Phonemic Awareness Ashland School District音位意识阿什兰学区.pptVIP

RDA/TLS/EAC/MBM/4-03 Phonemic Awareness Phonemic Awareness is the ability to notice, think about, and work with individual sounds in spoken words. It is not a visual process– it is aural. Phonemic awareness is the conscious awareness of sounds in spoken words. Phonemic awareness is one of the best predictors of success in learning to read. (Bryant, Bradley, Maclean, and Crossland, 1989; National Reading Panel, 2000b) Phonemic awareness is more likely to transfer to future decoding ability than to later word recognition and oral reading fluency abilities. (Byrne Fielding-Barnsley, 1995) Continuum of Skills Rhyme (pre k - k) Identifying words within a sentence (pre k - k) Blending and segmenting compound words (pre k - k) Blending and segmenting syllables (pre k - k) Onset-rime segmentation (pre k - k) Sound isolation (First – last) (k – 1) Phoneme blending (k – 1) Phoneme segmentation (k – 1) Phoneme manipulation (k – 1) How is Phonemic Awareness supported through Balanced Literacy? Read Aloud and Shared Reading Students have the opportunity to learn about sounds by: Learning nursery rhymes Learning songs Reading text with repetitive language Reading text with rhyme Playing with words. Phonemic Awareness continued Word Work Through word play which includes songs, chants, rhymes and riddles, students are taught: How to segment How to blend Letter-sound relationships To identify onsets and rhymes Phonemic Awareness Writing Components Letters, sounds and words are manipulated to create text through a gradual release of responsibility from teacher to student. Teachers and students are engaged in encoding by breaking words apart and segmenting sounds. Word play By replacing sounds to make new words What word would you have if… “Say it Fast Game” (Blending) “Say it Slow Game” (Segmenting) * B-A-T Teacher Responsibility Student Responsibility Write to/for – Write with – Guided writing – Write by Immersion --