Early Childhood Education Graphophonemic Awareness.pptx
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Graphophonemic awareness refers to the relationship between sounds and letters in language. Readers use graphophonemic cues to decode unknown words by relating speech sounds to letters or patterns. Activities are described that help students develop skills in sound discrimination, sorting words by sounds and spellings, segmenting words into phonemes, and applying spelling patterns during dictation. The goal is to support students in determining correct spellings through reasoning about sound-symbol relationships.
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- 1. Graphophonemic Awareness Presented by: ERRON F. NICOL
- 2. Graphophonemic Awareness • Graphophonic cues involve the letter-sound or sound-symbol relationship of language. Readers identifying unknown words by relating speech sounds to letters or letter patterns are using graphophonic cues which is often referred as decoding.
- 3. Graphophonemic Awareness • They are used to support semantic, syntactic, and pragmatic cues to help readers determine if a word is logical or makes sense.
- 4. • The Graphophonemic Knowledge (GK) Routine was introduced by Texas Reading First in 2006 as a recommended enhancement to core program spelling instruction. Graphophonemic Knowledge: Routines and Teaching Tools has been developed as a teacher‐friendly resource to refine and expand the original GK Routine. Graphophonemic Knowledge: Routines and Teaching Tools
- 5. Sound Discrimination Activity: Discriminating Beginning, Final, and Medial Sounds in Words • This is a phonemic awareness activity. Students who are still developing in blending and segmenting phonemes will benefit from this activity. • Objective: The learner will be able to discriminate between sounds in words which are the same except for one targeted phoneme.
- 6. Sound Discrimination Activity: Discriminating Change in a List of Words • This is a phonemic awareness activity. Students who are still developing in blending and segmenting phonemes will benefit from this activity. • Objective: The learner will identify when the beginning sound of one word is different from the beginning sound of another word.
- 7. Word Sort Activity: Sorting by Sounds and Spellings • Word Sorts help students identify spelling patterns in words and become acquainted with words associated with various spelling patterns. The sorting rule used should be based on the skills being taught following the scope and sequence of the core reading program. • Objective: The learner will determine which words ending in the /k/ sound use the spelling k and which use the spelling ck by placing word cards in the appropriate column of a word sorting chart.
- 8. Say It and Move It Activity • Say It and Move It is a phonemic awareness activity which helps students segment a word into its individual phonemes. Although segmentation is an auditory task, Say It and Move It adds a tactile‐kinesthetic component which helps many students better understand the process of segmentation. • Objective: The learner will segment a word into phonemes.
- 9. Graphophonemic Knowledge: Dictation • Dictation is the segment of the GK Routine during which the students practice the targeted skill by applying it to the spelling of words and sentences. • Dictation allows the teacher to model, through a think‐aloud, the processes followed when determining the correct spelling pattern for a given phoneme in a particular word. By helping the students reason through the spellings in a word while referencing the alphabet wall cards, the teacher equips the students to logically determine the spellings of regular decodable words.