Powerpoint used for parent workshop for READ 6430 Inservice Plan

1. Shalasha Deese
READ 6430

2. “What we already know
determines to a great
extent what we will pay
attention to, perceive,
learn, remember, and
forget.”
(Woolfolk, 1998)

3. WORKSHOP GOALS:
∙To understand the difference between
phonological awareness, phonemic
awareness, and phonics
∙ To become familiar with the five levels of
phonological awareness
∙ Learn new methods to increase and
enhance listening comprehension of
narratives and expository texts

4. PHONOLOGICAL AWARENESS…
∙ Is the conscious sensitivity to the sound structure of
language.
∙ Includes the ability to auditory distinguish parts of
speech, such as syllables and phonemes.
∙ The ability to blend and segment phonemes which is
critical to the development of decoding spelling
skills.
http://en.wikipedia.org/wiki/Phonological_awareness.

5. PHONEMIC AWARENESS…
∙ Is a subset of phonological awareness in which listeners
are able to distinguish phonemes, the smallest units of
sound that can differentiate meaning.
∙ Is the ability to hear the sounds and distinguish between
them
∙ Is required prior to trying to learn phonics
http://en.wikipedia.org/wiki/Phonemic_awareness

6. SO, WHAT IS THE DIFFERENCE?
The distinction between phonemic and
phonological awareness is often confused
since they are interdependent. "Phonological
awareness" refers to an awareness that words
are made up of sounds which are like
interchangeable parts. More specifically, that
they consist of syllables, 'onsets and rimes,'
and phonemes. This is often taught with word
games for rhyming and sound matching .
http://en.wikipedia.org/wiki/Phonemic_awareness

7. PHONICS…
∙ Refers to an instructional design for teaching children to
read. Phonics involves teaching children to connect
sounds with letters or groups of letters (e.g., that the
sound /k/ can be represented by c, k, or ck spellings).
∙ Requires children to learn connections between letter
patterns and the sounds they represent.
http://en.wikipedia.org/wiki/Phonics

9. 5 LEVELS OF PHONOLOGICAL AWARENESS
1-The size of the phonological unit (e.g., it is easier to break sentences
into words and words into syllables than to break syllables into
phonemes).
2- The number of phonemes in the word (e.g., it is easier to break
phonemically short words such as no, see and cap than snort,
sleep or scrap).
3-Phoneme position in words (e.g., initial consonants are easier than
final consonants and middle consonants are most difficult).
4- Phonological properties of words (e.g., continuant such as /s/ and
/m/ are easier than very brief sounds such as /t/).
5- Phonological awareness challenges. (e.g., rhyming and initial
phoneme identification are easier than blending and
segmenting.)
http://www.ldonline.org/article/6280

10. 5 LEVELS OF PHONEMIC AWARENESS
1 – To hear rhymes and alliteration as measured by knowledge of
nursery rhymes
2 – To do oddity tasks (comparing and contrasting the sounds of
words for rhyme and alliteration)
3 – To blend split syllables
4 – To perform phonemic segmentation (such as counting out the
number of phonemes in a word)
5 – To perform phoneme manipulation tasks (such as adding,
deleting a particular phoneme and regenerating a word from the
remainder.

11. PHONEMIC AWARENESS ACTIVITIES
∙ Keep a sense of playfulness and fun, avoid drill and rote
memorization.
∙ Use group settings that encourage interaction among
children.
∙ Encourage children’s curiosity about language and their
experimentation with it.
∙ Allow for and be prepared for individual differences.
∙Make sure the tone of the activity is not evaluative but
rather fun and informal.
http://www.indiana .edu/~reading/ieo/digests/d119.html

12. SUGGESTED TEACHING METHODS
∙ At the preschool level, engage children in activities that direct their
attention to the sounds in words, such as rhyming and alliteration
games.
∙ Teach students to segment and blend.
∙ Combine training segmentation and blending with instruction in letter-
sound relationships.
∙ Teach segmentation and complementary processes
∙ Systematically sequence examples when teaching segmentation and
blending.
∙ Teach for transfer to novel tasks and contexts.
http://www.indiana .edu/~reading/ieo/digests/d119.html

13. QUESTIONS REGARDING PHONOLOGICAL
AWARENESS, PHONEMIC AWARENESS OR PHONICS?

14. COMPREHENSION
Reading comprehension is what allows the reader to interact
with the text in a meaningful way. Comprehension of a
text turns passive reading into active reading -- from
letters and words to characters and contexts. Reading
comprehension is the crucial link to effective reading.
Harvey, S. and Goudvis, A. (2007). Strategies That Work (Second Edition).
York, MA: Stenhouse Publishers.

15. WAYS TO INCREASE LISTENING COMPREHENSION OF
EXPOSITORY TEXTS
∙ Use K-W-L charts and graphic organizers before, during, and
after reading.
∙ Have clue words
∙ Construct well-structured comparative statements both orally
and written
∙ Make sure children are familiar with vocabulary
∙ Provide anticipation guides prior to the reading
Harvey, S. and Goudvis, A. (2007). Strategies That Work (Second Edition). York,
MA: Stenhouse Publishers.

16. WAYS TO INCREASE LISTENING COMPREHENSION OF
NARRATIVES
∙ Develop the concepts in the text by promoting discussion that
ties the concepts to the students' backgrounds
∙ Establish a purpose for listening
∙ Use visual aids while reading aloud to help the students focus
attention and to reinforce concepts
∙ Ask questions that promote both literal and interpretive or
critical responses
Harvey, S. and Goudvis, A. (2007). Strategies That Work (Second
Edition). York, MA: Stenhouse Publishers.

17. IN CONCLUSION:
∙ Although phonological awareness, phonemic
awareness, and phonics are different, they all
build upon one another in the foundation of
reading.
Increasing listening comprehension will in turn
build independent comprehension.
∙ Remember to make all reading fun!!!

18. Questions or
suggestions relating
to reading
comprehension of
expository text and
narratives???