11 Foundations in Language and Literacy A Focus on Phonological Awareness

11

Foundations in Language and Literacy

A Focus on Phonological Awareness

22

Agenda• Welcome

• The importance of phonological awareness in literacy development

• A closer look at the phonological awareness foundations

• Phonological awareness and the ELD foundations

• Bringing it back to your program or classroom

33

Outcomes• Become familiar with the language and literacy

foundations with a focus on the phonological awareness substrand.

• Identify and define the operations by which children demonstrate phonological awareness.

• Describe the developmental continuum of phonological awareness skills.

• Consider strategies for fostering phonological awareness in all children.

44

Norms

• Start on time and end on time.

• Turn off cell phones.

• Help the group stay on task.

• Listen to thoughts and ideas of others.

• Contribute your thoughts and ideas.

55

Parking Lot

Please write questions on post-its and place them on chart paper titled “Parking Lot.”

66

Welcoming Activity

77

88

Purpose

The purpose of the foundations is to promote understanding of preschool children’s learning and to guide instructional practice.

99

The Foundations…are for all children, including children learning English and children with disabilities. They describe the knowledge and skills that young children typically exhibit:

– at around 48 and 60 months of age;– as they complete their first or second year of

preschool;– with appropriate support; and– when attending a high-quality preschool program.

1010

High-Quality Programs Include the Following:

• environments and experiences that encourage active, playful exploration and experimentation

• purposeful teaching to help children gain knowledge and skills

• specific support for children learning English

• specific accommodations and adaptations for children with special needs

1111

Indicators of a High-Quality Preschool Program Include:

• Staff Experience and Training

• Staff-to-Child Ratios

• Environment and Materials

• Program Structure and Activities

• Adult-Child Interactions

• Use of Language and Reasoning

• Parent Involvement

1212

A Guided Tour

The Language and Literacy Foundations

1313

The Sections

• Introduction (pp. 47-55)

• The Foundations (pp. 56-70)

• Bibliographic Notes (pp. 71-88)

• Glossary (p. 89)

• References and Source Material (pp. 90-101)

1414

DomainDomain

Map of the FoundationsLanguage and Literacy

StrandStrand

SubstrandSubstrand

AgeAgeFoundationFoundation

ExamplesExamples

SubstrandDescription

SubstrandDescription

Includes notes for children

with disabilities

Includes notes for children

with disabilities

1515

DomainDomain

Foundations Organization

Strand Strand

SubstrandSubstrand

Age Age

SubstrandDescriptionSubstrand

Description

FoundationFoundation

ExamplesExamples

1616

Strand - Substrand Order

• Phonological awareness foundations are written only for children at around 60 months of age.

• Remember, the strands and substrands are not presented in a developmental progression.

1717

Phonological Awareness:

An individual’s sensitivity to the sound (or phonological) structure of spoken language independent of meaning.

California Preschool Learning Foundations p. 52 & 79

1818

Phonological Units

• Words• Syllables• Onset and rimes Onset - The first consonant or consonant cluster in a syllable

(e.g., the h in the one syllable word hat, the m and k in the two syllables in the word monkey)

Rime - Everything left in a syllable after the onset is removed; the vowel and coda of a syllable (e.g., the at in the single syllable word hat)

• Phonemes (individual sounds)

1919

What’s the difference???

Phonological awareness

Phonemic awareness

Phonics

2020

Phonological awarenessthe ability to detect or manipulate the sound structure of

spoken words, independent of meaning

Phonemic awareness the ability to recognize and manipulate phonemes,

the smallest units of words

Phonicsa method of instruction that focuses on teaching the

relationship between sounds and the letters that represent them

2121

Phonological awareness plays a key role in several components that help children

become skilled readers such as:

• Understanding the alphabetic principle (Burgess & Lonigan 1998; Ehri 1991,1995)

• Decoding printed words (Beck & Juel 1999; Bradley & Bryant 1985; Byrne & Fielding-Barnsley,1993, 1995; Demont & Gombert 1998)

• Spelling (Bryant and others 1990; Gentry 1982; Read 1975)

• Reading comprehension, although the relation with reading comprehension is not direct (Tunmer & Nesdale 1985)

California Preschool Learning Foundations p. 81

2222

Understanding Phonological Awareness

With a partner complete the crossword puzzle. Use the Glossary (p. 89) and the Introduction (pp. 52-53), as necessary.

2323

Answer Key

2424

A Closer Look

2525

The Developmental Continuum

• Detect and manipulate words and syllables within words

• Awareness of onset and rime

• Awareness of phonemes

California Preschool Learning Foundations p. 80

2626

The Phonological Awareness Foundations

2.1 Orally blend and delete words and syllables without the support of pictures or objects

Orally blend words

Orally blend syllables

Orally take apart words

Orally take apart syllables

2727

Orally puts together two familiar spoken words making a

compound word

2828

Orally takes apart compound words into their component words

2929

Orally puts together two syllables of two-syllable words that are

familiar to the child

3030

Orally takes apart two-syllable words into their component syllables

QuickTime™ and aSorenson Video decompressorare needed to see this picture.

3131

The Phonological Awareness Foundations

2.2 Orally blend the onsets, rimes and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.

• Blend onsets and rimes

• Delete onsets

• Blend individual phonemes

3232

Orally blend onsets and rimes with the support of pictures or objects

3333

Delete the onset from a spoken word with the support of pictures or objects

3434

Blend individual phonemes to make a simple word with the support of pictures

or objects

3535

Your Turn…• At your table, explore the phonological awareness

activities in the handout.• Put the number of each activity next to the skill it

supports:– Orally blend words– Orally blend syllables– Orally take apart words– Orally take apart syllables– Use pictures to blend onsets and rimes– Use pictures to delete onsets– Use pictures to blend phonemes

3636

Foundations and the DRDP-R

PA Foundation

• At around 60 months

• A guide and teaching tool

DRDP-R

• Developmental continuum

• An observational assessment tool

3737

Foundations and the DRDP-RFoundations

At around 60 months2.1 Orally blend and delete words and syllables without the support of pictures or

objects. 2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onset

of words, with the support of pictures and objects.

3838

3939

DRDP-R and DRDP access

Phonological Awareness – DRDP- R and L&L Foundations

4040

4141

In the Classroom

4242

Phonological Awareness Video Viewing Guide

4343

Early Steps to Reading Success - The Code

4444

Phonological Awareness Video Viewing Guide

4545

English-Language Development Foundations

6.0 Children demonstrate phonological awareness. Focus: Sound differences in the home language and English

Beginning Middle Later

6.3 Attend to and manipulate different sounds or tones in words in the home language (as reported by parents, teachers, assistants, or others, with the assistance of an interpreter if necessary).

6.3 Begin to use words in English with phonemes (individual units of meaningful sound in a word or syllable) that are different from the home language.

6.3 Begin to orally manipulate sounds (onsets, rimes, and phonemes) in words in English, with support.

California Preschool Learning Foundations p.133

4646


6.0 Children demonstrate phonological awareness. Focus: Rhyming


6.1 Listen attentively and begin to participate in simple songs, poems, and finger plays that emphasize rhyme in the home language or English.

6.1 Begin to repeat or recite simple songs, poems, and finger plays that emphasize rhyme in the home language or in English.

6.1 Repeat, recite, produce, or initiate simple songs, poems, and finger plays that emphasize rhyme in English.


4747


6.0 Children demonstrate phonological awareness. Focus: Onset (initial sound)


6.2 Listen attentively and begin to participate in simple songs, poems, and finger plays in the home language or English.

6.2 Begin to recognize words that have a similar onset (initial sound) in the home language or in English.

6.2 Recognize and produce words that have a similar onset (initial sound) in English.

California Preschool Learning Foundations, p.132

4848

For English-Language Learners

Children who have the skills to understand and communicate in their home language will transfer that knowledge to the learning of a second language, resulting in a more effective and efficient second-language learning process. (Cummins 1979; Wong Fillmore 1991a).


4949

English Learners … Two Important Considerations

• Is the child a successive or simultaneous bilingual?

• In what stage of language acquisition is the child?

5050

Successive bilingual children…

• add the second language after the first was established, often when the child first enters preschool.

• need time to attune to the sounds of English that are not found in their home language.

5151

Simultaneous bilingual children…

• learn two or more languages from birth or infancy.

• may have prior experiences and the phonological awareness necessary to distinguish the sounds of both languages.

• continue to develop these skills as they grow.

5252

ELD Foundations and PEL Guide

• Beginning

• Middle

• Later

• Home Language Use

• Observational/Listening

• Telegraphic/Formulaic

• Fluid Language Use

5353

English-Language Learners

• Rhyming techniques that produce nonsense words can be confusing, as children are listening attentively to gain meaning from English words.

• Songs and rhymes are one of the best techniques for exposing children to the sounds of English.

5454

5555

Meeting the Needs of All Learners

5656

Meeting the Needs of All Children

• Children experiencing delayed speech and/or language skills may experience difficulties with phonological awareness.

• Some children may have difficulty hearing the individual sounds.

5757

Meeting the Needs of All Children

• Some children may hear the sounds, but not understand what it is they hear.

• The more we support listening activities by engaging children through different modalities, the more children will understand and become aware of the sounds of language.

5858

Teaching Strategies For All Children

Children who have hearing, language, or visual impairments use:– increased practice and repetition– pictures – props– pictures or words outlined with glue

5959

Teaching Strategies For All Children

• Use gestures or sounds to help demonstrate the sequence of sounds.

• Discuss the sound of a letter and how the sound is used in words.

• Utilize whisper phone or phoneme phone

6060

Teaching Strategies for All Children

• Use concrete instructional strategies.

• Slow down the presentation of the word or words.

• Demonstrate with exaggerated lip and tongue movements.

6161


• Provide extensive repetition across environments.

• Initially use continuous consonants (m,n,s sounds) in phonological awareness activities to support children’s multi-sensory learning.

6262


Building Sound Awareness Activities

– Speak clearly

– Read books with predictable patterns

– Engage children in favorite rhyming songs and finger plays

6363

Next Steps for Administrators

• Share information from today’s session.

• Provide the resources and time for teachers to read and discuss the information.

• Create opportunities for teachers to learn, discuss, reflect, and implement new approaches.

6464

3-2-1 Action for Administrators

My First Step Will Be

6565

3-2-1 Action for Teachers

My first step

will be

6666

Q & A

6767

CDE Web site• At the Web address, the underlined Preschool Learning

Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication.

• The Appendix, on pages 173-192, provides a summary list of the foundations.

• Frequently Asked Questions (FAQ) are posted on the website. Questions can be sent to [email protected].

6868

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

6969

To Purchase

• The Preschool Learning Foundations publication is available for purchase from the CDE Press for $19.95.

• Ordering information can be found at the CDE Web site www.cde.ca.gov or by calling 800-995-4099.

7070

References & Resources

• Avni, F. (2001).”There’s a Starfish Hidden Under my Bed.” I’m All Ears: Sing into reading. www.franavni.com.

• Bayer, J. E. (1984). A My Name Is Alice. NY, NY: Penguin Books.

• California Department of Education (2007). Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning. Sacramento, CA: Author.

• California Department of Education (2008). California Preschool Learning Foundations: Volume one. Sacramento, CA: Author.

7171

Please complete an evaluation.

• Fill-in the bubbles completely

• Use pencil, black, or blue ink

7272

Thank you for coming!

• Insert Local Information Here

7373

Optional Information

It was suggested that the content be flipped. Meaning, start with what phonemic awareness is and how it looks in the classroom and then relate it to the foundations. This is an optional way to present the content. You may move the slides around if you wish.

7474

A my name is Alice…

J my name is Jan.

I want to travel to Japan

and I love to jump!

7575

Your Turn

Use the first letter in your name to complete the following statements:

_____ my name is ______.

I want to travel to ________

and I love _________________!

7676

Show Me The Money

7777

Show Me The Money

7878

Show Me The Money

With your table group:

• Read the Phonological Awareness sections of the Introduction and Bibliographic Notes.

• Find the answers to the “Show Me the Money” questions.

• Be prepared to share your answers and earn money.

• You have 15 minutes.

7979

Just the Facts Ma’am

8080

Finding the Facts

8181

Finding Facts about Phonological Awareness

With your table group:

• Read the Phonological Awareness sections of the Introduction and the Bibliographic Notes.

• Find the facts about phonological awareness.

• Be prepared to share your answers.

8282

Just the Facts Ma’am

Each table will share one or more facts about phonological awareness.

Documents

11 Foundations in Language and Literacy A Focus on Phonological Awareness