EMERGENT LITERACY R Grant Emergent Literacy Alphabetic Principle English is an alphabetic language based on the alphabetic principle each speech sound of the language is represented by a graphic symbol ID: 365156
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PHONEMIC AWARENESS
EMERGENT LITERACY
R. Grant Emergent Literacy Slide2
Alphabetic Principle
-English is an alphabetic language based on the alphabetic principle: each speech sound of the language is represented by a graphic symbol.Phonology is the study of speech sounds.
Phonics
-is the study of the relationships between the speech sounds (phonemes) and the letters (graphemes) that they represent.Phonemic awareness is children’s basic understanding that speech is composed of a series of individual sounds.
R. Grant Emergent Literacy
Critical understandingsSlide3
It provides the foundation for phonics and spelling .
Phonemic awareness requires that children treat speech as an object and that they shift their attention away from the meaning of words to the linguistic features of speech.Children develop phonemic awareness as they learn to hear and manipulate spoken language.
Phonemic Awareness-Qualities
R. Grant Emergent Literacy Slide4
Phonemes are the smallest units of speech, and they are written as graphemes, or letters of the alphabet.
Phonemes are usually represented using diagonal lines /d/Sometimes phonemes are spelled with two graphemes duck (
ck
)R. Grant Emergent Literacy
Phonemes Slide5
Identify sounds in words
Categorize sounds in wordsSubstitute sounds to make new wordsBlend sounds to form wordsSegment a word into sounds
These 5 components are strategies that children use with phonics to decode and spell words. The two most important are
blending and segmenting.
Components of Phonemic Awareness
R. Grant Emergent Literacy Slide6
Learning to identify a word that begins or ends with a particular sound.
For example, when shown a brush, a car, and a doll, they can identify doll as the word that ends with /l/.
R. Grant Emergent Literacy
Identify sounds in wordsSlide7
Recognizing the “odd” word in a set of three words
For example, when the teacher says ring, rabbit, and su
n, recognizing that
sun doesn’t belong.R. Grant Emergent Literacy
Categorize sounds in wordsSlide8
Learning to remove a sound from a word and substitute a different sound in the beginning, middle, or end of words.
bar to car
tip
from topgate to game
R. Grant Emergent Literacy
Substitute sounds to make new wordsSlide9
Learning to blend two, three, or four individual sounds to form a word
For example, /b/ /i/ /g/ blending the individual sounds to form big
R. Grant Emergent Literacy
Blend sounds to form wordsSlide10
Learning to break a word into its beginning, middle, and ending sounds.
Feet into /f/ /e/ /t/ go into /g/ /o/
R. Grant Emergent Literacy
Segment a word into soundsSlide11
English language learners:
Need more opportunities to play informally with rhyme and to orally manipulate the sounds in wordsNeed to listen to wordplay books read aloud more times
Need to participate in mini-lessons on specific phonemic awareness strategies
R. Grant Emergent Literacy
English LearnersSlide12
Teach high-utility phonics skills that are most
useful for decoding and spelling unfamiliar wordsFollow a developmental continuum for systematic phonics instruction, beginning w/ rhyming and ending with phonics generalizations
Provide direct instruction to teach phonics skills
R. Grant Emergent Literacy
Guidelines for Teaching Phonics(Tompkins, 2006) Slide13
Choose words for phonics instruction from books students are reading and other high-frequency words
Provide opportunities for students to apply what they are learning about phonics through word sorts, making words, interactive writing, and other literacy activities
R. Grant Emergent Literacy
Guidelines for Teaching Phonics
(Tompkins, 2006) Slide14
Take advantage of teachable moments to clarify misunderstandings and infuse phonics instruction into literacy activities
Use oral activities to reinforce phonemic awareness skills as students blend and segment written words during phonics and spelling instructionReview phonics skills as part of the spelling program in the upper grades (critical for ELL)
R. Grant Emergent Literacy
Guidelines for Teaching Phonics
(Tompkins, 2006) Slide15
Research indicates a clear connection between phonemic awareness and learning to reading
As children become more phonemically aware, they recognize that speech can be segmented into smaller units, this is useful in recognizing sound-symbol correspondences and spelling
R. Grant Emergent Literacy
Why is phonemic awareness important?Slide16
Children can be explicitly taught to segment and blend speech
Phonemic awareness has been shown to be the most powerful predictor of later reading achievement
R. Grant Emergent Literacy
Why is phonemic awareness important?