LAN2240 Study Guide - Final Guide: Phonemic Awareness, Phonics
17 Jun 2018
School
Department
Course
Professor
Phonological*Awareness*(PA)*
āThe%ability%to%hear,%identify%and%manipulate%words,%syllables,%onsets,%rimes,%and%
phonemes%in%spoken%language.%It%is%an%umbrella%term%for%!"#$%&'()*+*,%$%--.)
,"/&%)*+*,%$%--.)-/00*10%)*+*,%$%--.)and%+#,2)*+*,%$%--3))
%
Principles*for*teaching*PA*
- Teach%beginning%sounds%first,%then%final%sounds,%then%middle%sounds%
- Teach%PA,%letter%names%and%phonics%together%
- Teach%only%one%or%two%skills%at%a%time%
- Teach%PA%early,%in%PP%and%Year%1%
- Small%group%teaching%is%most%effective%
- The%pace%of%teaching%depends%on%the%needs%of%the%individual%children%
- Help%children%use%their%PA%knowledge%when%reading%and%writing%
- Begin%with%short%words%(two-phoneme%words,%then%three-phoneme%words,%and%
so%on)%
%
A*sequence*of*PA*development*
1. Can%recognise%whether%2%words%rhyme%
2. Can%think%of%a%rhyme%for%a%simple%word%(cat%->%pat)%
3. Can%isolate%and%pronounce%the%initial%sound%of%a%word%($)in%$ose)%
4. Can%blend%the%sounds%in%two-phoneme%words%(b-#')=%boy)%
5. Can%isolate%and%pronounce%the%sounds%in%two%and%three-phoneme%words%(a-t%->%c-a-t)%
6. Can%blend%the%sounds%in%four-phoneme%words%containing%initial%consonant%blends%
((,-a-b%->%(,ab)%
7. Can%isolate%and%pronounce%the%sounds%in%four-phoneme%words%that%contain%initial%
blends%((,ab)%
8. Can%blend%the%sounds%of%four%and%five-phoneme%words%containing%initial%and%final%
blends%((,4i--!%->%(,i-!5%
%
Levels*of*Questioning*
6$)7"%)-8,9*(%):8%-7'#$-);0'7%,*05%
Ā§ Usually%have%on%correct%answer%that%can%be%found%in%the%text%
<$2%,)7"%)-8,9*(%):8%-7'#$-);'$9%,%$7'*05)
Ā§ Can%have%more%than%one%correct%answer%and%are%not%explicitly%stated%in%the%text%
='9%)>!!0'(*7'#$):8%-7'#$-);*!!0'(*7'?%@%?*08*7'?%5)
Ā§ Connect%the%text%to%self%or%knowledge%of%the%world%
Ā§ Ask%about%the%authorās%purpose,%message,%moral,%or%symbolism%
Ā§ Explore%cultural%or%psychological%ideas%
)
Four*Resources*Model*
A%socio-cultural%perspective,%empowering%through%literacy%and%a%range%of%literate%practices%
- Code%Breaker:%using%understandings%of%language%and%print%conventions%to%decode%
- Text%Participant:%comprehending%the%text%and%illustrations%
- Text%User:%analyse%the%purpose%and%features,%how%do%I%read%this%and%what%do%I%
use%it%for%
- Text%Analyst:%critical%awareness%of%the%intent%and%purpose,%what%does%this%text%
want%me%to%feel%or%think?%%
Multi-modal%texts:%picture%books,%graphic%novels,%TV,%DVDs,%interactive%whiteboards%
%
Document Summary
The ability to hear, identify and manipulate words, syllables, onsets, rimes, and phonemes in spoken language. It is an umbrella term for phonemic awareness, rhyme awareness, syllable awareness, and word awareness. Teach beginning sounds first, then final sounds, then middle sounds. Teach pa, letter names and phonics together. Teach only one or two skills at a time. Teach pa early, in pp and year 1. The pace of teaching depends on the needs of the individual children. Help children use their pa knowledge when reading and writing. Begin with short words (two-phoneme words, then three-phoneme words, and so on) Usually have on correct answer that can be found in the text. Can have more than one correct answer and are not explicitly stated in the text. Connect the text to self or knowledge of the world. Ask about the author"s purpose, message, moral, or symbolism. A socio-cultural perspective, empowering through literacy and a range of literate practices.
