Ready for Rica Chapter 3

Sound or phoneme segmentation

is the ability to break words down into individual sounds. Most difficult of phonemic awareness tasks. Modeling: the teacher would say I am going to say the word word Bee and I am going to say the sounds B/e/. Then the teacher encourages students to say the sounds in two-sound-words. Once students show mastery in tow-sound- words the teacher moves to three-sound-words.

Phonological Awareness

knowledge of that oral English is composed of smaller units such as words and sentences and that words are made of syllables and sounds. A child who has this skill can identify and manipulate sounds in many different levels of language such as phonemic awareness, words and syllables.

Phonemic awareness lessons consists of

Sound isolation, sound identity, sound blending, sound substitution, sound deletion and sound segmentation.

Phonological awareness and phonemic awareness assessments should include the following

1) Entry level assessment: used to determine each child's level of phonological and phonemic awareness before lesson begins. For example, teacher would assess students in word awareness such as how many words are the sentence: Fred ran to school. 2) Progressing monitoring assessment (ongoing assessment). It is important to assess students during a individual lesson and in the middle of a four- five lesson unit. This assessment allows the teacher to make two important decisions: a)which individual student need more help b) at class level it is time to stop and reteach to the whole class something. 3) Summative assessment: is given at the end of the instruction. It gives the teacher whether students has not met the standard, met the standard or exceeded the standard.

How to differentiate lesson to meet the needs of struggling readers?

1) Focus on on the most difficult key skills specially Blending and Segmenting. Note: do not consider a child phonemically aware because they are successful on simpler tasks of phonemic awareness such as sound identity and sound isolation! Put the focus of the small group, individualized or remediation lesson on sound blending and sound segmentation. 2) Reteach skills that are lacking. When reteaching the previous lesson make sure to a) change the pace of the lesson to a slower pace b) changing the mode of the lesson, perhaps using more modeling or using clues such as clapping or finger snaps. c) making the task simpler by providing additional scaffolding. d) using different materials 3) Using a variety of concrete examples to explain a concept or a task. Struggling readers are always helped to master a task when the teacher uses thing to teach the concept. For example, teacher can use pictures or real life objects. 4) Providing additional practice. Struggling readers need more opportunities to practice the same concept. For example, most students were successful in segmenting three-sound-words in three lessons. However struggling readers need more lesson and activities to master the same concept.

How to differentiate lesson to meet the needs of Advanced learners?

1) Increase the pace of the lesson( faster pace) by less modeling and less practice or by delivering fewer lessons. 2) building on existing current skills 3)

How to teach Phonemic awareness?

1) Use direct (explicit) teaching 2) Lager units such as words and sentences should take place before instruction. 3) Focus on one or two phonemic awareness tasks at a time. 4) Plan some activities that involve the use of letters to show the children the relationship between letters and phonemic awareness. 5 Phonemic awareness instruction should be brief and not exceed 20 minutes.

How to teach Phonological awareness?

Can be taught through: 1) Phonemic awareness 2) Word awareness 3)Syllable awareness 4)Word blending 5)Syllable blending 6)Onset and Rime blending

Syllable blending

Children are acquired to blend syllables Strategy: Teacher asks what word do you get when you put sis and ter together. The children should say sister.

Sound isolation

Children are given a word and asked which sound occurs in the begining, middle or end of a word. Strategy: the teacher has a list of words with long vowels such as cake, day, late, leap, feel, vote, coal, bite, like. The teacher models the desired response in the beginning of the lesson by saying each word and then saying the middle sound. Then the the teacher says just the word and students provide the middle sound. It is best to begin with the beginning sounds then the ending sounds and at end the middle sounds.

Word blending

Children are taught to take two distinct words and make a compound word. Strategy: Pictures can be used. Teacher shows a picture of a cow and and boy and asks the students what you get when you combine these words. What do you get when you put cow and boy together. The students should say cowboy and then the teacher display the combined word with the picture of a cowboy.

Vowels

Consist of a;e,i,o,u. Some times y and w are includes in words such as sky and cow. They considered to be long sounds when they say their own name such in the words bake and bite. They are considered to be short in words such as cat, bet bit, cot, but. In R-controlled words they are neither long nor short.

Graphemes

English letter or letters that represent phonemes. For example in the word duck they are /d/u/ck/ Consists of one or more letters.

Rime

Is the vowel and any consonant that follow. All syllables must have a rime.

Syllable awareness

I more difficult for young children. Strategy: Clapping hands while saying the syllables . Can be easier if the pronunciation of the syllables are distorted and they are uttered slowly and distinctly.

How to assess phonological awareness and phonemic awareness?

In assessing these skills there is no print involved. The teacher talks, the student listens and then the student says something. Assessing involves auditory discrimination. To measure all areas of phonemic awareness teacher should assess the child in sound identity, sound isolation, , sound deletion, sound substitution,sound blending and sound segmentation.

How to differentiate lesson to meet the needs of ELL students?

In different languages sounds are transferable, specially in between Spanish and English. If a child has mastered blending in Spanish they will be very successful in blending English language phonemes. Teacher should explicitly teach phonemes that do not exists in the students' first language. Teacher need to spend extra time teaching sounds that do not appear in their native language.

Yopp-Singer Test of phoneme segmentation

In this test the teacher says 22 words and the students have to provide the sounds for each 22 words. For example, if the teacher says dog, the student would say d/o/g. If student do well in this assessment, the teacher can assume that they will do well in other phonemic awareness tasks as well.

Onset and Rimes

Occur in a single syllables. For example in the word can c- is the onset and at- is the rime or in the word spring the onset is spr and the rime is ing. When words consist of two conjoined word they are split in two words such as napkin is split in nap and kin. In nap n is the onset and ap is the rime and in kin k is the onset and kin is the rime.

What is the relationship between phonemic awareness and the development of phonics knowledge and skills?

Phonemic awareness a prerequisite for the development of phonic skills. Children cannot be expected to learn which letters represent which sounds until they learn phonemic awareness skills. Phonemic awareness and phonics can take place at the same time. For example, children can learn letter and sound correspondence at the same time.

Alphabetic Principle

States that speech sound are represented by letters. In English language symbols (letters) represent sounds.

Onset and rime blending

Strategy: Teacher what do you get when you put the onset b and the rime ank together. The children should say bank.

How to analyze, interpret and use results of an assessment?

Teacher must analyze an interpret the results of an assessment for both individual students and the whole class. All analysis should be based on standards. Students who struggle with the assessment have not met the standard and will need intervention. The results of all students' assessment will be used to create a class profile which tells the teacher how effective her instruction was. For example, if the teacher finds that 90 % of her students were at or above the expected level of performance for a standard, she can move on to another standard and provide extra help to the students who need it.

Word awareness

Teaching children that sentences are made of words. Requires children to detect and learn word boundaries for example, the sentence I like ice cream consists of 4 words. Lesson should consist of one, tow, three or four word sentences. Strategy: The teacher has several cards each with one word written on it. The teacher builds first two, then three then four words sentences. The sentences are read as a whole then they are read as individual words while the teacher is tapping on the cards. A challenging task wold be that the teacher reads the two, three, and four, word sentences and asks the students how many words are in the sentences.

Phonics

The knowledge of sound and letter correspondence. The relationship between letters and their sounds. For example the word duck is composed of the sounds and letters d- u-ck. Absolute prerequisite for learning to read. Teaching children what letters make what sounds.

Alliteration

The repeated sound of the first or second letter in a series of words, or the repetition of the same letter sounds in stressed syllables of a phrase. For example. Alice's aunt ate apples and acorns around August.

How to teach phonemic awareness and phonic at the same time?

The teacher can say the onset b and the rime ank or the onset th and the rime ank and show, at the same time, cards with each symbol on it. Each time the words are successfully blended the teacher can show another card with the blended words. She can say good job, we blend or put together b and ank to make the word bank or th and ank together to make the word thank and show the written symbols and words on index cards.

Sound Identity

The teacher needs a set the words that share the same beginning sounds, middle sound or ending sounds. but the middle and endings are totally different. Such as lake, light, low. These words only share the same beginning sound. Strategy: The teacher says each word and asks what sounds are the same in each of these words.

Sound subsitution

The teacher says for example, bat bat bat and asks the children to substitute the k for b and then asks the students what word am I looking of if I substitute k for b. The students say cat cat cat. Then the teacher can try alliterations that the consonants are the same such as ba be bi bo bu. Then the students say ka ke ki ko bu. More fun would be if the teacher uses songs to substitute the sounds.

Sound Blending

The teacher says the sound with only brief pauses in between each sound. The children then guess the word. For example, "if sound are b/a/t. Which word am I thinking of." After children say the word teacher say,"yes bat."

Consonant deletion

Works best in consonant blends. For example the teacher says the word block, snail and asks the students to delete or take away the b from block and s from snail and asks the students what words are we getting and the students say lock and nail.

Consonant blends (also called consonant clusters)

are groups of two or three consonants in words that makes a distinct consonant sound, such as "bl" or "spl." Consonant digraphs include bl, br, ch, ck, cl, cr, dr, fl, fr, gh, gl, gr, ng, ph, pl, pr, qu, sc, sh, sk, sl, sm, sn, sp, st, sw, th, tr, tw, wh, wr.

Phonogram

are word families or rimes that have the same spelling such as at in cat, bat, sat mat...

Phonemic Awareness

individual sounds (phonemes) in spoken words such as in the word duck /d/u/ck/ are in individual sounds. Is a teaching goal for kindergarten and first grade. Correlates with a child's level of reading success in kindergarten. A child has this skill when he knows that bat and boat have the same initial consonant and that rat and bat rime. Teaching children to hear and manipulate sounds.

Phoneme

individual sounds in spoken language. Smallest units in speech.

Onset

initial consonant sound or consonant blend. A syllable may or many not have an onset..

Syllables

words that are split into parts. A word can have one, two, three, four or even more parts.