Fundamentals of Phonological Awareness, Exercises of Phonetics and Phonology

Download Fundamentals of Phonological Awareness and more Exercises Phonetics and Phonology in PDF only on Docsity! Fundamentals of Phonological Awareness Module 4 Module 4: Phonological Awareness What Is Phonological Awareness? Phonological awareness is the ability to detect the sounds in language without thinking about the meaning of what is said and can be taught before children have begun to make a connection with letters. A crucial understanding that letters or groups of letters can represent sounds or phonemes (alphabetic principle) requires phonological awareness. Children can hear larger “chunks” of sounds in the beginning, moving to increasingly smaller parts of words. Children acquire this sensitivity to sound by playing with language through manipulating the sounds in words by blending, segmenting and changing sounds within words Phonological awareness is the ability to detect the sounds in language without thinking about the meaning of what is said. It is: • An skill. • understanding that is made up of sounds. • developed from units of sound (words) to units of sound (phonemes). • also referred to as . Introduction It is well supported that phonological awareness is critical for learning to read an alphabetic language (Anthony & Francis, 2005; Gillon, 2017). Children’s phonological awareness skills develop at different times and at different rates. The Phonological Awareness Developmental Timeline (Texas Education Agency, 2015) serves as a tool for understanding the development of these skills as teachers provide instruction across the various skills. Using the timeline as a guide for understanding this continuum of development, this session will explore and practice effective methods for teaching phonological awareness skills in prekindergarten. Levels of Linguistic Complexity Task Complexity We can help children be successful by teaching skills at the word-level before the syllable-level, at the syllable-level before the onset/rime-level, and at the onset/rime- level before the phoneme-level. Phonological awareness develops from sensitivity to large units of sound to sensitivity to smaller units of sound. This does not mean that we must wait until one is completely developed before we expose children to another. We do, however, want to be aware of how these skills build upon one another and ensure we are building a strong foundation for one before expecting children to be successful with the next, more complex skill. Scaffolding Scaffolding helps students successfully complete the task at hand. Phonological awareness tasks can be scaffolded by: • drawing attention to your lips, or to the child’s own lips. • having the student repeat the sound. • stressing sound parts. • connecting to a known sound, such as a classmate’s name. Use of body scaffolds, (e.g., clapping for each syllable), concrete objects, and picture cards are also scaffolds used to support children so that they can be successful with the phonological awareness task at hand. Notes: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Listening Listening is the ability to screen out other noises and selectively focus attention on a specific sound. Teaching young students to attend to sounds sets the stage for all other phonological awareness skills. Notes: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ The word is, farmer. Word/Sentence Level Segmenting sentences is the act of separating the words of a sentence into the individual words. • Count each word in the sentence. • Shuffle or reorder children or objects. • Make silly phrases by deleting words. Notes:_____________________________________________________________ __________________________________________________________________ __________________________________________________________________ Syllable Level Blending and segmenting syllables is the ability to separate words in syllable parts and combine parts back into a single word. • Blend syllables in student’s name. • Segment student’s name; clapping each • Blend and segment compound words. Busy, Busy, Bumble Bee Busy, Busy, Bumble Bee Won’t you say your name with me? Lin-da, (echo) Lin-da Clap it-Lin-a Yell it. Lin-da Whisper it: Lin-d Yell it-Lin-da Syllable Shopping Pick a pretend food item from a basket. Say and clap its syllables. Add the food to the correct grocery bag labeled 1, 2, or 3 for the number of syllables. (e.g., ap-ple)