Sheet 3 new facts or ideas that you learned about

2 things that you are still wondering about

1 way that you will implement this in your classroom next week

Phonological Awareness. (n.d.). Retrieved April 2, 2015 from http://www.olli.decal.ga.gov/course/phonological-awareness

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