Phonemic Awareness Screeners and Strategies for Struggling - PowerPoint Presentation

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Phonemic Awareness Screeners and Strategies for Struggling Students

South Todd Elementary School

January 9, 2012

Betsy Madison (

betsy.madison@grrec.ky.gov

)

www.betsymadison.comSlide2

Let’s make sure we’re all on the same page

Phonemic Awareness vs. Phonological Awareness

Phonological Awareness

=

the ability to recognize the sounds of spoken language and how they can be segmented, blended, and manipulated.

includes awareness at the phoneme level, syllable level, word level, and sentence level

Phonemic Awareness

=

awareness at the level of a single unit of sound, regardless of the number of letters in the sound (/m/ in made, /

th

/ in thing, /

dge

/ in bridge)

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Phonological Awareness vs. PhonicsPhonological Awareness = sound only, listening to sounds and producing sounds without print

Phonics =

Phonological Awareness + lettersSlide4

“You don’t try to build a wall.

You don’t set out and say,

‘I’m

gonna

build the biggest,

baddest

, greatest wall that has ever been built.’ You say,

‘I’m going to lay this brick as perfectly as a brick can be laid.’ You do this every single day, and soon you have a wall.” Will SmithSlide5

Phonemic Awareness ContinuumPhoneme Isolation (recognize individual sounds in a word)

Phoneme Identification (recognize same sound in different words)

Phoneme Categorization (recognize the odd word in a set)

Phoneme Blending (combining phonemes to form a word)Slide6

Phonemic Awareness, continued…

Phoneme Segmentation (break a word into its separate sounds)

Phoneme Deletion (identify how a word would sound if one sound were omitted)

Phoneme Addition (add a single phoneme to a word to create a new word)

Phoneme Substitution (replace a phoneme in a word with another phoneme to create a new word)Slide7

When should Phonemic Awareness Instruction occur?

All kindergartners should receive formal instruction

Once assessment indicates students have a skill, instruction should be discontinued.

Most children have acquired phonemic awareness by the middle of the first grade.

Don’t delay phonics instruction for students who haven’t yet acquired phonemic awareness.Slide8

When should you suspect a student is not phonemically aware?

After First Grade, if a student reads with…

poor fluency,

has difficulty sounding out unfamiliar words,

has difficulty sounding out multi-syllabic words,

has poor comprehension,

screen student for phonemic awareness.Slide9

“Some estimates suggest that approximately 90% of students identified as having learning disabilities lack phonemic awareness.” (Stanovich

, 1986)Slide10

ScreenersPhonemic Awareness Screen

easyCBM.com

Phonological Awareness Skills Screener (PASS)

Phonological Awareness Skills Test (PAST)

Teacher-MadeSlide11

Let’s PracticeGive a partner 2 sections of the Phonemic Awareness Screener

Partner administer 2 different sections

“Students”

Please make several errors on one of the sections administered to you.Slide12

StrategiesKDE Phonemic Awareness Instructional Menu

Phonemic Awareness Activity Cards

speech-language development.com

Florida Center for Reading ResearchSlide13

Phonemic Awareness Intervention

Explicit modeling

Many opportunities for practice with new words

Small, discrete steps

If student isn’t responding…Slow down

repeatSlide14

With Older StudentsTeach phonemic awareness only to students who are struggling with it.

Teach only the skills they need.

Assess and screen to determine needed skills.

If student isn’t responding….

Slow downSwitch it up

& repeat skillSlide15

Let’s PracticeIn which area does your

student

need help?

Using the resources you’ve been given, locate a strategy/activity you could do to address your

student’s need.ShareSlide16

Minimal, Advanced and Adapted Competencies

Minimal

Essential Skill

Adapted Level II

Adapted Level I

Advanced Level I

Advanced Level IISlide17
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Betsy.madison@grrec.ky.gov

Betsymadison.com