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Phonological Awareness

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Queenie Cagulada

on 11 February 2014

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Transcript of Phonological Awareness

promoting
phonological Awareness

ACTIVITY #1
Activity #2
Activity #3
Identifying consonants and vowels and the associated sounds they make at the beginning of words.
Activity #4
A
welcome, kINDERGARTEN
460!

Wrap-Up
Letter and sound identification – matching activity
Accommodating diverse learners

• To make this activity more challenging a third letter can be added. Example: for the word “cat” the letters “c”,“k” and “a” could be present. The familiar sounds of the “c” and “k” challenge the students to differentiate between the sounds to select the correct choice.

• As students advance digraphs can be added such as the /ch/ sound in the word “chicken”. Adding digraphs to the activity makes it more difficult and tests.

• To simplify this activity the teacher can give the student the object with the correct letter (not multiple letters). The teacher can then have the student identify the object. The teacher can then tell the student the sound that the letter makes and have the student repeat the sound.

E
I
O
U
Accomodating diverse learners
This activity can be made more challenging if the teacher only presents students with letter sounds. This will require students to recall what letter is associated with that particular sound without a visual cue

This activity could also be made more challenging if the teacher asked students to identify sounds that are found at the end of a word rather than at the beginning.

As students gain a better understanding of phonemes the teacher can add more sounds to the I-spy game. However, if the game is too challenging the teacher can also limit the number of phonemes that students would have to identify.


Phonological awareness is crucial, as it will be built upon as a child progresses through school.

Helps with reading development (Hawken, n.d)

Work in small groups!!!
"Two recent reviews of interventions found that instructional activities in phonological awareness were most effective when conducted in small groups or with individual students." (WWC, 2006)
I-Spy- Letter and Sound Activity
References
Accomodating
diverse learners
to make the song activity more challenging, the teacher could ask students to recite the song from memory, without the lyrics shown on the screen/board
to make the song activity less challenging, teachers could play the song once, explain the phonemic sound being taught, and play the song again!

Accommodating Diverse Learners
- Longer words can be used to make this activity more challenging for students.
- Focusing on long vowel sounds
- Asking students to think of other words that include certain vowel sounds

- To simplify the activity students could focus on one vowel at a time rather than all five
- Working in smaller groups or in pairs would allow students who are struggling to receive more direct help.
HelpMeThink85 (2010, February 3).
Jolly Phonics Vowels
. Retrieved January 2014, from www.youtube.com/watch?v=EFNWdqtqw44

Kolb, Gayla R. (1996), Read with a Beat: Developing Literacy through Music and Literature.
The Reading Teacher, 53(4)
: 284-287. Retrieved from http://www.jstor.org/stable/20201715

National Reading Panel, (2000). Report of the National Reading Panel. Teaching children to read: an evidence- based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development. Washington, DC: U.S. Government Printing Office.

What Works Clearinghouse (2006). Phonological awareness training. What Works Clearinghouse Intervention Report. 12-14. Retrieved from http:// ies.ed.gov/ncee/wwc/reports/early_ed/phono_aware/

What Works Clearinghouse (2006). Phonological awareness training plus letter knowledge training. What Works Clearinghouse Intervention. 12-28. Retrieved from http://ies.ed.gov/ ncee/wwc/reports/early_ed/phono_awareplus/
Rationale
Rationale
Learning Outcome 2.2 - Experiene various texts
Jolly phonics helps children view literacy learning as interactive and fun
It introduces a multi-sensory approach, using actions and music, to better promote phomenic awareness in early childhood education
Kolb (1996) asserts that, "through music, children experience the wholeness of language". When first introducing songs to students in the classroom, one should "sing a song repeatedly until children are comfortable with tunes and the lyrics." Not to mention, "[acting] out the song also helps children recall the words" (p. 76)
Rationale
Engaging activity that reinforces knowledge

Learning outcome: 2.1 Strategies and Cues

Phoneme awareness is the most sophisticated level of phonological awarness

Phonemic Awarness is crucial to phonic instruction

Letter knowledge taught concurrently

Technology can be incorporated
Learning Outcome: 2.1 Use Strategies and Cues

Build students
phonemic awareness
skills through identifying consonants and vowels and the onset (initial sounds) they make at the beginning of words.

The use of objects and interactive nature of the activity can be utilized as a valuable instructional tool to strengthen student’s phonemic awareness and practice basic phonics (sound-symbol correspondences).

"Phoneme awareness is necessary for the child to understand that the letters in written words represent the phonemes in spoken words". (National Reading Panel, 2000, SEDL, 2008)

Rationale
- The word chart exercise serves as a lesson in vowel sounds as well as a lesson in letter pronunciation
- Students recognize how word pronunciation changes with the movement of vowels
- increased letter knowledge - differing groups of letters (vowels, consonants)
- Section 4.2 of the Kindergarten Program of Study - students must learn to identify sounds within words and pair those sounds with corresponding letters
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