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Phonological Awareness - Coggle Diagram
Phonological Awareness
Developmental Levels
Word
Onset-Rime
syllable has 2 parts (onset & rime)
Onset = syllable that comes before the vowel
Rime = vowel and everything after
Not all syllables have onsets
Phoneme
Blending
Contributes more to learning and reading than any other skill
Segmenting
Smallest unit of sound
Syllable
Word or part of a word pronounced as a unit
each syllable has one sound
"Beat"
Umbrella term including awareness or larger parts of spoken language
Instruction
Effective Instruction should:
be explicit
be systematic
be conducted in small groups
provide markers for phonemes
Target no more than one or two skills at a time
pronounce phonemes in a manner that will make them "bendable"
include scaffolding if necessary
Amount of Instruction
Kindergarten
at least 15 min per day
3 or 4 times per week
10 weeks
First Grade
10 min per day
first 3 months of school
small group 15 min per day if needed
3 or 4 times per week
Second Grade
necessary for students who don't automatically recognize words/not at reading level
15 min per day
3 to 4 times per week
as long as needed
Assessment
Mid-Kindergarten
Continue to assess throughout early elementary grades
indicates which students do/do not need instruction
1-on-1 assessments
Older Struggling Readers
failed to make normal progress in learning to read
Assessment if student continues to struggle
Lack of foundational skills
Intervention focusing on specific areas of weakness
Lesson Plan Topics
Rhyming
Word-Part Blending, Segmentation, and Deletion
Syllable Segmentation and Blending
Onset-Rime Blending
Phoneme Identity and Isolation
Phoneme Segmentation and Blending