PHONEMIC

AWARENESS
is the ability to blend or break up spoken words into a component individual sounds
-WALSH 2009.P.212
WHY IS IT
IMPORTANT?
 Empirical studies have found that
successful pre-literacy development
leads to success throughout
elementary and high school and is
even predictive of college attendance
and positive adult outcomes.
(Atwill,2010 p.105)
PHONEMIC AWARENESS PRACTICE
•Rhyme awareness or production
EXAMPLE:

CAT
MAT
HAT
• Initial and ending sound
recognition EXAMPLE:

CAT
MAT
• Blending Phonemes
• EXAMPLE:

/C/ /A/ /T/

• Segmentation
EXAMPLE:

/P/ /I/ /G/

• Counting sounds
EXAMPLE:

CAT
PHONICS INSTRUCTION
example:

The letter “S” makes the sound /S/

The letter “H” makes the sound /H/

“SHOE”

The letter “Y" can make the sounds /i/ or /e/ can
help them read words like "my" or "gym."
3. FLUENCY INSTRUCTION
*the ability to read quickly and accurately
*covered in phonemic awareness, letter naming, sound-letter associations,
sight words, and oral reading of a connected text.
*Fluency in letter recognition--letter sounds---word recognition---
improved comprehension-letter-sound fluency: given a set of letters, pupils
can produce the associated sound within one second. Target Goal= 50 letter
sounds per minute by mid-first grade.
*Irregular word fluency: Given a set of irregular words in a set or in a
passage can identify words in 1 second or less.-Oral Reading fluency: by
the end of grade 2, pupils should read 90-100 words per minute fluently it
mirrors spoken language fluency.
IMPORTANCE OF FLUENCY
*Promotes memory and applications(generalization)

For example, a fluent reader can transfer their reading skills

to different subject areas, such as social studies or science.

*Fluencyin reading text is highly correlated to reading

comprehension.
*There are six stages of fluency and reading
development:

1.PRE-READING
2.DECODING
3.confirmation and fluency
4.reading to learn
5.reading for multiple viewpoints
6. Reading to construct new
knowledge.
4. VOCABULARY INSTRUCTION
*Words a person has learned and uses to communicate
effectively
*Divided into oral and reading
*Most words are learned indirectly, but some need to be taught
directly( i.e.difficult words that represent complex concepts)
For example, a fourth-grade teacher may directly teach the word
"metamorphic" as a complex geological concept that represents the
transformation of rocks under intense pressure and temperature. By explaining
and providing examples of the term, the teacher can help pupils understand its
meaning and use it in relevant contexts.
*Research shows that pupils typically add
3,000 new words yearly after the third grade.
DIRECT INSTRUCTION
*Specific word instruction and word learning strategies.
*includes: teaching modeling, guided practice and
instructional feedback
*specific word instruction
*words prioritized into three categories:
1.important words,
2.difficult words and
3. useful words.