PHONOLOGICAL AWARENESS:, Study notes of Art

Download PHONOLOGICAL AWARENESS: and more Study notes Art in PDF only on Docsity! PHONOLOGICAL AWARENESS: A Guidebook for Parents By: Karina Kung eeaae iD 4 heal -£ Hello! And thank you for viewing this compact parent guidebook about phonological awareness. This guide contains explanations regarding what phonological awareness is and why it is important for your child’s reading success. It also covers the different components of phonological awareness and is filled with multiple activity ideas as well as printable and external resources for you and your child to work with. I hope you enjoy the activities suggested and that it inspires you to create some of your own! INTRODUCTION (2) WHY IS PHONOLOGICAL AWARENESS IMPORTANT FOR READING? The awareness of sounds helps children (and adults) segment and blend words together which aids in reading and spelling. The knowledge of these sounds helps children learn how to decode words (sounding them out, pairing sounds to segment), and this helps children read unfamiliar words. A child with weak phonological awareness will struggle with reading. When we read, we’re focused on identifying the words in front of us, but we also need to keep track of the words we just read, and grab the meaning of the previous and future words we encountered. This is a lot to stay on top of, so by having good phonological awareness skills, we can focus more on the comprehension of the text we read and less on struggling to decode what a word says. THE DIFFERENCE BETWEEN PHONOLOGICAL AWARENESS AND PHONICS Phonics involves the relationship between sounds and their spelling. Phonics is different from phonological awareness because phonics refers to printed text, whereas phonological awareness refers to oral language (the sounds we hear, not the letters we read). Though strength in both of them is important for reading success, each of them play their own role. A child can have weakness in one area but not the other, vice versa or weaknesses in both. (5) Figure adapted from Schuele, C. M., & Boudreau, D. (2008). Phonological Awareness Intervention: Beyond the Basics. Language, Speech & Hearing Services in Schools, 39(1), 3–20. https://pubs.asha.org/doi/10.1044/0161-1461%282008/002%29 words contain syllables rhymes & alliteration onset-rime segmenting blend sounds into words segment words into sounds delete, substitute, reverse phonemes less complex more complex basic phonemic awareness early phonological awareness advanced phonemic awareness PHONEMIC AWARENESS THE PA UMBRELLA (6) The umbrella diagram shown previously is a general overview of phonological awareness. Phonological awareness is an umbrella term which represents a continuum of skills that develop over time. Phonemic awareness falls under the umbrella term of phonological awareness. Phonological awareness can be divided into three levels: early, basic and advanced, with basic and advanced representing phonemic awareness (the highest levels of phonological awareness) isolate & identify sounds, can rhyme delete, substitute, reverse and manipulate phonemes ADVANCED PHONEMIC AWARENESS blend & segment sounds THE PA UMBRELLA BASIC EARLY early: isolate & identify sounds basic: blend & segment advanced: manipulate Quick summary of phonological awareness skills (7) EARLY PA ACTIVITIES WHICH ONE DOESN'T BELONG? ODD ONE OUT! In the game of odd one out, your child has to use their detective skills to determine which word does not have something in common with the other words. Give a list of three words with either the same initial sound/syllable or ending sound/syllable and see if your child can determine which one does not belong! Below is a list of words you can use depending on your child’s age fat , cat , map pat , mit , bat yap, hat , sat chat , rat , h i t Final syl lable (-at) gap, lap, mat bit , s lap, c lap ban, tap, cap trap, wrap, hat Final syl lable (-ap) twin, s ing, r ing thing, br ing, woke f l ing, meet, meet wing, k ing, queen Final syl lable (- ing) map, mat, dog bee, bean, pop tree, tea, me cup, car , got single syl lable words ( init ial sound) hare, bear , meat shop, hop, bought pen, ten, led mouse, house, boost single syl lable words (f inal sound) apple, answer, bal loon paper , p izza, guitar teacher , table, movie zebra, z ipper , g i raffe 2-syl lable words ( init ial sound) father , mother , baby after , water , bott le monkey, cookie, t iger safety , party , number 2-syl lable words (f inal sound) (10) I spy is a great game to play due to its versatility! In this version, you’ll be looking for rhyming words. For example “I spy something that rhymes with _______”. In this activity, you can make up silly words as well (I spy something that rhymes with pable for ‘table’). Here are a list of commonly used words you can use at home Matching games are a great way to help your child develop their phonological awareness. Similar to odd one out, your child will select two words based on their similar initial sound or final sound. I’ve included a very large resource of flashcards with most sounds in the English language for you and your child to try together. See appendix for full flashcards. EARLY PA ACTIVITIES RHYMING GAMES WITH I SPY.. . chair couch bed book mat Single syl lable words table remote clothing window curtain Two-syl lable words roof dish spoon sink soap toi let hammer carpet hanger toaster INITIAL/FINAL SOUND MATCHING FLASHCARDS (11) Sing the song of Old Macdonald with your child, but instead of saying the animal name you can give each individual phoneme and see if your child can blend the sounds together to get the word. If you happen to have a farm set of physical toys, that would be a great resource to accompany with this activity! Reading Rockets has a great worksheet with different printable farm animal flashcards here: https://www.readingrockets.org/sites/default/files/blending- segmenting-activities-pals.pdf In this activity, you will break apart words into individual phonemes or syllables (onset-rime) and ask your child “what word am I saying?” For example you could say the word “slide” as /s-l-ai-d/ or as /sl-ide/ BASIC PA ACTIVITIES BLENDING: TELL ME THE WORD I 'M SAYING BLENDING: OLD MACDONALD HAD A /D U K/ (12) In this activity you will sing the familiar tune of “The Farmer in the Dell” (here is a YouTube link to Super Simple Songs if you are unfamiliar with the tune! https://youtu.be/E-krsNziXEw ). In this activity your child will segment each sound that they hear in a given word. Begin with words that have three phonemes (such as cat, pop, mad) and work your way up to longer words. You can count the sounds on your fingers or clap them out, you can be as creative as you want! Examples BOOK /b/ /oo/ /k/ three sounds! SHARK /sh/ /a/ /r/ /k/ four sounds ORANGE /o/ /r/ /a/ /n/ /j/ f ive sounds! BASIC PA ACTIVITIES Say the sounds you hear, Oh say the sounds you hear, Let’s say, al l the sounds Say the sounds you hear! [ INSERT WORD] There are addit ional b lending and segmenting ideas for you and your chi ld to t ry out on the Reading Rockets website! https://www.readingrockets.org/content/pdfs/dodea _m1_tr_blendseg.pdf FARMER IN THE DELL: THE SEGMENTING SONG ADDITIONAL BLENDING AND SEGMENTING RESOURCES (15) In this activity, say a word and then tell your child to make “silly words” by changing the first or last (or even middle) phoneme. This can also be helpful for making rhymes if you swap out the initial phoneme! An example of the game might look like the examples below. ADVANCED PA ACTIVITIES SUBSTITUTION: SILLY SOUND GAME DELETE THE INITIAL PHONEME f r idge midge s idge pidge init ial sound sub In this activity, you will say a word out loud and then ask your child to delete the first sound they hear. Then ask them what word remains and they will tell you the word that is leftover! Here are some suggestions: feather femer feper feber middle sound sub bar bat baf bap f inal sound sub seat-eat, sand-and, knit-it, nice-ice, farm-arm, hair-air, rash-ash, bat-at, bye- eye, cart-art, pat-at, gold-old, pitch-itch. fall-all, sheet-eat, send-end, sit-it, land-and, mask-ask, near-ear tape-ape, page-age, learn-earn, cold-old, pink-ink, tar-are, sour-our shelf-elf, shin-in, mat-at, shout-out, sold-old, chart-art, slow-low, throw-row, shrug-rug, plate-ate, sleeve-leave, thread-read, blast-last, play-lay, shrub-rub (16) ADVANCED PA ACTIVITIES DELETE THE FINAL PHONEME Deleting the final phoneme is more difficult than deleting the onset. This activity is the same as deleting the initial phoneme except they will delete the final phoneme instead. Say the word aloud to your child and then ask them to delete the last sound they hear. Then ask them to say the word that remains. Here are some suggestions nose-no, save-say, niece-knee, life-lie, mice-ice, couch-ouch, page-pay, beach- bee, force-for, seat-sea, grape-gray, team-tea, bone-bow mean-me, pave-pay, bike-buy, make-may, pipe-pie, group-grew, boat-bow, beef-bee, dice-die, treat-tree, soak-sew, rose-row, neat-knee farm-far, teach-tea, scorn-score, cart-car, bust-bus, lamp-lamb, paint-pain, heard-her, grasp-grass, belt-bell, build-bill RANDOMLY PICK AND REVERSE Use the flashcards (or any toys you have around) and randomly select them. Say the word that describes the object or picture. Then try and say the word again, but this time say it backwards! Sometimes this will be a real word, but most times it’ll be silly! Enjoy having fun saying silly sound with your child. Some examples are included below. bat – tab man – nam coat – toak late – tai l bal l – lob (make sure you maintain the same vowel sound!) (17) Please enjoy the free use of all these flashcards! Remember that phonological awareness targets what we hear and not what we read. These flashcards are organized by initial phoneme sound matching (for example, ball and bee both begin with an initial /b/ sound) and then final phoneme sound matching follows (for example ham and bomb both end with an /m/ sound). For optimal printing, print double sided and flip on the long edge If you wish to only print the images (and not the words) print only the odd page numbers. Thank you and enjoy! - Karina APPENDIX (20) initial sound matching Karina Kung | SLP (21) ballbee bearbed bus butterfly book boat initial sound matching Karina Kung | SLP (22) initial sound matching Karina Kung | SLP (25) dinosaurdog duckdolphin doll dress egg elephant initial sound matching Karina Kung | SLP (26) initial sound matching Karina Kung | SLP (27) guitargrapes glassesgiraffe grass glove globe gift initial sound matching Karina Kung | SLP (30) initial sound matching Karina Kung | SLP (31) hathorse henhouse hand heart hanger helmet initial sound matching Karina Kung | SLP (32) initial sound matching vo So Karina Kung | SLP lionleaf lemonlamp lock ladder lips lamb initial sound matching Karina Kung | SLP (36) initial sound matching Karina Kung | SLP (37) nosenet pillowpencil panda pig penguin pumpkin initial sound matching Karina Kung | SLP (40) initial sound matching Karina Kung | SLP (41) parrotplate quietqueen question quilt rabbit rat initial sound matching Karina Kung | SLP (42) initial sound matching Karina Kung | SLP (45) spoonsun sunflowerstar spider stamp turtle tiger initial sound matching Karina Kung | SLP (46) initial sound matching Karina Kung | SLP (47) vasevolcano vestviolin watermelon whistle wolf whale initial sound matching Karina Kung | SLP (50) initial sound matching Karina Kung | SLP (51) wagonwatch yarnyo-yo unicorn zoo zipper zebra initial sound matching Karina Kung | SLP (52) final /t/ final /v/ Ka ri n a K u n g | S LP (55) footcoat rathat five glove final /t/ final /v/ Ka ri n a K u n g | S LP (56) final /d/ final /l/ Ka ri n a K u n g | S LP (57) knifeleaf scarfgiraffe sheep map lamp cup final /f/ final /p/ Ka ri n a K u n g | S LP (60) final /g/ final /n/ Ka ri n a K u n g | S LP (61) pigdog bagegg sun lion final /g/ final /n/ Ka ri n a K u n g | S LP (62)