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Sound-Letter
Relationships
Phonemes and Phonics
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Phonemic Awareness As stated in the phonological awareness PowerPoint,
phonemes are ³the smallest units of sound that changethe meaning of the word´ (Gleason, 2005 p. 135) So, phonemic awareness is the awareness of this idea and
knowledge of the various phonemes of language.
When dealing with phonemic awareness, the emphasisis on the sounds of spoken words, not on reading or pronouncing letter names (Shedd, 2008)
This is because, as discussed in the P.A. PowerPoint, once theemphasis is on written words, it is known as phonics (Shedd,2008)
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Phonemic Awareness Cont¶d Phonemes are written as graphemes, and a single
phoneme can be represented by one or two letters(Shedd, 2008).
Example: The word ³Phoneme´ can be broken up into itsgraphemes- - /f/ /o/ /n/ /e/ /m/
In the previous example, the letters ph and me were representedby only one phoneme each.
There are 44 phonemes in the English language 19 are vowel phonemes (a sound represented by a, e, I, o, u and
sometimes y and w) 25 are consonant phonemes (a sound represented by any letter
of the English alphabet other than a, e, I, o, u and sometimes yand w)
The bottom half of this slide is from Dow, R.S., & Baer, G.T. (2007).
Self-Paced Phonics: A Text for Educators (4th ed.). New Jersey:
Pearson Education, Inc.
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Phonics When children start reading printed words, it¶s known as
phonics
One way to think about phonics is the relationshipbetween phonemes and graphemes
Learning the intricacies of this relationship is integral to learning
how to read
The information above is from Shedd, Meagan (2008). Letter-
Sound Knowledge. Presentation for TE 301, East Lansing,
Michigan
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Sight words Sight words are words that can be read automatically
(without having to decode the word)
This can be any word that is read automatically. For most people college-age or older, this is words like sociology
and epiphany.
This is not to be confused with high-frequency words
(words that are seen often in text)
High-frequency words include: the, is, and, or, was, etc.
The information above is from Shedd, Meagan (2008). Letter-
Sound Knowledge. Presentation for TE 301, East Lansing,
Michigan
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Stages of Sight Word Learning Pre-alphabetic
Pre-school and Kindergarten
Partial-alphabetic Kindergarteners, early first graders and older problem readers
Full-alphabetic
Consolidated-alphabetic
Automatic-alphabetic
The last three are learned by children at varying speeds, butchildren are typically at the last stage when entering middle-school
The information above is from Shedd, Meagan (2008). Letter-Sound
Knowledge. Presentation for TE 301, East Lansing, Michigan
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Stages of Sight Word Learning Pre-Alphabetic
Knowledge of the alphabet is not used when readingwords Children are therefore limited to words that they see often in
their environment (restaurants, food/toy names, T.V. shownames)
Children may also read words by using contextualcues Since children at this stage do not know very many words,
contextual clues are often based on illustrations An example would be a child reading pop under a picture of a
Mountain Dew bottle
The information above is from Shedd, Meagan (2008). Letter-
Sound Knowledge. Presentation for TE 301, East Lansing,
Michigan
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Stages of Sight Word Learning Partial-alphabetic
As children begin to learn letters, they can begin toguess words by using contextual cues, sight wordsand the letters they know together An example would be seeing the letter b along with the
picture of someone reading and guessing ³book´
Children may also begin guessing words when theyrecognize the first and last letter (by doing this, children oftenskip over the middle letters and are incorrect in saying the
word) Children learn the sound of letters whose names are
informative of their sound first (k, t and s for example)
Children do not decode unfamiliar words
The information above is from Shedd, Meagan (2008). Letter-Sound
Knowledge. Presentation for TE 301, East Lansing, Michigan
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Stages of Sight Word Learning Full alphabetic
Children begin to break words apart into their various
letters and sounds Can match graphemes with phonemes and have a working
knowledge of the major relationships between graphemes
and phonemes
Children begin to decode words and improve upon their skills
through practice The encounter of more words and their ability to decode
increases children¶s sight word ³bank´
The information above is from Shedd, Meagan (2008).
Letter-Sound Knowledge. Presentation for TE 301, East
Lansing, Michigan
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Stages of Sight Word Learning Consolidated-alphabetic
Children begin to learn chunks of letters that often
appear in words Learning these chunks and their pronunciations includes
parts of words like affixes, root words, onsets, rimes andsyllables
Continue to add to the sight bank while also learning multi-letter combinations that can be applied to many words (this
leads to less confusion between words) Knowing letter chunks and their pronunciations also helps
children think about the influence of certain letters or combination of letters on words (Sale vs. Sail)
The information above is from Shedd, Meagan (2008). Letter-Sound
Knowledge. Presentation for TE 301, East Lansing, Michigan
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Stages of Sight Word Learning
Automatic-alphabetic
The reader has all of the skills needed to read
accurately and quickly
Most words encountered are in the child¶s sight
bank
Unfamiliar words are decoded using a variety of
strategies
The information above is from Shedd, Meagan (2008). Letter-
Sound Knowledge. Presentation for TE 301, East Lansing,
Michigan
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Cueing Systems Children use different cueing systems
while reading to make sense of the text
These cueing systems can also be usedby teachers to get students to learn wordswithout giving them the answer
The different cueing systems are: thepragmatic system, semantic system,syntactic system and phonological system
The information above is from Shedd, Meagan (2008). M ore Letter-
Sound Knowledge, Vocabulary, and M orphology. Presentation for TE
301, East Lansin , Michi an
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Cueing Systems
Pragmatic Cueing systems
This system deals with language variations
according to social and cultural uses (Shedd,
2008)
An example of this is a child understanding that an
adult speaks differently to a baby than to another
adult (sasked.gov)
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Cueing Systems Semantic cueing systems
This system deals with meaning that focuses
on vocabulary (Shedd, 2008) ³Does that make sense?´
Child reads: The horse had four bedrooms
Text reads: The house had four bedrooms
Teacher asks: ³Does that make sense? Does a horse
have bedrooms? The word starts like horse. Whatwould make sense? Can you guess what hasbedrooms?´
Example above from
http://www.csufresno.edu/scs/reads/cueing.html
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Cueing Systems
Syntactic cueing systems
This system focuses on structures that govern
how words are combined in sentences
(Shedd, 2008)
³Does that sound right?´
³The pitcher threw the ball´ vs. ³The ball threw the
pitcher´
Example above from
http://www.sasked.gov.sk.ca/docs/ela/e_literacy/integrating.ht
ml
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Cueing Systems Phonological cueing systems
This system focuses on sounds that correspond to
written symbols ³Does it look right?´
Child reads: He jumped over the fence
Text reads: He jumped over the gate
Teacher says: ³That was a good try. You can jump over a fence, but does the word look like fence? What would
you expect to see at the beginning of the word fence?´(Child respond ³f´) ³Is this an µf¶?´ (You point to the letter ³g´). ³What sound does the letter µg¶ make?´
The example above is from
http://www.csufresno.edu/scs/reads/cueing.html
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Approaching decoding Some ways in which children decode words can be seen
under ³the progress of phonological skill´ in the P.A.
PowerPoint. Other ways in which children may figure out a word
include:
Analogy: recognizing a new word based on an already known
word
Prediction: guessing what the word might be based on initialletters, words before and after the text, or contextual clues
Sight (previously discussed in slide 5)
The information above is from Shedd, Meagan (2008). Letter-
Sound Knowledge. Presentation for TE 301, East Lansing,
Michigan
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Approaching decoding cont¶d The importance of decoding
If children learn the various types of decoding, they
will be able to read almost anything Children often learn knew words this way, without
ever formally being taught the word
In this way, reading often can expand a child¶s
vocabulary immensely
Also, reading often helps children hone these different
techniques
The information above is from Shedd, Meagan (2008). Letter-
Sound Knowledge. Presentation for TE 301, East Lansing,
Michigan
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Stages of Spelling development
The previous information mainly dealt with
decoding words in order to read them
When children begin to write however,
they must recall how words are spelled
The following are the stages of spelling
development children progress through
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Stages of Spelling Development
Prephonemic
The stringing of letters together without
attempting to represent speech sounds in any
systematic way
In this way, children typically represent the length
of words, but nothing else
abbatts = running vs. tra = car
The information above is from Shedd, Meagan (2008). W riting.
Presentation for TE 301, East Lansing, Michigan.
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Stages of Spelling Development
Early Phonemic
Letters are used to represent sounds, but
letters are only written for one or two sounds
of a word
In this way, children begin to convey letter-sound
knowledge in their writing, but usually only for the
beginning or end of words Srn = Spider-man
The information above is from Shedd, Meagan (2008). W riting.
Presentation for TE 301, East Lansing, Michigan.
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Stages of Spelling Development
Letter-name
Phonemes are represented by letters, based
on the similarities between the sound of letter-names and the respective phonemes
In this way, children convey their knowledge of the
letters that are informative of the sound they make
Kap = cape
The information above is from Shedd, Meagan (2008). W riting.
Presentation for TE 301, East Lansing, Michigan.
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Stages of Spelling Development
Transitional
Words look like English, but are often spelled
incorrectly
Children know the majority of the letter-sounds, but
make common spelling mistakes due to a small
sight word bank
Soower = Sewer
The information above is from Shedd, Meagan (2008). W riting.
Presentation for TE 301, East Lansing, Michigan.
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Stages of Spelling Development
Correct
The majority of words are spelled correctly
Children¶s sight word bank and letter-sound
knowledge is very high and can therefore spell
many words
Children can also guess fairly accurately at how to
spell unfamiliar words
The information above is from Shedd, Meagan (2008). W riting.
Presentation for TE 301, East Lansing, Michigan.
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Issues for SLL¶s Issues with letter-sounds
SLL¶s will learn letter-sounds that may be differentfrom their first language Because of this, they may need to hear the sounds aloud
more times than non-SLL¶s (Shedd, 2008)
Until SLL¶s learn the English language well, cuessuch as semantic, syntactic and pragmatic could beof little use to them This is because the structure and meaning of many
languages is different from English SLL¶s could also potentially have zero English sight
words coming into school, depending on how longthey have been in the country and how many Englishtexts are at their home
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Assessments and Activities Using a chant to clap syllables in a students name
ALL: Name, name, what¶s your name?
I have a name and you have a name (pointing)
What¶s your name? (point to a student)
Child: Manuel
ALL: Ma-nuel, Ma-nuel, Ma-nuel (clapping syllables)
This activity is especially good for pre-schoolers, kindergarteners
and SLL¶s
This helps children to hear the different parts of speech while
breaking their own names into syllables
The information above is from
http://www.csusm.edu/Quiocho/ph.second.htm
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Assessments and Activities Cont¶d
Names Test
The Names test involves giving a child a list of names
(first and last) and having them speak the namesaloud
Responses and errors are recorded by the teacher
This assesses a child¶s ability to decode unknown words
This can also be a good indicator of what the child needs to
work on, depending on which names/parts of names wereincorrect
The above information is from
http://geckoes4.eschoolonline.com/es4/nova/sdcoe/trec/modules/int_do
cs/module06/pdf/names_test.pdf
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References Shedd, Meagan (2008 ). Letter-Sound Knowledge. Presentation for
TE 301, East Lansing, Michigan.
Gleason, J.B. (2005). The Development of Language (6th edition).
Boston: Pearson Education, Inc.
Shedd, Meagan (2008). M ore Letter-Sound Knowledge, Vocabulary,
and M orphology. Presentation for TE 301, East Lansing, Michigan
Saskatchewan Education (2000). Early Literacy: A Resource Guide
For Teachers.
http://www.sasked.gov.sk.ca/docs/ela/e_literacy/integrating.html Tutor Information: Literacy Games and Strategies.
http://www.csufresno.edu/scs/reads/cueing.html
Shedd, Meagan (2008). W riting. Presentation for TE 301, East
Lansing, Michigan.
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References Cont¶d Second Language Learners Considerations.
http://www.csusm.edu/Quiocho/ph.second.htm
Cunningham, P. N ames Test.
http://geckoes4.eschoolonline.com/es4/nova/sdcoe/trec/modules/int _docs/module06/pdf/names_test.pdf