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English Phonological and Phonemic Awareness

The document discusses phonological awareness, phonemic awareness, and phonics. It defines each term and provides examples. Phonological awareness refers to skills like recognizing rhyming words and syllables. Phonemic awareness is the ability to hear individual sounds within words. Phonics instruction teaches letter-sound correspondences to help children read. The document emphasizes structured, multisensory phonics programs as most effective.

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Jeffrey Estacio
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86 views11 pages

English Phonological and Phonemic Awareness

The document discusses phonological awareness, phonemic awareness, and phonics. It defines each term and provides examples. Phonological awareness refers to skills like recognizing rhyming words and syllables. Phonemic awareness is the ability to hear individual sounds within words. Phonics instruction teaches letter-sound correspondences to help children read. The document emphasizes structured, multisensory phonics programs as most effective.

Uploaded by

Jeffrey Estacio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ENGLISH

Focal Group Discussion

Jeffrey P. Estacio
Tasks and Announcements
• Group Screening Test (Done & Submitted)
• Oral Reading Verification (Next Week)
• English Phil Iri
• Remedial reading from Teach Phils.
– East & South – July 5, 2019
– Attendees – Remedial Reading Teacher
& Focal Person
ORAL READING VERIFICATION
• For Grades 1 to 6
– Possible Remarks
• Fast Reader w/ no comprehension
• Slow reader
• Many miscues
• Can read but without comprehension
• ZERO NON- READER AWARD
– Grade One , Two, Three
ORAL READING VERIFICATION
• May be a Reader in Filipino but a Non-
Reader in English
“ We do the reports separately.”

• FAILED – Intermediate but cannot read


English
• GRADE 2- supposed to have Phonemic
Awareness
Phonological Awareness
• Phonological awareness covers many skills. (One of them is
phonemic awareness.) It isn’t based on written language—kids
develop phonological awareness by listening. When kids have this
set of skills, they’re able to hear and “play” with the sounds of
spoken language. It’s the foundation for learning to read.

• Early phonological awareness happens at the level of words and


syllables. You know your child has it if she can clap out each word in
a sentence or march to each syllable in her name (E-li-za-beth).
She’ll also be able to recognize and come up with words that rhyme
or that have the same beginning sound.
Phonological Awareness
• You can sharpen your child’s early skills by reading certain types of
children’s books to her. The books that help the most emphasize
rhyme, alliteration (using similar consonants), repeated phrases and
predictable patterns.

• Once kids have a strong awareness of how spoken language works


at the level of words and syllables, they can begin to focus on the
smaller units of sound. That’s known as phonemic awareness.
Phonemic Awareness
• Phonemic awareness is usually the last of the phonological
awareness skills to develop. When kids have this skill, they can hear
and “play” with the smallest units of sounds (phonemes) in words
and syllables.

• The two most important phonemic awareness skills are segmenting


and blending. Segmenting is breaking a word apart into its individual
sounds. Blending is saying a word after each of its sounds are heard.
Phonemic Awareness
• If your child can segment, she is able to say f-i-sh after hearing the
word fish. If she can blend, she’s able to say the word fish after
hearing the individual sounds f-i-sh.

• Kids need those skills to learn the connection between word sounds
and written letters or words. Many kids who are at risk for reading
issues or who have a reading disability have poor phonemic
awareness. A good phonics teaching program can help.
Phonics
• Phonics instruction teaches kids to connect letters with sounds, break
words into sounds, and blend sounds into words. Kids use this knowledge
to become readers and writers. Schools typically teach these skills from
kindergarten through second grade.

• The most effective phonics programs are very structured. They follow a
clear, step-by-step order of instruction. They also use multiple senses to
help kids learn. For example, kids might use their fingers to write a letter in
shaving cream while saying the sound associated with that letter. (This
multisensory structured approach is used in programs based on Orton–
Gillingham, considered the gold standard for helping kids with reading
issues.)
Phonics
• Good phonics lessons begin with a review of previously taught
sounds. Then a new sound is introduced. Students are told, for
example, that the letter m stands for the m sound as in milk.

• Blending, sounding out and spelling activities using that new sound
come next. Being able to decode text with previously learned
sounds—plus the new sound—follow these activities.

• Phonological awareness, phonemic awareness and phonics build on


one another. There are ways you can help your young child develop
these skills before she even gets to grade school.

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