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Phonological Awareness - LINUS CLASSES
- 1.
- 2. Objectives To distinguishphonological awareness and phonics. To identify the important components of phonological awareness. To learn the teaching of phonological awareness skills. To understand the different instructional approaches to reading.
- 3. Concept of spokenword The ability to distinguish words in a sentence. Rhyme The ability to recognize rhyme, complete rhyme. Syllables The ability to blend, segment and delete syllables.
- 4. Phonemes The ability torecognize initial and final sounds in words. The ability to blend onset and rime The ability to blend, segment and delete phonemes Phoneme manipulation The ability to add and/or substitute phonemes
- 5. The hippopotamus jumpsacross the river sentences the hippopotamus jumps across the river words syllabus the hi-ppo-po-ta-mus jumps a-cross the ri-ver phonemes
- 6. Phonemes The smallest unitof spoken language sounds. Vowels and consonants Phonemes are not the same as letters. (graphemes)
- 7. Phonics Phonics is knowinghow letter names and phonemes relate to each other. Also knowing as ‘letter-sound correspondence’
- 8.
- 9. Auditory and visualskills, and letter – sound correspondence •The ability to hear and discriminate phonemes require adequate ‘auditory skills’ and ‘auditory perceptual skills’. •The ability to see and discriminate reversible letters require adequate ‘visual skills’ and ‘visual perceptual skills’. •The ability to associate letter with sounds requires integration of auditory and visual skills.
- 10.
- 11. Letter – soundcorrespondence What are letter – sound correspondence ? involve knowledge of ; The sounds represented by the letters of the alphabet. The letters used to represent the sounds.
- 12. Why is knowledgeof letter sound correspondences important? Knowledge of the letter sound correspondences is essential in reading and writing
- 13. In order toread a word , the learner must recognize the letters in the word and associate each letters with its sounds
- 14. In order towrite or type a word, the learner must break the word into its component sounds and know the letter that represent these sounds.
- 15. Knowledge of lettersound correspondence and phonological awareness skills are the basic building blocks of literacy learning.
- 16. What sequence shouldbe used to teach letter sound correspondences ? LSC should be taught one at a time. When the pupils acquires one LSC, introduce a new one.
- 17. We suggest teachingthe letter and sound in this sequence a m t p o n c d u s g h i f b l e r w k x v y z j q
- 18. Why???????? Letters that occurfrequently in simple words (e.g; a.m.t ) are taught first. Letters that look similar and have similar sounds (b and d ) are separated in the instructional sequence to avoid confusion.
- 19. Short vowels aretaught before long vowels. Lower case letters are taught first since these occur more frequently than upper case.
- 20. Is it appropriateto teach letter names as well as letter sound ? 1. Teaching the sounds of the letter, not their names. 2. Knowing the names of the letters is not necessary to read or write.
- 21. Sample goal forinstruction in LSC The learner will; •Listen to a target sounds presented orally. •Identify the letter that represent the sound.
- 22. Instructional task Here isan example of instruction to teach letter sound correspondence : The teacher ; * introduces the new letter and its sound. * show a card with the letter ‘m’ and says the sound “mmm”
- 23. After practice withthis letter sound, the teacher provides review. The teacher * says a letter sound. The learner •Listen to the sound. •Select the correct letter. Group of letter Alphabet board From keyboard
- 24. Phonological awareness skillsequence Skill Example Word Isolating words in sentences She/ is / a / good /player Rhyme Recognization Production Does glass rhyme with pass ? Syllable Blending Segmentation deletion pan + cake = pancake Swim/suit Say hotdog without hot
- 25. Skill Example Phoneme Isolation ofinitial/final sound Blending Complete segmentation Deletion What is the first sound in fox? What am I saying ? f-ence What are the sounds in bag ? Manipulation of sounds Addition Deletion Add /t/ to an Say meat without /m/ Say play without /p/ Say play without /l/ Substitution Say yard and instead of/y/ say /h/ Transposition Spot to stop What is changing each time?
- 26. Skill Example Word Isolating wordsin sentences She/ is / a / good /player Rhyme Recognization Production Does glass rhyme with pass ? Syllable Blending Segmentation deletion pan + cake = pancake Swim/suit Say hotdog without hot Skill Example Phoneme Isolation of initial/final sound Blending Complete segmentation Deletion What is the first sound in fox? What am I saying ? f-ence What are the sounds in bag ? Manipulation of sounds Addition Deletion Add /t/ to an Say meat without /m/ Say play without /p/ Say play without /l/ Substitution Say yard and instead of/y/ say /h/ Transposition Spot to stop What is changing each time?
- 27. Discuss with yourgroup members… 1.Rhyming word activities. 2.Teaching syllable segmentation 3.Teaching beginning sound substitution 4.Teaching sound isolation 5.Teaching phonemic segmentation 6.Manipulation of sounds ; addition and deletion
- 28. 285/20/2015 THANK YOU Seeyou in the next Presentation
Editor's Notes
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