Having fun with phonological awareness

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Having fun with phonological awareness

  1. 1. HAVING FUN WITHPHONOLOGICAL AWARENESSBy,Mark Smith &Jenny Kwong Shuk WahIPG, Gaya Campus
  2. 2. A Continuum of Complexity Of Blending,Phonological Awareness segmenting & manipulating Onset-rime individual blending phonemes & segmentation (phonemic Syllable awareness) segmentation More Complex & blending Activities Sentence segmentationRhyming songsLess ComplexActivities From Chard, David J & Dickson, Shirley V. (1999). Phonological Awareness: Instructional and Assessment Guidelines
  3. 3. 1.RhymeExample VariationRow, row, row your boat  Ba, ba, black sheepgently down the stream.Merrily, merrily, merrily, merri ly;Life is but a dream
  4. 4. 1.1 Sing to the tune “if you’re happy and you know it…”Did you ever see a cat /be∂/ in a hat /tʃe∂/?Did you ever see a cat / be∂ / in a hat / tʃe∂/??No, I never, no, I never, no, I never, no, I neverNo, I never saw a cat/ be∂ / in a hat / tʃe∂/?.Variations:A mouse in a house.A bear in a chair.An owl drying off with a towel.
  5. 5. 1.2 Rhyme Through MovementOne potato, two potatoes, three potatoes, fourFive potatoes, six potatoes, seven potatoes, moreTask:In small groups, children sing the rhyme while passing around an object.The child holding the object at the end of the rhyme (on ‘more’) must then state a word that begins with the same initial sound. i.e. /p/Example: Vary with other food names such as banana /b/, papaya /p/, tomato /t/ etc.
  6. 6. 1.3 Make a RhymeExample VariationTeddy Bear, Teddy Bear,  Pussy CatJump aroundTeddy Bear, Teddy Bear,  Daddy DogTouch the ……….  Speedy SpiderTeddy Bear, Teddy Bear,Open the box  Coco CowTeddy Bear, Teddy Bear,  Henny HenPull out the ……..Teddy Bear, Teddy Bear,Bake a cake.Teddy Bear, Teddy Bear,Swim in the ……… .
  7. 7. 2.Sentence Segmentation LevelTeacher cuts out green lily pads and places on classroom floor.Children then hop the number of times they hear words in a sentence dictated by the teacher.Alternative: Children clap the number of words heard in a sentence.Task: Practice some short sentences with your partner. Have them clap the number of words they hear. Swap roles.
  8. 8. 2.2 Sentence Segmentation LevelModel Practise1. Good morning children. 1. Ned has a newt in his net.2. How are you today? 2. Penny has a penguin in her pack.3. I am fine thank you. 3. Sally has a seal on her4. What is your name?. seesaw.5. Tomorrow we are going 4. Tom has a tiger in his tent. to town. 5. Alex has an ox in his box. 6. Yousef has a yak on his6. Ahmad is working very yacht well today. 7. Zara has a zebra in her zoo.
  9. 9. 3. Syllable LevelObjective:Students will be able to define syllables and recognise how many syllables are in a word ‘Mark’ : clap once (one syllable) ‘Jenny’: clap twice (two syllables) ‘cucumber’: clap thrice (three syllables)
  10. 10. 3.1 Syllable LevelName Game Write all of the children’s names on index cards and place in a basket. Sit in a circle and pass the basket from one child to the next when the music begins. When the music stops, whoever is holding the basket pulls out a card and reads the child’s name on the card. The class repeats the name and claps out the number of syllables or parts as they say the name (e.g. Jen-ny has 2 claps.
  11. 11. 3.2 Syllable ManipulationModel Practise‘Sabah’. What  Say robot without the ro would the word  Say table without the ta say If I took off  Say potato without the po the ‘Sa’?  Say cucumber without the cuElicit: It would say ‘bah’ and now we Other Examples?? only have 1 syllable. Source: Blevins (1997: 58)
  12. 12. 4. Onset-Rime LevelOnset is the beginning sound in a word or syllable and rime is the ending sound. onset rime word /k/ /at/ cat /s/ /un/ sun
  13. 13. 4.1 Developing Limericks Guided PracticeModel In groups use the following words to make up your own limerick. MatThere was a young boy called …Who had an overly large … Siti, mouse, kitty, house/in/When it chased the …It shook the …So Mat got rid of the … Sharing Now read your poem aloud to your friends.
  14. 14. 4.2 Creating Rhyming PoemsModel Extension of VariationsUsing the word family chart  /in/ developed by the children, create simple  /ip/ rhyming poems.  /op/Eg.  /ick/ My CatMy cat is very fat.  /eck/He should be chasing the rat.But instead he sits on the matAnd expects a pat.Oh, my cat is very fat.
  15. 15. 5.1 Phoneme Identification
  16. 16. 5.2. Phoneme MatchingInitial (beginning) soundFinal (ending) soundMiddle sound Possible Activities:  Teacher distributes pictures to students who must then match the pictures according to the teacher’s instructions.  Snap.. Card Game.
  17. 17. 5.3. Phoneme SubstitutionThe Teacher has students listen as he/she says a CVC word eg. ‘bug’.“How many magnets will I use?” (3) …. “Let’s count…”“What about if I change the /b/ to a /m/? What is the word now? …“Now lets try ‘dad’. How many sounds do you hear? (3) … So, how many magnets? (3) …“Do you hear any sounds that are the same?” (d)… So our beginning and ending sound will be the same colour.TASK: In pairs, use magnets to practice the above procedure with other 3 letter words. E.g. ‘bat’ ‘top’ ‘fat’ etc.
  18. 18. 5.4. Phoneme BlendingExplain to children that you are going to say a word in parts. (Robot Talk) You want them to listen carefully, and then say the word as a whole. i.e. blend the sounds.For e.g. If I say /m/ /a/ /p/, you would say….. ‘map’.What about if I say /t/ /o/ /p/ ?TASK:In pairs practise the above procedure with the following words. Remember not to show your ‘student’ the letters.Practice e.gs: /m/ /o/ /p/, /f/ /i/ /t/, /s/ /u/ /n/, /c/ /a/ /t/.
  19. 19. 5.4 Guess It!Place picture cards in a bag and draw out one picture at a time. Tell the children I can see a /k/ an /a/ and a /t/.Show the picture card for children to check their response.Teaching points:Commence at easier level first e.g. Onset-rime and gradually increase difficulty level. E.g. I can see a /c/ /at/ BEFORE I can see a /c/ /a/ /t/.Invite children to be the ‘teacher’.
  20. 20. 5.5. Phoneme SegmentationInvolves children segmenting the sounds they hear in an oral word.Teacher Dialogue: I’m going to say a word and I want you to listen very carefully and tell me all the sounds you hear in that word.For e.g. If I say the word ‘mop’ you would say /m/ /o/ /p/.Understand?TASK: In pairs , role play a teacher and student using the following words:/Hi/, /it/, /so/, /sat/, /top/, /map/NB: This is a purely aural task. Ensure ‘children’ can’t see the words you are dictating.
  21. 21. 5.5 Segmentation CheerChange the words in the 3rd line of the first stanza each time you say the cheer.Instruct children to segment the word sound by sound.Listen to my cheer. Then shout the sounds you hear.Sun! Sun! Sun!Let’s take apart the word sun!Give me the beginning sound. (Children respond with /s/)Give me the middle sound. (Children respond with /u/)Give me the ending sound. (Children respond with /n/)That’s right!/s/ /u/ /n/ - Sun! Sun! Sun!
  22. 22. 5.6. Phoneme Deletion &AdditionExplicit Instruction:“I’m going to take a word and make new words using it. I can take the /s/ off sat, put on a /p/, and I have a new word – pat.Guided Practice:Have children replace the first sound in each word you say with a /s/.hit, well, funny, bun, mad, bend, rat, rope.NB: Once children are familiar with substituting initial sounds, move onto final sounds and finally middle sounds.
  23. 23. 5.6 Phoneme Deletion Exercises1. Initial Phoneme Say part without the /p/ Say sun without the /s/2. Final Phoneme Say meat without the /t/ Say mop without the /p/ Say take without the /k/3. Second consonant in an initial blend Say spell without the /p/ Say clap without the /l/Source: Blevins (1997:58)
  24. 24. A Continuum of Complexity Of Blending,Phonological Awareness segmenting & manipulating Onset-rime individual blending phonemes & segmentation (phonemic Syllable awareness) segmentation More Complex & blending Activities Sentence segmentationRhyming songsLess ComplexActivities From Chard, David J & Dickson, Shirley V. (1999). Phonological Awareness: Instructional and Assessment Guidelines
  25. 25. Individual Phoneme LevelYopp & Yopp (2000) suggest 6 levels of phoneme manipulation:1. Identification2. Matching3. Substitution4. Blending5. Segmenting6. Deletion & Addition
  26. 26. List of ReferencesChard, D. J., & Dickson, S. V. (1999). Phonological Awareness: Instructional Assessment Guidelines. Retrieved, July 31, 2007, from http://www.ldonline.orgBlevins, W. (1997). Phonemic Awareness Activities For early Reading Success. Ashton Scholastic, New York.Adams, M.J.(1990). Beginning to read: Thinking & Learning about print. Cambridge, MA: MIT press.Chard, D.J. & Dickson, S.V. (1999). Phonological Awareness: Instructional and Assessment Guidelines. Retrieved, July 31, 2007 from http://www.ldonline.orgJuel, C., Griffith, P.L.,& Gough, P.B. (1986). Acquisition of literacy: A Longitudinal study of children in first and second grade. Journal of Educational Psychology, 78,243-255.Yopp, H.K., & Yopp, R.H.(2000). Supporting Phonemic Awareness in the classroom. Reading Teacher, 54, 130-141.

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