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Phonological awerness
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- 2. Effective Techniques forEffective Techniques for Developing Sound (Phonemic)Developing Sound (Phonemic) AwarenessAwareness Group members: q Farhana dahar q Maira mangi q Yasmeen
- 3. o Becoming aware of individual sounds in words is theBecoming aware of individual sounds in words is the most difficult level of phonological awareness.most difficult level of phonological awareness. o o research indicates is the most predictive of success inresearch indicates is the most predictive of success in using sound knowledge in reading.using sound knowledge in reading. o Children need to be engaged in ongoing reading andChildren need to be engaged in ongoing reading and writing experiences.writing experiences. o o literacy activities provide opportunities forliteracy activities provide opportunities for matching,blending,segmenting,manipulating, ormatching,blending,segmenting,manipulating, or isolating words.isolating words. o o
- 4. Teacher Read-AloudsTeacher Read-Alouds o Read a poem, chant, or story to students.Read a poem, chant, or story to students. o several words start with the same soundseveral words start with the same sound o Ask students what is the same about the keywords.Ask students what is the same about the keywords. oShared ReadingShared Reading o Shared reading opportunities using Big Books, poems.Shared reading opportunities using Big Books, poems. o Say a word from the story sound by sound, and haveSay a word from the story sound by sound, and have students guess the word.students guess the word. o Have students listen for words that begin or end withHave students listen for words that begin or end with the same sound.the same sound. o
- 5. • Sound MatchingSound Matching • help students learn to listen to words in order to hear if they beginhelp students learn to listen to words in order to hear if they begin or end with the same sound.or end with the same sound. • Start with students’ names.Start with students’ names. • Extend activity by having students think of other words that beginExtend activity by having students think of other words that begin with the same sound.with the same sound. • Guess the SoundGuess the Sound • Show students three pictures of words that begin with the sameShow students three pictures of words that begin with the same • sound. Have them say the words and then guess what sound theysound. Have them say the words and then guess what sound they start with.start with. • Odd One OutOdd One Out • show students three pictures, two of which start with the sameshow students three pictures, two of which start with the same soundsound • • •
- 6. • Bag ItBag It • Put several objects or pictures that start with the same sound in a bag.Put several objects or pictures that start with the same sound in a bag. • Have them take turns picking an item and placing it in front of them on the floor.Have them take turns picking an item and placing it in front of them on the floor. • Listen for Target SoundListen for Target Sound • Read a list of words or reread a familiar story, poem, or song, or a few sentences from them.Read a list of words or reread a familiar story, poem, or song, or a few sentences from them. • Students may be given a card with the letter written on it to enhance the sound-letter connection.Students may be given a card with the letter written on it to enhance the sound-letter connection. • Travel GameTravel Game • Pretend to pack a suitcase for a trip, but tell students that only things that begin with a secret sound may bePretend to pack a suitcase for a trip, but tell students that only things that begin with a secret sound may be packed.packed. • Sound SortSound Sort • Give students pictures of words that begin with two different soundsGive students pictures of words that begin with two different sounds.. • picture with the initial letter highlighted helps students’ development of letter-sound knowledge.picture with the initial letter highlighted helps students’ development of letter-sound knowledge. • • • • •
- 7. Sound SortSound Sort Give students pictures of words that begin with two different sounds.Give students pictures of words that begin with two different sounds. picture with the initial letter highlighted helps students’ development ofpicture with the initial letter highlighted helps students’ development of letter-sound knowledge.letter-sound knowledge.
- 8. • Scavenger HuntScavenger Hunt • Select three or four sounds.Select three or four sounds. • Distribute pictures around the room of things that begin with these sounds.Distribute pictures around the room of things that begin with these sounds. • Have students find the pictures and put them with the correct keyword.Have students find the pictures and put them with the correct keyword. • Make their S team and B team.Make their S team and B team. • Sound BlendingSound Blending • teacher is going to say words in a funny way, and they have to figure out what word isteacher is going to say words in a funny way, and they have to figure out what word is being said.being said. • Use students’ names with up to five sounds to start with.Use students’ names with up to five sounds to start with. • Say only the sound without adding the “uh” vowel (e.g., /g/, not “guh”).Say only the sound without adding the “uh” vowel (e.g., /g/, not “guh”). • Do activity by using pictures of familiar objects or words.Do activity by using pictures of familiar objects or words. • SongsSongs • Use familiar songs, chants, or language experience stories.Use familiar songs, chants, or language experience stories. • present some of the words sound by sound.present some of the words sound by sound. • Ask students to blendAsk students to blend • the sounds together to guess the word.the sounds together to guess the word. • •
- 9. • Sound SegmentingSound Segmenting • Place MatsPresent words from familiar stories, songs, orPlace MatsPresent words from familiar stories, songs, or classroom topics.classroom topics. • Have students say the words themselves, slowly, andHave students say the words themselves, slowly, and • move the counters.move the counters. • This activity is more sufficient if teacher do it in pairs.This activity is more sufficient if teacher do it in pairs. • • •
- 10. • Blending SoundsBlending Sounds • Give students Reading Rods® and pictures to use as they work in pairs or smallGive students Reading Rods® and pictures to use as they work in pairs or small groups.groups. • Student will say the sound slowly picking a cube.Student will say the sound slowly picking a cube. • Guess the WordGuess the Word • Have students present words segmented sound by sound, which other students haveHave students present words segmented sound by sound, which other students have to identify.to identify. • One student will pick a picture and he will segment the word and others will guess.One student will pick a picture and he will segment the word and others will guess. • Sound SubstitutionSound Substitution • Making a new word by changing a sound is a difficult phonemic awareness task.Making a new word by changing a sound is a difficult phonemic awareness task. • Kindergarten students will need many models and practice.Kindergarten students will need many models and practice. • Teach songs such as “Willoughby Wallaby Woo,”“Oo-pples and Boo-noo-noos,” andTeach songs such as “Willoughby Wallaby Woo,”“Oo-pples and Boo-noo-noos,” and “The Name Game,”“The Name Game,” • Read a few sentences from a familiar story, but change all the initial consonants to aRead a few sentences from a familiar story, but change all the initial consonants to a new consonant.new consonant. • •
- 11. • Sound Substitution—Using Blocks to Represent SoundsSound Substitution—Using Blocks to Represent Sounds • Give each student six blocks and have them put three blocks directly in front ofGive each student six blocks and have them put three blocks directly in front of them.them. • blocks to represent sounds.blocks to represent sounds. • • • Practice with a few words until students understand how to match sounds withPractice with a few words until students understand how to match sounds with the blocks.the blocks. • Continue to make chains of changes:Continue to make chains of changes: • man to tanman to tan • Tan to tapTan to tap • tap to tiptap to tip • After students have done five changes, pick a new word to start a differentAfter students have done five changes, pick a new word to start a different chain.chain. •
- 12. • Sound Substitution—Make a New WordSound Substitution—Make a New Word • Choose a word and say it to studentsChoose a word and say it to students • Demonstrate students how to change first sound.Demonstrate students how to change first sound. • For example:For example: • FatFat changechange ff toto cc makemake catcat • CanCan changechange cc toto mm and makeand make manman • When students are successful with initial sounds,try final sounds.When students are successful with initial sounds,try final sounds.
- 13. ConclusionConclusion • Research supports the benefits of helping students developResearch supports the benefits of helping students develop phonological awareness to build success with learning to readphonological awareness to build success with learning to read and write.and write. • Phonological awareness (being able to segment, blend, andPhonological awareness (being able to segment, blend, and manipulate parts of words)manipulate parts of words) • use their phonicsuse their phonics • knowledge effectively as one source of information as they readknowledge effectively as one source of information as they read and write.and write. • Children come to school with a great deal of knowledge aboutChildren come to school with a great deal of knowledge about languagelanguage
- 15. I am just joking ;)I am just joking ;)