ࡱ> [ u~bjbj .ΐΐuv=====QQQQMdQ3(000$ؖ=1*:011ؖ==':':':1==':1':':>FK fQ6J0346XF=FX0>1,':.1$R1000ؖؖ:00031111000000000 : Phonological Awareness Interventions: Phonemic awareness is the ability to hear the separate sounds, or phonemes, in words. Phonemic awareness is a purely oral understanding and deals only with sounds not letters. As soon as letters are introduced, we call it phonics. A more over-arching term is phonological awareness, which includes an awareness of parts of speech larger than phonemes syllables and words for instance. Research has shown that Phonological Awareness develops in a hierarchical manner, with the ability to complete some skills necessarily preceding others. In general, phonological awareness develops in this order: Preparatory activities students develop listening habits and tune in to sounds Rhyme awareness Phoneme awareness Segmenting the ability to: segment sentences into words segment words into syllables segment words into sounds Blending the ability to: blend syllables into words blend sounds into words Manipulation the ability to: delete syllables from words substitute syllables in words delete sounds from words substitute sounds in words Of course, its not always obvious when children move from one stage to another. Children who have had lots of contact with oral or written storytelling, playing with words through nursery rhymes and songs, or even educational television programs before school may begin Kindergarten able to do all of the above activities. In fact, 85% of children develop phonemic awareness without any special training (Allington, IRA conference 1997). For those 15-20% of students who have difficulty with phonological awareness, an assessment can help the teacher determine where the childs knowledge breaks down. If a child is unable to blend, for instance, the teacher should administer an assessment to work backwards on the above stages to determine if the child can segment, or has awareness of phonemes or rhymes. Intervention instruction should occur at the lowest level at which a child has difficulty and gradually progress upwards in the phonological awareness stages. Its of no use to try to teach a child to blend sounds if he or she cannot hear whether words do or dont rhyme. In general, the interventions included in this section are presented in the order of the phonological stages above. Source: Preventing Reading Difficulties in Young Children Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors Skill- Phonological Awareness Intervention - Awareness of Gross Differences Source or adapted from Voyager U Reading Academy  Materials: none needed Instructions for administration: This phonological awareness skill involves both word and sound discrimination. Children are asked to determine if two words or sounds are the same or different. Or, given the choice of three, children might be asked to identify the word or sound that is different. Introduce the Task: I will say two words. Listen to the words and tell me if the words are the same or different. If I said cat-hug, you would say the words were different. Present the Activity: Now you try some. Set 1 1. pet-hug 6. toad-band 2. tree-tree 7. nose-moon 3. sun-net 8. word-word 4. wag-mess 9. run-hat 5. dog-dog 10. red-red Set 2 baseball-baby sad-sad baby-baby jump-jump shoe-shark feet-feet no-stop pop-see tap-tap rip-sip Set 3 hip-baby baby-bait no-yes help-stop talk-walk apple-apple able-apple bottle-baby tree-see dog-dig This same format can be used to present pairs of phonemes that are the same or differentfor example, /t/-/k/ (different) or /p/-/p/ (same). The words you use in this activity determine the level of difficulty. In the model, the words that are different are entirely different. They share none of the same phonemes. As childrens ability to hear sounds develops, move gradually from such words to pairs of words that have one phoneme in commonfor example, run-rake; cook-like; meet-feeland finally to minimal pairs, words that are the same except for one phonemefor example, pants-plants; beat-bean; rug-rag. Skill- Phonological Awareness Intervention - Distinguishing WordsOddity Task Source or adapted from Voyager U Reading Academy  Materials: none needed Instructions for administration: Introduce the Task: I will say three words. Two of them are the same. One is different. Listen to the words and tell me which word is different. If I said cat-hug-hug, you would tell me that cat is different. Present the Activity: box-bird-bird run-run-bike vet-van-vet tell-fall-fall pear-pear-pat mess-kick-kick ant-cat-ant soap-too-soap red-red-dot one-two-one car-camp-car slip-slip-slide This format can be used to present individual phonemes and have children tell which is differentfor example, /b/-/b/-/r/. The level of difficulty is determined by the degree of difference or similarity in the sound or words presented. It is more difficult to hear the different sound in the set /j/-/j/-/ch/ than in the set /j/-/j/-/m/. Similarly, it is more difficult to identify the word that is different in the set bed-beard-bed than the word that is different in the set bed-rug-bed. Skill- Phonological Awareness Intervention Rhyming identification: auditory rhyming Source or adapted from - In the Trenches notebook  Materials: No materials are needed. Instructions for administration: Tell student three words (two that rhyme and one that does not). Ask student to identify which two words rhyme. Remind student that when words rhyme they have the same sound at the end (vowel plus consonant: man, tan). These words do not have to have the same spelling. Increase up to three and then four words and have the student tell which words rhyme. Skill- Phonological Awareness Intervention Rhyming identification: Picture card rhyming match Source or adapted from - In the Trenches Notebook  Materials: Rhyming picture cards Instructions for administration: Show student three picture cards or three picture tiles (two that rhyme and one that does not). Ask student to identify which two pictures rhyme by asking student to remove the card that does not rhyme. Remind student that when words rhyme they have the same sound at the end (vowel plus consonant: man, tan). These words do not have to have the same spelling. Increase up to five or six cards and have the student remove all the words that do not rhyme (only two cards will remain). Skill- Phonological Awareness Intervention Rhyming Production: picture card rhyming match Source or adapted from - In the Trenches notebook  Materials: Rhyming picture cards Instructions for administration: Show student one picture card or overhead picture tile. Ask student to produce a word that rhymes with that picture card. Remind student that when words rhyme they have the same sound at the end (vowel plus consonant: man, tan). These words do not have to have the same spelling. Word can be a nonsense word. Skill- Phonological Awareness Intervention Rhyming production: auditory rhyming identification Source or adapted from - In the Trenches notebook  Materials: No materials are needed. Instructions for administration: Say one word to the student. Ask student to produce a word that rhymes. Remind student that when words rhyme they have the same sound at the end (vowel plus consonant: man, tan). These words do not have to have the same spelling. Word can be a nonsense word. Skill- Phonemic Awareness Intervention Initial sound match Source or adapted from - In the Trenches notebook  Materials: No materials are needed. Instructions for administration: Tell student three words (two that have the same initial sound and one that does not). Ask student to identify which two words have the same initial sound. Increase up to three and then four words and have the student tell which two words have the same initial sound. Skill- Phonemic Awareness Intervention Initial Sound Identification with picture cards Source or adapted from - In the Trenches notebook  Materials: Picture cards Instructions for administration: Show student three picture cards or picture tiles (two that begin with the same sound and one that does not). Ask student to identify which two pictures have the same initial sound by asking student to remove the card that does not have the same initial sound. Increase up to 5 or 6 cards and have the student remove all the words that do not have the same initial sound (only two cards will remain). Skill- Phonemic Awareness Intervention Initial Sound Production with Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:  Instructions for administration: Give student Elkonin box and chips. Give one chip per sound in the word. Say the word to the student sound by sound. Point to the first chip. Ask student to produce the initial sound. Say: What do you hear in the initial position of _______.. Then have the student touch the initial sound (the chip) and repeat the sound. (Say, Can you touch the initial sound? What sound does that chip represent?) Skill- Phonemic Awareness Intervention Initial Sound Production Source or adapted from In the Trenches notebook  Materials: Picture cards Instructions for administration: Show student various picture cards or picture tiles. Ask the child to produce the initial sound of the object in the picture. Begin with more simple initial consonants and then progress in the following order. You will want to introduce 5-6 cards with different sounds during each intervention session. Consonants (mat, can) Short vowel sounds (egg, ant) Consonant blends (black, frog) Consonant digraphs (shop, chin) Long vowel sounds (eat, aim) Skill- Phonemic Awareness Intervention Initial sound alliteration Source or adapted from Voyager U Reading Academy  Materials: none needed Instructions for administration: Nonsense sequences are an excellent way to introduce the concept of alliteration and to encourage children to play with sounds. These activities can be used with single consonant sounds or consonant blends. Remember to prompt the students with a sound, but do not mention the letter name. Start with a simple sequence. The sequences can get more complicated each time you revisit the activity. Nonsense Sequences Introduce the task: Do you know the story of Jack and the Beanstalk? Theres a giant in that story who likes to say Fee fie foe fum. Lets say that together: Fee fie foe fum. All those words begin with /f/: Fee fie foe fum. Lets see if we can say those words with a different beginning sound. Lets try /d/: Dee die doe dum. Present the Activity: I will say a sound. Then, well say the giants nonsense words with that sound at the beginning. /t/--tee, tie, toe, tum /ch/--chee, chie, choe, chum /y/--yee, yie, yoe, yum /r/--ree, rie, roe, rum /b/--bee, bie, boe, bum /m/--mee, mie, moe, mum /st/--stee, stie, stoe, stum /h/--hee, hie, hoe, hum /n/--nee, nie, noe, num /gr/--gree, grie, groe, grum When children are comfortable with the concept of alliteration, engage them in completing simple alliterative sentences. The point of such activities is for children to think of words that fit the alliterative pattern. Dont be concerned if a word offered doesnt make sense in the sentence or isnt a genuine word. Another variation of this activity is to use the Happy Birthday to You song in a silly way. Explain that they will begin each word with (example /mmmm/). Review the sound production cue for letter m. Remember, when you say /mmm/, your lips come together and the sound comes out of your nose. Put your lips together and say /mmmm/. Sing the song to students, beginning each word with /mmm/. Mappy mirthday moo moo. Mappy mirthday moo moo. Mappy mirthday, mean _________. Mappy mirthday moo moo. Other letters can be used as well. Skill- Phonemic Awareness Intervention - Producing Alliteration Source or adapted from Voyager U Reading Academy  Materials: No materials are needed. Instructions for administration: Introduce the Task: Listen to this sentence: Leila likes lions. Did you notice that all the words in the sentence start with the same sound? We will make up more sentences like that. I will say the first two words. I want you to finish the sentence with a word that begins with the same sound. Lets try it. If I say, William wants ____, you would finish the sentence with a word that starts with /www/ like William and wants. You could say, William wants water or William wants worms or William wants waffles. Present the Activity: Ill start the sentence. You finish it with a word that begins with the same sound as the words I say. Cathy cooks ___. Sam sees ___. Burt buys ___. Felicia fixes ___. Maura makes ___. Gus gets ___. Pat paints ___. Tina takes ___. Harry has ___. Nan needs ___. Skill- Phonemic Awareness Intervention Final Sound Identification: auditory final sound match Source or adapted from - In the Trenches notebook  Materials: No materials are needed. Instructions for administration: Tell student three words (two that have the same final sound and one that does not). Ask student to identify which two words have the same final sound. Increase up to three and then four words and have the student tell which two words have the same final sound. Skill- Phonemic Awareness Intervention Final Sound Identification: picture card match Source or adapted from - In the Trenches notebook  Materials: Picture cards Instructions for administration: Show student three picture cards or picture tiles (two that end with the same sound and one that does not). Ask student to identify which two pictures have the same final sound by asking student to remove the card that does not have the same final sound. Increase up to 5 or 6 cards and have the student remove all the words that do not have the same final sound (only two cards will remain). Skill- Phonemic Awareness Intervention Final Sound Production: Picture card Source or adapted from - In the Trenches notebook  Materials: Picture cards Instructions for administration: Show student various picture cards or picture tiles. Ask the child to produce the final sound of the object pictured. Begin with more simple final consonants and then progress in the following order. You will want to introduce 5-6 cards with different sounds during each intervention session. Consonants (mat, can) Consonant digraphs (touch, cash) Long vowel sounds (tea, be) Skill- Phonemic Awareness Intervention Final Sound Production: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give one chip per sound in the word. Say the word to the student sound by sound. Point to the first chip. Ask student to produce the final sound. (Say: What do you hear in the final position of: _______.) Then have the student touch the final sound (the chip) and repeat the sound. (Say, Can you touch the final sound? What sound does that chip represent?) Skill- Phonemic Awareness Intervention Final Sounds Production: auditory production Source or adapted from - In the Trenches notebook  Materials: No materials needed. Instructions for administration: Say a word to the student. Ask student to produce the final sound. (Say: What do you hear in the final position of: _______.) Skill- Phonemic Awareness Intervention Medial Sound Identification: Picture match Source or adapted from - In the Trenches notebook  Materials: Picture cards Instructions for administration: Show student three picture cards or picture tiles (two that end have the same medial sound and one that does not). Ask student to identify which two pictures have the same medial sound by asking student to remove the card that does not have the same final sound. Increase up to 5 or 6 cards and have the student remove all the words that do not have the same medial sound (only two cards will remain). Skill- Phonemic Awareness Intervention Medial Sound Identification: auditory match Source or adapted from In the Trenches  Materials: No materials needed Instructions for administration: Tell student three words (two that have the same medial sound and one that does not). Ask student to identify which two words have the same medial sound. Increase up to three and then four words and have the student tell which two words have the same medial sound. Skill- Phonemic Awareness Intervention Medial Sound Production with picture cards Source or adapted from - In the Trenches notebook  Materials: Picture cards Instructions for administration: Show student various picture cards or picture tiles. Ask student to produce the medial sound of the object pictured. Begin with more simple medial consonants and then progress in the following order. You will want to introduce 5-6 cards with different sounds during each intervention session. short vowel sounds (cat, pin) long vowel sounds (team, time) Skill- Phonemic Awareness Intervention Medial Sound Production with Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give one chip per sound in the word. Say the word to the student sound by sound. Point to the first chip. Ask student to produce the final sound. (Say: What do you hear in the medial position of: _______.) Then have the student touch the medial sound (the chip) and repeat the sound. (Say, Can you touch the medial sound? What sound does that chip represent?) Skill- Phonemic Awareness Intervention Medial Sound Production: auditory production Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say a word to the student. Ask student to produce the medial sound. (Say: What do you hear in the medial position of: _______.) Skill- Phonological Awareness Intervention Segmenting Sentences into Words Source or adapted from - In the Trenches notebook  Materials: Several chips or tokens and a paper with Elkonin boxes:  Instructions for administration: Give student an Elkonin box and chips. Give one chip per word and a chip for the ending punctuation. Say the sentence word by word to the student. Ask the student to repeat the sentence pulling down one chip per word. Then have the student touch each chip while repeating the sentence. Ask the student what the punctuation chip stands for (period, question mark, and exclamation point). Skill- Phonological Awareness Intervention Auditory Sentence Segmenting Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say one sentence to the child. Ask student to reproduce the sentence word by word. Ask the student to tell you how many words are in the sentence. Skill- Phonological Awareness Intervention Segmenting Compound Words: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give one chip per base word. Example: (Say: Lets segment the compound word rainbow into its two base words.) Ask the student to repeat the compound word while pulling down one chip per base word. Then have the student touch each chip segmenting the compound word into the two base words. Then have the student delete either the beginning or ending base word. Example: (Say: Now say rainbow without rain.) Review three-five compound words per session until the task becomes automatic for the student. Skill- Phonological Awareness Intervention Segmenting Syllables: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give three or four chips. Example: Say: (Lets segment the word tiger into syllables.) Ask the student to repeat the word while pulling down one chip per syllable (ti)and (ger). Then have the student touch each chip segmenting the while segmenting the word. Review three to five multisyllabic words per session until the task becomes automatic for the student. Move from two syllable to three and four syllable words once the student becomes proficient. Skill- Phonological Awareness Intervention Segmenting Syllables: auditory Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say: (Can you segment tiger into syllables?) Skill- Phonological Awareness Intervention Segmenting Phonemes: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give three or four chips. Example: Say: (Lets segment the word at into its phonemes) Ask the student to repeat the word while pulling down one chip per phoneme /a/-/t/). Then have the student touch each chip while segmenting the word. Review three to five words per session until the task becomes automatic for the student. Move from two phoneme to three and four phoneme words once the student becomes proficient. Skill- Phonological Awareness Intervention Segmenting Phonemes: auditory Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say: Can you segment at into its phonemes? Skill- Phonological Awareness Intervention Blending compound words: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or tokens and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give student three-four chips per word. Example: (Say: Lets blend two words into a compound word. Were going to put together rain and bow.) Ask the student to repeat the two words while pulling down one chip per word. Then have the student touch each chip blending the words together to form a compound word. Review three-five compound words per session until the task becomes automatic for the student. Skill- Phonological Awareness Intervention Blending Compound words: auditory Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say: (Can you put rain and bow together to make one word?) Skill- Phonological Awareness Intervention Blending Syllables: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give student three-four chips per word. Example: (Say: Lets blend two syllables into a compound. Were going to put together (ti) and (ger).) Ask the student to repeat the two syllables while pulling down one chip per syllable. Then have the student touch each chip blending the syllables together to form a word. Review 3-5 words per session until the task becomes automatic for the student. After student if proficient blending two syllable words, spend time working on words of three and four syllables. Skill- Phonological Awareness Intervention Blending Syllables: Auditory Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say: Can you put ti and ger together to make one word? Skill- Phonological Awareness Intervention Blending Phonemes: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give student three-four chips per word. Example: Say: (Lets blend two phonemes to make a word. Were going to put together /a/ and /t/.) Ask the student to repeat the phonemes while pulling down one chip per phoneme. Then have the student touch each chip blending the phonemes together to form a word. Review three-four words per session until the task becomes automatic for the student. After student is proficient blending two phoneme words such as the one in the example, spend time working on words of three, four and five phonemes. Skill- Phonological Awareness Intervention Blending phonemes: auditory Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say: (Can you put /a/ and /t/ together to make one word?) Skill- Phonological Awareness Intervention Deleting Compound Words: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give three or four chips. Example: (Say: Lets segment the compound word rainbow into its two base words.) Ask the student to repeat the compound word while pulling down one chip per base word. Then have the student touch each chip segmenting the compound word into the two base words. Then say: (Now delete rain from rainbow. What is left?) Review three-three compound words per session until the task becomes automatic for the student. Skill- Phonological Awareness Intervention Deleting Compound Words: auditory Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say Say rainbow without rain OR Say rainbow without bow. Skill- Phonological Awareness Intervention Deleting Syllables: Elkonin Boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student an Elkonin box and chips. Give three or four chips. Example: (Say: Lets segment the word tiger into its syllables.) Ask the student to repeat the word while pulling down one chip per syllable. Then have the student touch each chip segmenting the word into the syllables. Then have the student take away a chip corresponding to which syllable they take away. (Say:Now say tiger without /ti/.) Review three-5 words per session until the task becomes automatic for the student. Move from two syllable to three and four syllable words once the student becomes proficient. Skill- Phonological Awareness Intervention Deleting Syllables: auditory Source or adapted from - In the Trenches notebook  Materials: No materials needed Instructions for administration: Say: (Say tiger without /ti/.)or (Say tiger without /ger/.) Skill- Phonological Awareness Intervention Substituting Syllables: auditory Source or adapted from -  HYPERLINK "http://www.phonologicalawareness.org" www.phonologicalawareness.org  Materials: List (for teachers use) of compound words such as: doghouse, fingernail, cupcake, eggshell, hotdog, eyeball, greenhouse, doorbell, birdbath Elkonin boxes and markers Instructions for administration: Orally present a compound word as you push up a marker for each part of the word. For instance, say doghouse and push up 2 markers, one for each root word. Then ask the child what the word would be if we took out dog and put cat. Once the child is able to do this, have them substitute sillier words. Skill- Phonological Awareness Intervention Substituting phonemes: auditory Source or adapted from -  HYPERLINK "http://www.phonologicalawareness.org" www.phonologicalawareness.org  Materials: List for teachers use of CVC words, such as cat, hog, pit, mop, etc. Elkonin boxes and markers Instructions for administration: Orally present a CVC word as you push up a marker for each phoneme of the word. For instance, say hog/h//o//g/ and push up 3 markers, one for each phoneme. Then ask the child what the word would be if we took out /h/ and put /d/. Try to choose substitutions that create real words to aid in the students understanding of the need for reading to make sense. Skill- Phonological Awareness Intervention Deleting Phonemes: Elkonin boxes Source or adapted from - In the Trenches notebook  Materials: Several chips or counters and a paper with Elkonin boxes:   Instructions for administration: Give student Elkonin box and chips. Give three or four chips. Example: Say: (Lets segment the word at into its phonemes.) Ask the student to repeat the word while pulling down one chip per phoneme. Then have the student touch each chip segmenting the word into the phonemes. Then have the student take away a chip corresponding to which phoneme is to be taken away. Example: Say (Take away the /a/ in at. What is left?) Review 3-5 words per session until the task becomes automatic for the student. Move from two phoneme to three and four phoneme words once the student becomes proficient. 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Arial Black?= *Cx Courier New;WingdingsA$BCambria Math"qhs%s%d<d<!249v9v 2qHP)?hq2!xx%Phonological Awareness Interventions: Heather.Wall100"                           ! Oh+'0   $ 0<DLT\(Phonological Awareness Interventions:Heather.WallNormal1002Microsoft Office Word@@Ό f@Ό fdG(VT$m a&" WMFCy jlVT$m EMF    Rp8@"Arial| `RQf H$Qf Idi ,NdiX3.*Cx Ariali\i"p 8i%HHxi%p,Ndv% % %    '% Ldd*Rdj!??% (     Tnd QUU@z@'L|Phonological Awareness zzzz8zz9oo88oNnzooo8! '%    '% LdXcX !??%   % LdX[X !??%   % Ld`c`!??%   % Ld`c`!??%   % LdX*[Xj!??%   % Ld`*c`j!??%   % Ld3X6c3X !??%   % Ld+X6[+X !??%   % Ld+`.c+`!??%   % Ld+`.c+`!??%   % LddRd!??%   % LddRd!??%   % Ld3d6R3d!??%   % Ld+d.R+d!??%  % (   "    '% LdS*ASj!??% (    TU8UU@z@LhInterventions:8zCoNoozC8yzoCTTU8UU@z@LP o! '%    % LdBMB !??%   % LdJMJ !??%   % LdBEB!??%   % LdBEB!??%   % LdJ*MJj!??%   % LdB*EBj!??%   % Ld3B6M3B !??%   % Ld+J6M+J !??%   % Ld+B.E+B!??%   % Ld+B.E+B!??%   % LdSAS!??%   % LdSAS!??%   % Ld3S6A3S!??%   % Ld+S.A+S!??%  % (   " Rp@"Arial| `RQf H$Qf Idi <NdiX3.*Cx Arial ilX 8i%HHxi%p<Ndv% % %  TTM%UU@z@LP '8 TM2UU@z@BLPhonemic awareness is the ability to hear the separate sounds, or C===8Y87O8&8=8778!=88="5!==88'!=888=8&8!88====7=' T3UU@z@FLphonemes, in words. Phonemic awareness is a purely oral understanding ====8Y88=O='=8C===8Y87O8&8=87787=='85='8===7'8!8====Rp @"Arial`RQf H$Qf Idi <NdiX3.*Cx ArialilX 8i%HHxi%p<Ndvdv% Rp@"Arial&" WMFC Jiww{Fwuu3.*Cx Ju?u EuB?xuu@.u0qwGwwFw! @./u"~u@./u@.FwEuEudv% ( Rp @"Arial Ju?u Euww{Fwuuu@.u ju EuB <wp M}SwuTwPȑp MJu Pp M0ow,TwFu0! 0EuEudv% ( Rp@"Arialu ju Euww{Fwuuwu ku EuB <w~ }SwuTwPȑ~ Ju P~ 0ow,TwFu0! 0EuEudv% ( Rp @"Arialu ku Euww{Fwuuwu lu EuB <wp N}SwuTwPȑp NJu Pp N0ow,TwFu0! 0EuEudv% ( % (  T#UU@z@Land deals only with sounds 8===888==5P!=7====8TT$[UU@z@$LP 8TT\wUU@z@\LP TlxUU@z@x0Lnot letters. As soon as letters are introduced, ==!8!!8'7F88===788!!8&88&8=!'===88= TdUU@z@vLTwe cO77T UU@z@vLall it  phonics . A more over8!2====882FY='8>68'TT - UU@z@ vLP-!T. 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Rp&" WMFC *@"Arial RQf $Qf Idi NdiX3.*Cx ArialP0fH8i%xi%Ndv% % % % % %  TX%  UU@z@ LP2.8% % % TT%  UU@z@ LP C% % % T%  UU@z@ LlRhyme awarenessH=8Y88M8'8=787TT%  UU@z@ LP 7!"  % % % TX  UU@z@ LP3.8% % % TT  UU@z@ LP C% % % T  UU@z@ LpPhoneme awarenessC===8Y87N8&8=877TT - UU@z@ LP 7!"  % % % TX { UU@z@f LP4.8% % % TT { UU@z@f LP C% % % Tp { UU@z@f LXSegmenC8=Y8=Td X{ UU@z@f LTting!==% % % TTW r{ UU@z@Wf LP TTs { UU@z@sf LP 8TT { UU@z@f LP T 3 { UU@z@f Llthe ability to:!=78="5!="TT4 k { UU@z@4 f LP 8!"  % % % TX|  UU@z@ LPa.8% % % TT| E UU@z@ LP C% % % TF| UU@z@F Lsegment sentences into words88=Y8=!78=!8=878=!=P='=7TT | 3 UU@z@ LP 8!"  % % % TX a UU@z@L LPb.=% % % TT  Ea UU@z@ L LP =% % % TF a UU@z@FL Lsegment words into syllables88=Y8=!O='=7=!=958=88TT a UU@z@ L LP 8!"  % % % TXb  UU@z@ LPc.8% % % TTb E UU@z@ LP C% % % TFb u UU@z@F Lsegment words into sounds88=Y8=!O='=7=!=8====8TTv b UU@z@v LP 8!"  % % % TX G UU@z@2 LP5.8% % % TT G UU@z@2 LP C% % % T| G UU@z@2 L\BlendingH8====% % % TT G UU@z@2 LP TT G UU@z@2 LP 8TT 5G UU@z@2 LP T6 G UU@z@62 Llthe ability to:!=88="6!=!TT G UU@z@2 LP 8!"  % % % TXH  UU@z@ LPa.8% % % TTH E UU@z@ LP C% % % TFH ( UU@z@F Lblend syllables into words=8==958=88=!=O='=7TT) H ` UU@z@) LP 8!"  % % % TX -UU@z@LPb.=% % % TT  E-UU@z@ LP =% % % TF -UU@z@FL|blend sounds into words=8==8====8=!=N='=8TT  -UU@z@ LP 8!"  % % % TX.UU@z@LP6.8% % % TT.UU@z@LP C% % % T/UU@z@ LdManipulationS8===8!==% % % TT.UU@z@LP TT.UU@z@LP 8TT.UU@z@LP T._ UU@z@Llthe ability to:!=88<"5!=#TT` . UU@z@` LP 8!"  % % % TXUU@z@LPa.8% % % TTEUU@z@LP C&" WMFC % % % TFe UU@z@FLdelete syllables from words=88!8958=88!'=YO='=7TTf  UU@z@f LP 8!"  % % % TXUU@z@qLPb.=% % % TT EUU@z@ qLP =% % % TFxUU@z@Fq Ldsubstitute s8==8!!=!89Ty UU@z@yqLpyllables in words58=88=P='<7TT  UU@z@ qLP 8!"  % % % TXUU@z@LPc.8% % % TTEUU@z@LP C% % % TF" UU@z@FL|delete sounds from words=88!88====8!'=YO='=7TT# Z UU@z@# LP 8!"  % % % TXlUU@z@WLPd.=% % % TT ElUU@z@ WLP =% % % TFZ lUU@z@FWLsubstitute sounds in words8==8!!=!88====8=O='=7TT[  lUU@z@[ WLP 8!"  TTm%UU@z@LP 8 TRUU@z@=HLOf course, it s not always obvious when children move from one stage to N!8=='88!8==!7O858=>6==8P=8=7=='8=Y=68!'=Y==88!8=7!= TSXUU@z@DLanother. Children who have had lots of contact with oral or written 8==!=8'H=='8=P<==868=8==!8=!8==!88!O!=='8=&O' !8= T\N 8UU@z@#-Lstorytelling, playing with words through nurs8!=(6!8===95==O!=O='<8!='======'8TO *8UU@z@O #Lery rhymes and songs, or 8(5'>6Y888==7===8=' T9UU@z@=Leven educational television programs before school may begin 868=8==88!==8!8768==='=='8Y8=8!='888===Y95=8== T(UU@z@ OLKindergarten able to do all of the above activities. In fact, 85% of children H==8'=8'!8=8=8!===8=!!=88==6887!6!88=!78!78X=!8=='8= TUU@z@|HLdevelop phonemic awareness without any special training (Allington, IRA =868======8Y87O7'8=788O!===!8=68=888!'8==="E==!==IF T:UU@z@Lpconference 1997).8==!8'8=878788!TT;rUU@z@;LP 8 TT%wUU@z@bLP 8 TxAUU@z@ LdFor those 15=='!==8888TTBxbUU@z@BLP-!TcxUU@z@c6L20% of students who have difficulty with phonological 78X=!8!==8=!8O===868=!!8="6P!========88 T]UU@z@HBLawareness, an assessment can help the teacher determine where the 7O8'8<8878=878878Y8=!88<=8=!=8!788=8'<8!8'Y=7O=7'8!=8 T^UU@z@LLchild s knowledge breaks down. If a child is unable to blend, for instance, 8==88=<O8=<8=&8878=<O=!88==8==8=8!==8==!<'=8!8=78 Th CUU@z@./Lthe teacher should administer an assessment to !=8!888=8&8====7=Y=8!8'8<878877Y8=!!=T hCUU@z@ .Lxwork bacl& WMFC kwards on the P=&8=787O6'=8==!=8 TD~UU@z@HLabove stages to determine if the child can segment, or has awareness of 8==688!8=88!==8!7'Y=8!!=88==78<88=Y8=!=&=887O7'8=878=! T)UU@z@HLphonemes or rhymes. Intervention instruction should occur at the lowest ====8Y88=''=5Y89=!8'68=!===8!'=8!==8=====88=&8! =8<O78!% % ( 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  d.@"Arial--- - @ !IU-  .2 aZcPhonological Awareness    ,c- - @ !HS-- @ !HS-- @ !IT-- @ !IT-- @ !HU-- @ !IU-- @ !H-- @ !H-- @ !I-- @ !I-- @ !IS-- @ !IT-- @ !I-- @ !I-- ' - @ !fU-  2 }ZcInterventions:   2 }c ,c- - @ !S-- @ !S-- @ !T-- @ !T-- @ !U-- @ !U-- @ !-- @ !-- @ !-- @ !-- @ !fS-- @ !fT-- @ !f-- @ !f-- '@"Arial--- 2 Zc n2 ZBcPhonemic awareness is the ability to hear the separate sounds, or   t2 ZFcphonemes, in words. Phonemic awareness is a purely oral understanding      @"Arial-@"Arial- @"Arial-@"Arial- @"Arial--42 Zcand deals only with sounds   2 c 2 c S2 0cnot letters. As soon as letters are introduced, 2 Zcwe c 72 tcall it phonics. A more over  2 c-82 carching term is phonological  v2 ZGcawareness, which includes an awareness of parts of speech larger than    2 Z cphonemes   2 c 2 c e2 <csyllables and words for instance. Research has shown that   \2 Z6cPhonological Awareness develops in a hierarchical mann  +2 cer, with the ability s n2 ZBcto complete some skills necessarily preceding others. In general,   P2 Z.cphonological awareness develops in this order:  2 ic  2 Zc @"Arial---@"Arial------2 'lc1.--- 2 'vc ---,2 '~cPreparatory activities--- 2 'c  2 'c 2 'c P2 '.cstudents develop listening habits and tune in ,c'2 5~ cto sounds 2 5c ,c'@"Arial------2 Clc2.--- 2 Cvc ---"2 C~cRhyme awareness    2 Cc ,c'---2 Plc3.--- 2 Pvc ---%2 P~cPhoneme awareness   2 Pc ,c'---2 ^lc4.--- 2 ^vc ---2 ^~cSegmen 2 ^cting--- 2 ^c  2 ^c 2 ^c "2 ^cthe ability to: 2 ^c ,c'---2 lca.--- 2 lc ---52 lcsegment sentences into words   2 lQc ,c'---2 zcb.--- 2 zc ---52 zcsegment words into syllables   2 zIc ,c'---2 cc.--- 2 c ---12 csegment words into sounds   2 Ac ,c'---2 lc5.--- 2 vc ---2 ~cBlending --- 2 c  2 c 2 c "2 cthe ability to: 2  c ,c'---2 ca.--- 2 c ---22 cblend syllables into words  2 8c ,c'---2 cb.--- 2 c ---.2 cblend sounds into words  2 0c ,c'---2 lc6.--- 2 vc ---2 ~ cManipulation --- 2 c  2 c 2 c "2 cthe ability to: 2  c ,c'---2 ca.--- 2 c ---42 cdelete syllables from words   2 ?c ,c'---2 cb.--- 2 c ---2  csubstitute s%2 cyllables in words  2 Fc ,c'---2 cc.--- 2 c ---/2 cdelete sounds from words   2 7c ,c'---2 cd.--- 2 c ---22 csubstitute sounds in words  2 >c ,c' 2 Zc w2 ZHcOf course, its not always obvious when children move from one stage to     q2 ZDcanother. Children who have had lots of contact with oral or written    O2 -Z-cstorytelling, playing with words through nurs  12 -[cery rhymes and songs, or  g2 ;Z=ceven educational television programs before school may begin   2 HZOcKindergarten able to do all of the above activities. In fact, 85% of children  w2 VZHcdevelop phonemic awareness without any special training (Allington, IRA     %2 dZcconference 1997). 2 dc  2 rZc 2 Z cFor those 15 2 c-\2 6c20% of students who have difficulty with phonological    n2 ZBcawareness, an assessment can help the teacher determine where the     }2 ZLcchilds knowledge breaks down. If a child is unable to blend, for instance,   R2 Z/cthe teacher should administer an assessment to   ,2 pcwork backwards on the  w2 ZHcabove stages to determine if the child can segment, or has awareness of    w2 ZHcphonemes or rhymes. Intervention instruction should occur at the lowest    "System????????????????--ccccccccccccccccbbbbbbbbbbbbbbbbaaaaaa՜.+,D՜.+,T hp  HCBOE<9v &Phonological Awareness Interventions: TitleL 8@ _PID_HLINKSA G&http://www.phonologicalawareness.org/G&http://www.phonologicalawareness.org/  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry Ff fData  B1TableWordDocument.SummaryInformation(=DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q