the big five components of reading phonological processing

The BIG FIVEComponents of Reading

Phonological Processing

The Big Five Components of ReadingObjectives

At the end of this series of staff development on the Big 5 of Reading, you will be able to

– Identify the 5 essential tasks of learning to read and how you assess each

– Discover where the Big 5 are present in your literacy instruction

– Be intentional in planning so the Big 5 are present in all your lessons

The Big 5 Components of Reading

Comprehension

PhonicsVocabulary

Phonological ProcessingObjectives

You will be able to

– Define Phonological Processing and its components

– Learn how we assess Phonological Processing

– Discover where Phonological Processing is present in your literacy instruction

– Be intentional in teaching Phonological Processing

Common Core StandardsReading Standards: Foundational Skills (K-5)

Kindergarten: Phonological Awareness2. Demonstrate understanding of spoken words,

syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in

spoken words. c. Blend and segment onsets and rimes of single-

syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and

final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.


First Grade: Phonological Awareness2. Demonstrate understanding of spoken words,

syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken

single-syllable words. b. Orally produce single-syllable words by blending

sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and

final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonological ProcessingPhonological

Processing

Phonological Awareness

Rapid serial naming

Articulation speed

Verbal short term memory

Phonemic Awareness

Syllable Awareness

Word Awareness

Phoneme Categorization

Phoneme Blending

Phoneme Isolation

and Identity

Phoneme Segmentation

Phoneme Manipulation

(Rhyming) Onset/Rime

Phonological AwarenessThe ability to identify and manipulate larger parts of

spoken language as well as the individual sounds of a spoken language

ONLY ORAL – NO PRINT OR LETTERS

Word Awareness: Sentence Segmentation of sentence (I am big. = 3 words)

Syllable Awareness: Segmentation of word (How many syllables in boy? pencil?)

(Rhyming): Ability to hear rhyming words

Onset/Rime: subset of rhyming (consonants that precede vowel + vowel and rest

of word; cat = /k/ /at/, scat = /sk/ /at/)

Phonemic Awareness – ability to hear and manipulate the individual sounds (phonemes) in spoken words


Processing


Rapid serial naming

Articulation speed


Phonemic Awareness

Syllable Awareness

Word Awareness


Phoneme Blending

Phoneme Isolation

and Identity




Phonemic Awareness

Awareness that words are composed of separate sounds (phonemes) and the ability to identify and manipulate those sounds(phonemes – the smallest unit of sound in a language)

“Phonemic awareness measured at the beginning of kindergarten is one of the two best predictors of how well children will learn to read during their first two years of school, along with letter knowledge.” (Ehrf & Nunes 2002)

PhonemePhoneme is the smallest unit

of sound in a language:

/b/ /th/ /r//a/ /aw/

2 phonemes: q = /kw/ x = /ks/


Processing


Rapid serial naming

Articulation speed


Phonemic Awareness

Syllable Awareness

Word Awareness


Phoneme Blending

Phoneme Isolation

and Identity




Phonemic Awareness Phoneme isolation (first sound of van) Phoneme identity (sound in fix, fall, fun)

– Alliteration (Big boys bat balls.) Phoneme categorization (not belong: bus,

bun, rug) Phoneme Blending (b/ /i/ /g/ = big) Phoneme Segmentation (hill = /h/ /i/ /l/) Phoneme Manipulation

– Phoneme deletion (smile without /s/)– Phoneme addition (/s/ at beginning of park)– Phoneme substitution (bug - change /b/ to /t/)

Phoneme Isolation

Teacher says word: bag Students repeat word: bag Teacher: What’s the first sound in

bag? Students: /b/

Later, last sound: sit /t/ Later, middle sound: mom /o/

Phoneme Identity

Teacher says 3 words: man mop, mom

Students repeat: man, mop, mom Teacher: What’s the beginning

sound? Students: /m/

Later, ending sound: bat, lot, fat Later, middle sound: sat, ran, tag

Alliteration

Alliteration: words that begin with the same sound

Have students give you words that begin with /s/

Use the words to make a sentence:Some sisters see snakes.

Phoneme categorization

Teacher says words: mom, cat, mess Students repeat the words Teacher: What word does not belong? Students: cat

Later, ending sounds: dress, hat, bus Later, middle sounds: van, doll, rack

Phoneme Blending

Teacher makes the sounds of a word: /m/ /a/ /n/

Students use their arms to blend the sounds into a word

– Shoulder: /m/– Crook of arm: /a/– Wrist: /n/

Students slide down arm connecting the sounds /m/../a/../n/

Students say the word: man


Teacher says a word: hat

Students repeat word: hat

Students stretch the word (rubber band or chewing gum): /h/ /a/ /t/

Students repeat word: hat


Phoneme deletion (smile without /s/)

Phoneme addition (/s/ at beginning of park)

Phoneme substitution (bug - change /b/ to /s/)

Why is Phonemic Awareness Important?

Phonemic awareness instruction helps children learn to read

Phonemic awareness instruction helps

children learn how to write

Principles of Phonemic Awareness Instruction

Provide explicit instruction Model the skills Begin with sounds only Use manipulatives Teach simple to complex Pronounce sounds correctly Provide guided practice Teach the “feel” of sounds in the

mouth

How Much Instructional Time?

About 15 minutes a day

No more than 20 hours over the school year (for average student)

Phonological Processing in Your Classroom

Use your basal manual to identify which of the skills necessary for phonological processing are found in your basal.

If you do not use a basal, please identify how you teach each of the skills necessary for phonological processing.


Processing


Rapid serial naming

Articulation speed


Phonemic Awareness

Syllable Awareness

Word Awareness


Phoneme Blending

Phoneme Isolation

and Identity




Assessment of Phonological Processing

What assessments do we currently use to determine the proficiency in Phonological Processing?

Are these sufficient to assess Phonological Processing?

Resources for Teaching Phonemic Awareness

http://education.uncc.edu/bric/reading resources.htm

– Initial Sound Fluency Classroom Activities

– Phoneme Segmentation Classroom Activities

Handouts Put Reading First www.fcrr.org

– Florida Center for Reading Research

http://education.uncc.edu/bric/reading%20resources.htm

http://education.uncc.edu/bric/reading%20resources.htm

http://www.fcrr.org/

Phonological ProcessingObjectives

You are able to

– Define Phonological Processing and its components

– Learn how we assess Phonological Processing

– Discover where Phonological Processing is present in your literacy instruction

– Be intentional in teaching Phonological Processing


Kindergarten: Phonological Awareness2. Demonstrate understanding of spoken words,

syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in

spoken words. c. Blend and segment onsets and rimes of single-

syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and

final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.


First Grade: Phonological Awareness2. Demonstrate understanding of spoken words,

syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken

single-syllable words. b. Orally produce single-syllable words by blending

sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and

final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

the big five components of reading phonological processing

Documents

spoken singlesyllable

cvc words

new words

understanding of spoken

rhyming words

final sounds phonemes

phoneme consonantvowel

medial vowel