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Phonological Awareness - Coggle Diagram
Phonological Awareness
Phonological Awareness
What is phonological awareness?
Phone means sound.
Phonological awareness is an understanding of the sounds in parts of words.
Segmenting (breaking apart) words into phonemes and blending phonemes (putting sounds together) into words contributes more to learning to read and spell well than another of the other phonological awareness skills”
A syllable is a part of a word that contains a vowel.
Syllables and explaining them to your child
All words have syllables. A word might have one, two, or even more syllables. Reading has two syllables: read (clap)—ing (clap). Clap as you say each syllable to demonstrate the breaking sound between syllables
Types of syllables
A closed syllable ends in a consonant. The vowel has a short vowel sound, as in the word bat.
An open syllable ends in a vowel. The vowel has a long vowel sound, as in the first syllable of apron.
A vowel-consonant-e syllable is typically found at the end of a word. The final e is silent and makes the next vowel before it long, as in the word name.
A vowel team syllable has two vowels next to each other that together say a new sound, as in the word south.
A consonant-le syllable is found in words like handle, puzzle, and middle.
An r-controlled syllable contains a vowel followed by the letter r. The r controls the vowel and changes the way it is pronounced, as in the word car.
How to divide a word into syllables
Divide off or separate any compound words, prefixes, suffixes, and root words that have vowels, such as sports/car, house/boat, un/happy, pre/paid, re/write, farm/er, hope/less
Divide between two middle consonants, such as hap/pens, bas/ket, let/ter, sup/per, din/ner.
Never split up consonant digraphs as they really represent only one sound ("th", "sh", "ph", "th", "ch", and "wh").
Usually divide before a single consonant such as o/pen, i/tem, e/vil, re/port.The only exceptions are those times when the first syllable has an obvious short sound, as in "cab/in".
Divide before an "-le" syllable such as a/ble, fum/ble, rub/ble, mum/ble. The exceptions would be "ckle" words like "tick/le".
Onset
The onset is all of the consonants that come before the vowel in a syllable.
The rime is the vowel and all letters after the vowel in a syllable.
Another way to think of phonological awareness is to think of it as an umbrella term that encompasses awareness of whole words, syllables in words, onset-rime, and individual phonemes within words.
What teachers can do to help at school
Make sure the school's reading program and other materials include skill-building in phonemes, especially in kindergarten and first grade (these skills do not come naturally, but must be taught).
Learn all about phonemes (there are more than 40 speech sounds that may not be obvious to fluent readers and speakers).
Identify the precise phoneme awareness task on which you wish to focus and select developmentally appropriate activities for engaging children in the task. Activities should be fun and exciting – play with sounds, don't drill them.
Consider teaching phonological and phonemic skills in small groups since students will likely be at different levels of expertise. Remember that some students may need more reinforcement or instruction if they are past the grades at which phonics is addressed by a reading program (first through third grade).
Assessing Reading Multiple Measures
A) sentence segmentation: John / likes / pizza.
B) Syllable Segmentation: cup/cake; door/bell
C) Phoneme Segmentation: time has three sounds: t/i/m
Teaching Reading Sourcebook pg 116-127
Phonemic awareness is the ability to detect, identify, and manipulate phonemes in spoken words.
Phonological awareness is an umbrella term that includes the awareness of the larger parts of spoken language, such as words, syllables, and onsets and rimes-as well as the smaller parts, phonemes.
Phonological awareness instruction should be explicit. Instruction should include clear explanations, teacher modeling of tasks, and sufficient opportunity for student practice.
Phonological awareness should be taught in small groups.
Each lesson should only be about 30 minutes in length and only need to last about 20 hours of the school year.
Lessons should only target one or two skills at a time.
Avoid adding "uh" or "ah" when saying letter sounds.
It is not essential for students to fully master all of the phonological skills at a particular level before moving on to the next level.