IntegratingPhonological Awareness

Samantha DeFlandersRDG 504

May 13, 2012

Goal and Objectives:“Today’s workshop will focus on the sounds

in language and how to foster children’s learning of phonological awareness.

What is phonological awareness, and why is it important to beginning reading success?

Ways to incorporate phonological activities in whole group, small group,

Opening Activity: Willoughby Wallaby Woo Song Go around your tables sing the song with

each person’s name. (All tables go at the same time.)

Pose the question:“What are some reasons children enjoy this

song?” “What can children learn from singing this

song?”

What is Phonological Awareness?

Phonological Awareness

The understanding of different ways that oral language can be divided into smaller components

and manipulated.

Phonological Awarenessis an Awareness of:

Sounds in a language

Rhymes

That sentences can be broken down into words, syllables, and sounds

Ability to talk about, reflect upon, and manipulate sounds

Understanding the relationship between written and spoken language

Why is Phonological Awareness Important?

Importance:•   #1 predictor of reading success

•    Prevents reading deficits

•    Leads to success with spelling

•    Helps children become aware of sounds in their

language

• Children learn to associate sounds with symbols

and create links to word recognition and decoding

skills necessary for reading

Who Benefits From Phonological Awareness

Who Benefits  

All children learning to

read!

Who Benefits: •    Children at risk for reading failure

          - Have less experience and skill using the alphabet          - Due to decreased opportunities and exposure to reading                   ~ Limited access to books/libraries                   ~ Different family priorities/expectations of reading                   ~ Unaware of the benefits of reading to children •    Children with language delays          - Tend to also have reading disorders•    Children with articulation disorders          - Awareness of sounds leads to heightened awareness of correct speech productions•    Children with spelling disorders          - Research shows these students perform poorly on PA tasks          - Helps connect sounds to letters and recognize common spelling units within words

Phonological Skills

Phonological awareness skills

Typically develop gradually and sequentially through the preschool period. 

Developed with direct training and exposure.

Phonological awareness skills include: •    Detecting rhyme and alliteration (use of similar

consonants)•    Identifying rhymes and words that start/end with the

same sounds•    Segmenting words into smaller units, such as syllables

and sounds, by counting them•    Blending separated sounds into words•    Understanding that words are made up of sounds

represented by symbols or letters•    Manipulating sounds in words by adding, deleting, or

substituting

Hierarchy of Phonological Awareness Tasks

Preparatory : develop listening habits, tune into print

Rhyme Awareness : Identify words that rhyme, produce words that rhyme

Phoneme Awareness : Identify the beginning, ending, and middle sounds of words

Segmenting : Segments sentences into words, words into syllables & sounds

Blending: blend syllables into words and sounds into words

Manipulation: Deleting & Substitute syllables and sounds

How to Incorporate Phonological Awareness Activities in the Classroom

Surprisingly many educators are already implementing phonological awareness activities alreadyName Rhyming Games (“Misa-Visa-Rhymes with Lisa”)Incorporating Songs with rhyming (“Going to the

Zoo”)Reading! Reading! Reading (Chicka, Chicka, Boom

Boom)

**all these activities can be done to line up for lunch, recess, to call for snack time, or to dismiss for center time.

** when brainstorming activities to incorporate in your class, review the state standards and think of ways to integrate that standard within the activities.

Incorporating into Whole Group

Activity: Environmental SoundsActivity: Common Nursery Rhymes and

ChantsActivity: What Rhymes with “Cat?”Activity: What Sound?Activity: What Other Words Have a

Beginning Sound to Match Your Name?

Incorporating into Small Group

Activity: Which one Matches?Activity: What Sound do you Hear?Activity: Matching NamesActivity: What Begins with the Same

Sound?Activity: Rhythm Sticks Word Parts

Incorporating into CentersMany of the activities that you complete

during whole or small group can be implemented into centers.

Block Area: counting blocks to count words in sentences

or syllables in words. Putting picture pieces on blocks that correlate

to the number of syllables (ex: cut an apple picture in half and place on two blocks.)

Incorporating into CentersMusic/Movement

Rhythm sticks to tap out words to songs or syllables to words

Cds with environmental noises so that students have to name the noise

Math Words Have parts activityCount the words in the sentences**Can incorporate in Library, Writing center as

well as make theme related to incorporate in all centers.

TipsDon’t wait until a child has mastered one skill

before moving onBe aware of the children’s various abilities and

performance levelsKeep activities fun and playful Incorporate phonological awareness into

classroom activities Provide visual (e.g., printed letters), tactile

(e.g., touching a block for each sound), and movement (e.g.’ clapping for each syllable or sound) cues(Johnson & Roseman, 2003)

Resourceshttp://www.teacherquicksource.com/preschoo

l/outcomes.aspx?OutcomeID=7http://phonologicalawareness.org/2.html