PHONOLOGICAL AWARENESS;PHONOLOGICAL AWARENESS; SESSION SIXSESSION SIX

o Phonological Awareness is the ability to identify and manipulate parts of

spoken language (National Reading Panel, 2000). o Poor phonological awareness is evident in all poor readers (Juel, 1994).

What would you consider to be the “parts of spoken language?” Consider these “parts of spoken language:”

1) Concept of word (the whole word)* 2) Beginning sound recognition (the beginning of the word)* 3) Beginning sound application (the beginning of the word) 4) Rhyming word recognition (the end of the word) 5) Rhyming word application (the end of the word)*

Children who are able to rhyme learn to read earlier and more successfully (Adams, 1996).

6) Syllable segmentation (all of the word parts)* 7) Onset and rime blending (the beginning and end of the word) 8) Onset and rime segmentation (the beginning and end of the word) 9) Phoneme isolation (specific sounds in a word) 10) Phoneme blending (specific sounds in a word) 11) Phoneme segmentation (specific sounds in a word) 12) Phoneme manipulation (specific sounds in a word)

1) Concept of Word

• Standard: Your child will count the words in a short sentence. • Activity - Card #9 Party Games (The Little Yellow Chicken)

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project, the Department of Health and Human Services, Administration on Children, Youth andFamilies as part of the Early Learning Opportunities Act/Bringing Education and Support to Teachers, Parents and Children (ELOA/BEST)Project, and the Florida Institute of Education at the University of North Florida. The content of these modules does not necessarily reflectthe views or policies or imply endorsement by the U.S. Department of Education, the Department of Health and Human Services, and/orhe University of North Florida.

Florida Institute of Education at the University of North Florida ©2009

2 & 3) Beginning Sound Recognition/Beginning Sound Application

• Recognition Standard: Your child will recognize beginning sounds and identify whether two words begin with the same sound.

• Activity - Card #4 Kipper’s Basket (Kipper) • Application Standard: Your child will produce two words that begin with the

same sound. • Activity – Ask your child to tell you one more word that begins with the same

letter. 4 & 5) Rhyming Word Recognition/Rhyming Word Application

• Recognition Standard: Your child will recognize rhyming words. • Activity: Clap if I say a word that rhymes with clap and jump if I say a word

that rhymes with jump. (Then say – tap, bump, snap, stump, etc.) • Application Standard: Your child will use rhyming word application to create

rhyming words. • Activity: What Word Makes Sense? (Starter Activity)

6) Syllable Segmentation

• Standard: Your child will segment syllables in words. • Activity – Card #5 Leap Frog (Kipper)

7 & 8) Onset and Rime Blending and Segmenting: Your child will blend and segment onsets and rimes to read and write words. 9, 10, 11, & 12) Phonemic Awareness - Phoneme Isolation (Your child will recognize the beginning, middle, and ending sounds of spoken words), Phoneme Blending (Your child will blend phonemes to form words to read), Phoneme Segmentation (Your child will count phonemes by segmenting phonemes to read and write words), Phoneme Manipulation (Your child will manipulate phonemes to create new words.)

Florida Institute of Education at the University of North Florida ©2009