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Linking Oral Language and Phonemic Awareness Instruction
Supporting our children as they learn to read 8/ 17/ 16
(c) Judi Dods on, 2016
Goals for Learning 1. Be a rainbow in each child’s life! 2. Understand the role language exposure and phonemic awareness play in the development of early literacy. 3. Learn and experience phonological and phonemic awareness activities and make a plan to implement them in your classroom. 4. Understand the importance of making every lesson an integrated language lesson. 8/ 17/ 16
Section One
Section Two
1. Be a rainbow in each child’s life! Take the time to make room for kindness and caring all day long, everyday in your classroom.
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(c) Judi Dods on, 2016
(c) Judi Dods on, 2016
Understand the role language exposure and phonemic awareness play in the development of early literacy.
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The Connection between Poverty and Slower Language Processing
Children Come to School with Too Little Language to Support Comprehension
"A 200-millisecond difference in response time at 18 months may not sound like much, but it's huge in terms of mental processing speed…" Dr. Anne Fernald. "If you say 'the dog is on the sofa,' and the baby at 18 months is slow to process 'dog,' they're not open for business when 'sofa' comes along," Fernald said. "If they're quick on 'dog' and understand that the dog is on something, but don't know what it is, the faster kids are more likely to learn 'sofa' from the context.” •
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SES differences in language proces s ing s kill and vocabulary are evident at 18 months ,' Developmental Science (doi: 10.1111/ des c.12019)
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Reading Aloud Can Engage Children “Children’s experience with books plays an important role. Many children enter school with thousands of hours of experience with books. Their homes contain hundreds of picture books. They see their parents and brothers and sisters reading for pleasure. Other children enter school with fewer than 25 hours of shared book reading. There are few if any children’s books in their homes. Their parents and siblings aren't readers” (Whitehurst). 8/ 17/ 16
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Waves of Words Reading aloud to children washes them in words. When children have been read to, they develop a background of words. Here is a recipe for washing students in Waves of Words: •Cooking time: One year •Ingredients for a 600-book kid: – One teacher – One class – Good books
•Method: Read three books a day, every day, and you will wash your students in words and create a class of 600-book kids! 8/ 17/ 16
Research Findings
Interactive Reading: Dialogic reading is one approach
The fundamental reading technique in dialogic reading is the PEER sequence, in which the adult: •Prompts the child to say something about the book •Evaluates the child's response •Expands the child's response by rephrasing and adding information to it •Repeats the prompt to make sure the child has learned from the expansion
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• The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to read. • Adams, 1990
• Phonemic awareness has been shown to be a very powerful predictor of later reading achievement. In fact, it is a better predictor than more global measures such as IQ or general language proficiency. • Griffith and Olson, 1992
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(c) Judi Dods on, 2016
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(c) Judi Dods on, 2016
What is Phonemic Awareness The two best school-entry predictors of how well children will learn to read during the first two years of instruction are a student’s abilities in phonemic awareness and letter knowledge.
• Phonemic awareness refers to the ability to focus on and manipulate phonemes in spoken words. To segment/blend and manipulate phonemes.
L. Ehri: National Reading Panel, 2000
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The Phantom Phonemes
What Does Research Tell Us? 20-30% Do not link sounds and letter symbols easily
7-10% Substantial Difficulty Adams, ’90; Blachman, ’94; Torgesen,et.al, ‘94 8/ 17/ 16
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Phonemes are the building blocks!
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What Does Linguistics Have to Do with it?
The awareness that speech is composed of sounds that can be isolated, one from the other, has been proven to be one of the most fundamental skills for young readers to possess.
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The Brothers • • • • • • • •
p/b t/d k/g f/v th/th s/z sh/zh ch/j
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The Nasals/Nosies • m • n • ng
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The Borrowers • • • •
Ages at Which 80–90 Percent of Typical Students Have Achieved a Phonological Skill Typical Age 4
/x/ = /k/s/ /qu/ = /k/w/ /c/ = /k/s/ /g/ = /g/j/
5 5.5 6 6.5 7 8 9
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Skill Domain Rote imitation and enjoyment of rhyme and alliteration Recognizing rhyme, recognizing phonemic changes in words, clapping syllables Representing single sounds, onset-rime, producing rhymes, initial consonant isolation Compound word deletion, syllable deletion, 2–3 phoneme blending, simple segmentation Phoneme segmentation,
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blending,
substitution
Initial and final sound deletion Deletion with blends Longer and more complex deletion tasks (c) Judi Dods on, 2016
LETRS Module 2, Louisa Cook Moats
How Does Letter Naming Support Early Reading
How Does Sound Awareness Relate to Word Reading
• Most letter names have the letter sound embedded within them. M says /m/ as in Mom, B says /b/ as in ball. • When students learn letter names it is easier for them to learn the sounds and then glue the printed letters and the sounds together for beginning reading.
• With enough focused and engaging practice early readers can learn to glue sounds to letters with automaticity, making it easier to read words.
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Orthographic Mapping • Orthographic Mapping refers to the process that readers use to store written words for instant and effortless retrieval. More glue between letters and sounds makes this process more likely to occur and for words to become automatically recognized and stored.
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(c) Judi Dods on, 2016
Why Does This Matter? • How will this knowledge impact your practice? • What’s the big deal? • Why can it matter for you and your students?
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Section Three
Increasing Language Awareness Supports Phonemic Awareness Instruction
• Learn and experience phonological and phonemic awareness activities and make a plan to implement them in your classroom.
• Repeating a sentence • Breaking a sentence into separate spoken words • Clapping words in a sentence • Counting words in a sentence • Reciting nursery rhymes
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Words in a Sentence • The
little
puppy
ran home.
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Rhyming • Recognition of rhyming words – (hat, fat) • Repeating rhyming words out of a series of words – Repeat the words that rhyme – fan, pig, man • Isolation of the non-rhyming word out of a series of words – Which word does not rhyme – pen, men, pet?
• Production of a rhyming word with a familiar word – Tell me a word that rhymes with man.
• Production of a rhyming word with an unfamiliar or nonsense word. – Tell me a word that rhymes with zat.
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Alliteration: First Sound Awareness • Silly Sammy snake slithers slowly and silently. – Sound mapping using objects and pictures
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(c) Judi Dods on, 2016
Faces of my Friends • Build friendship at the same time you are building phonemic awareness. • Take individual pictures of the children in your class. • Ask children to say a complete sentence that is an affirmation for the child. “I like Maria because she is a good friend.” • How many syllables are in Maria? What is the first sound in Maria’s name? 8/ 17/ 16
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Syllables
Arm-Counting for Syllables: Segment and Blend
• Awareness of syllables within words – Compound words – Two syllable words
• Blending /segmentation
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(c) Judi Dods on, 2016
Strategies to Increase Phoneme Segmentation
Cut Objects into Syllables
• Sound Tapping • Sound Counting Activities • Oral Word Play
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(c) Judi Dods on, 2016
Activity: Finger Tapping for Sounds Segment and Blend
Working With Phonemes • Blending /b/
/a/
/t/
=
bat
• Segmenting sip
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=
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/s/
/i/
/p/
Co lo rad o Read in g First
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Tap It! Map It! and Graph It!
Activity: Sound Boxes
Using sound boxes, ask students to move the markers into one set of boxes and then write the sounds that go with the word in the bottom.
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Using markers or sound boxes have students on, 2016 use a marker to mark(c) Judi Dods the sounds they are hearing.
Flyswatter Sounds
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m a
p
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Oral Word Play Games • Koosh Ball Games Silent Ball Sentence Segmentation Same Sound Start Rhyming Initial – Final Game Multi-syllabic Word Games
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Section Three Alphabet Mat / Arc
8/ 17/ 16 (c) Judi Dods on, 2016 Alphabet Arc by Neuhaus Center:
[email protected]; www.alphabetletter.com
• Experience a simulation of the importance of word reading accuracy
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Try Your Hand at Reading
Word Recognition and Accuracy • The nuts and bolts of accessing words
• Reading comprehension without accurate word reading is hard for our children. • Try reading the following passages with some words missing. That’s what it feels like if a child misreads, guesses at, or skips a word or punctuation while reading.
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70% Accuracy In the _____ of _____, nothing is ______. Some ______ ______ life-size ____ out of tall _____ and shrubs. A ______ careful ______ and _______ can _____ ______ paths. _____ cut and shape plants into _______, larger-than-life and _____ leafy ______. What would you do if you _____ a _____ full of these ______? _____ you walk right in?
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80% Accuracy In the world of ______, nothing is ______. Some ______ create life-size ______ out of tall bushes and shrubs. A _______ careful planning and clipping can ______ ______ paths. ______ cut and shape plants into _______, larger-thanlife and _______ leafy _______. What would you do if you _________ a _______ full of these animals? Would you walk right in? 8/ 17/ 16
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(c) Judi Dods on, 2016
Unusual Gardens
90% Accuracy In the world of gardens, nothing is ______. Some gardeners create life-size _____ out of tall bushes and shrubs. A gardener’s careful planning and clipping can ______ strange paths. Others cut and shape plants into awesome, larger-than-life and ________ leafy _______. What would you do if you discovered a garden full of these ______? Would you walk right in?
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In the world of gardens, nothing is impossible. Some gardeners create life-size mazes out of tall bushes and shrubs. A gardener’s careful planning and clipping can create strange paths. Others cut and shape plants into awesome, larger-than-life and incredible leafy animals. What would you do if you discovered a garden full of these animals? Would you walk right in? 8/ 17/ 16
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It takes longer… • It takes 4 times longer to intervene in the 4 th grade as it does to intervene in the primary grades.
Section Four • Understand the importance of making every lesson an integrated language lesson.
For example: 30 min. per day in late K = up to 2 hrs (per day) in 4 th grade AND may not be as effective!
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Multiple Meaning Words
Word Recognition is Important but… • Vocabulary, oral language and background knowledge make the difference between a competent reader and a great reader!
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Words to Talk About • CVC Examples • • • • • • • • • •
cap can bat fan jam lap tag saw pen pet 8/ 17/ 16
• Vocabulary Examples • • • • • • • • • • •
light bark chip fair hard left nails mean park play rock
(c) Judi Dods on, 2016
(c) Judi Dods on, 2016
Make a Plan • Choose 3 words from each list and make a plan for teaching the multiple meanings of those words. • Don’t forget their phonological forms as well. • How many syllables in feather? • What is the first sound in light, last sound?
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Why Does This Matter? • How will this knowledge impact your practice?
Some Children Struggle to Remember the Sounds
• What’s the big deal? • Why can it matter for you and your students? How do these activities compare to the ones in your current program?
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(c) Judi Dods on, 2016
Teaching from the Heart “It is not how much we give but how much love we put into giving.” Mother Teresa
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