PHONOLOGICAL AWARENESS
• Is an umbrella term over the following:• Listening for sounds• Rhyming• Syllabication• Phonemic awareness – phonemic awareness refers to
a student’s ability to blend, segment, delete, add, and manipulate individual sounds within words
PHONOLOGICAL GRAIN SIZE
• Larger phonological grain sizes are longer utterances• Easier to hear and understand
• Smaller grain sizes are brief sounds • More difficult to hear and understand
PHONOLOGICAL AWARENESS
• Phonemic awareness
• Syllabication
• Rhyming
• Attention to sound
Larg
er
Gra
in S
ize
Sm
alle
r G
rain
S
ize
PHONOLOGICAL AWARENESS VS. PHONICS
Phonological Awareness
• The manipulation of sounds and can be done with the eyes closed
Phonics
• Includes letters as well as sounds
ATTENTION TO SOUND
• Separating sounds• Distinguishing between sounds• Sequencing sounds• Location of sounds• Identifying same and different sounds
ACTIVITY: LISTENING FOR SOUNDS
• Sit quietly for 15 seconds, what did you hear?• Sit quietly for another 15 seconds, what did you
hear first, second, third, etc.• Did you see the sounds being made? If not, how
did you know what made the sounds?• Did any two sounds overlap? If so, how did you
know they were two separate sounds?
SYLLABICATION
• Syllables the phonological building blocks of words• Mono-, bi-, tri-, polysyllable word
RHYMING GAME
• Teacher says a word• Student says a rhyming word• Go through all of the rhymes you can think of
until you are repeating yourself• Words don’t need to be “real” words, nonsense
words are fine
EXPLICIT INSTRUCTION
• Give instructions: I am going to say a word and I want you to say a rhyming word• Model: For example, if I say mop, you could say
hop, top, cop, rop, fop, or another rhyming word.• Practice: Ready, let’s try one.
ERROR CORRECTION
Sometimes students will not be able to do what you ask them to do
1. Acknowledge something the student did right2. Model the correct answer3. Have them say the correct answer with you, maybe
repeat if necessary4. Have them try again5. Don’t make them guess
MATCHING INITIAL SOUNDS ACTIVITY
• Take a look at the items on your table• What are possible names for or ways to describe
the items on your table?• One person picks an item and says a word to
describe it, emphasizing the initial sound• Everyone else at the table looks for an item with
the same initial sound
INITIAL AND FINAL SOUNDS ACTIVITY
• One person picks an item and says a word to describe it, emphasizing the final sound• The next person picks an object that begins with
the final sound of the previous object and says it’s name• The third person finds an object that begins with
the final sound of the previous object, and so on.