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Phoneme-Grapheme Mapping - What, Why and How

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Phoneme-Grapheme Mapping - What, Why and How

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https://youtu.be/1pb_LPOLxOU

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Increasing Spelling Success with Phoneme Grapheme Mapping

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The Kastner Collection: Sound Wall Resources

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The Kastner Collection: Sound Wall Resources

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https://wke.lt/w/s/6XDLrM

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This Wakelet includes professional learning resources related to the knowledge and practices necessary to effectively implement sound walls. This Wakelet will have ongoing updates. You may also access every Wakelet from the Kastner Collection at this link: https://wke.lt/w/s/mcU0bZ

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The Kastner Collection: Sound-Spelling Walls

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This Wakelet includes professional learning resources related to the knowledge and practices necessary to effectively implement sound walls. This Wakelet will have ongoing updates. You may also access every Wakelet from the Kastner Collection at this link: https://wke.lt/w/s/mcU0bZ

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https://openedx.tneducation.net/courses/course-v1:TDOE+fs101+2020YL/about

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https://heggerty.org

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https://www.equippedforreadingsuccess.com

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https://youtu.be/7EP932XWylY

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https://youtu.be/wBuA589kfMg

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https://www.spelfabet.com.au/2018/05/phonemes-are-sounds-and-articulatory-gestures/

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Phonemes are sounds AND articulatory gestures

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Phonemes are perceptually distinct speech sounds that distinguish one word from another, e.g. the “p”, “b”, “t” and “d” in “pie”, “…

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https://www.readingrockets.org/teaching/reading101-course/modules/phonological-and-phonemic-awareness-introduction

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Learn the definitions of phonological awareness and phonemic awareness - and how these pre-reading listening skills relate to phonics.

Letter of completion

After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion.

Phonological awareness and phonemic awareness: what's the difference?

Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. The most sophisticated - and last to develop - is called phonemic awareness.

Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. This includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words.

Phonological awareness (PA) involves a continuum of skills that develop over time and that are crucial for reading and spelling success, because they are central to learning to decode and spell printed words. Phonological awareness is especially important at the earliest stages of reading development - in pre-school, kindergarten, and first grade for typical readers.

Explicit teaching of phonological awareness in these early years can eliminate future reading problems for many students. However, struggling decoders of any age can work on phonological awareness, especially if they evidence problems in blending or segmenting phonemes.

How about phonological awareness and phonics?

Phonological awareness refers to a global awareness of sounds in spoken words, as well as the ability to manipulate those sounds.

Phonics refers to knowledge of letter sounds and the ability to apply that knowledge in decoding unfamiliar printed words.

So, phonological awareness refers to oral language and phonics refers to print. Both of these skills are very important and tend to interact in reading development, but they are distinct skills; children can have weaknesses in one of them but not the other.

For example, a child who knows letter sounds but cannot blend the sounds to form the whole word has a phonological awareness (specifically, a phonemic awareness) problem. Conversely, a child who can orally blend sounds with ease but mixes up vowel letter sounds, reading pit for pet and set for sit, has a phonics problem.

44 phonemes

There are 26 letters in the English alphabet that make up 44 speech sounds, or phonemes.

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Learn the definitions of phonological awareness and phonemic awareness - and how these pre-reading listening skills relate to phonics. Letter of completion After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion. Phonological awareness and phonemic awareness: what's the difference?

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Florida Center for Reading Research Activities Grade K-1

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Florida Center for Reading Research Activities Grade K-1

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https://fcrr.org/student-center-activities/kindergarten-and-first-grade

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Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Florida Center for Reading Research Activities Grade 2-3

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Florida Center for Reading Research Activities Grade 2-3

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https://fcrr.org/student-center-activities/second-and-third-grade

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Second Grade and Third Grade Student Center Activities Phonemic Awareness | Phonics | Fluency | Vocabulary | Comprehension

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The Kastner Collection: Phonemic Awareness Resources

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The Kastner Collection: Phonemic Awareness Resources

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https://wakelet.com/wake/zLUEVRTy04avql0OkLhpY

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The Kastner Collection: Phonemic Awareness Resources

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This Wakelet focuses on building knowledge and effective instructional practices aligned with the science of reading. This Wakelet will have ongoing updates. You may also access every Wakelet from the Kastner Collection at this link: https://wke.lt/w/s/mcU0bZ

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Tools 4 Reading (Resources for making the Phoneme – Grapheme connection)

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Tools 4 Reading (Resources for making the Phoneme – Grapheme connection)

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https://www.tools4reading.com/about

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ABOUT US

By providing professional development that builds the pedagogy of leaders and

By creating a systematic approach to data-driven instruction

By collaborating with leaders and teachers to develop a team approach in response-to-intervention (RtI)

​​

Implementing Best Practices

By training teachers in effective instruction in the 90-minute reading block

By facilitating an effective delivery of tiered intervention instruction

By maximizing existing resources to be successful in literacy

By equipping teachers with evidence-based classroom management techniques

By continuing to educate teachers in brain-based research of "what works" in the classroom

By promoting multisensory strategies that achieve high student engagement

​

Impacting communities

By assisting schools in partnering with community leaders and volunteers

By educating parents in literacy activities to build awareness of the importance of reading at home

By engaging students to become productive citizens who will be future leaders in their communities

OUR TEAM

Dr. Mary Dahlgren

​

Mary E. Dahlgren is a national literacy consultant and child advocate from Oklahoma City, Oklahoma. Dr. Dahlgren's longstanding interest in early childhood and elementary education has compelled her to spend much of her career working directly with classroom teachers to embrace the science behind reading. She provides training on how to provide the best first instruction along with implementation of effective interventions for struggling readers. She is also the president and founder of Tools 4 Reading and recently developed a phonological awareness and articulation program called Kid Lips . Kid Lips is an easy-to-use tool designed for all students, but is especially effective for teachers to use to help Spanish speaking students understand the differences in phonemes between the two languages. In addition to Kid Lips, she also designed and authored Tools 4 Reading Phoneme/Grapheme Cards , a quick reference to common phonics patterns in the English language. Dr. Dahlgren is a National LETRS Trainer and the author of Fundamental of Literacy Instruction published by Voyager Sopris Learning in 2016.

Dr. Antonio A. Fierro

​

Antonio A. Fierro, Ed.D. is a national trainer of the distinguished teacher curriculum Language Essentials for Teachers of Reading and Spelling (LETRS). As a former Texas State Teacher of the Year, he brings over 25 years of experience to the field of education. He has served as an early childhood ESL/Bilingual teacher, a district ESL/Bilingual specialist, a state master trainer of the Texas Reading Academies, a senior analyst with the national Reading First initiative, and reading director of a major urban Texas school district. His areas of interest include early childhood education and, because of his own experience as an English learner, research and practices that impact students learning English as a second language. Antonio is also dedicated to advancing the knowledge base and understanding of dyslexia and other reading disabilities as his own 15-year old son, Antonio Jr., is dyslexic.

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Our mission is to empower educators to engage students in order to impact communities. Empowering Educators By providing professional development that builds the pedagogy of leaders and By creating a systematic approach to data-driven instruction By collaborating with leaders and teachers to develop a team approach in

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Reimagining the Way We Teach Phonics - Podcast

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Reimagining the Way We Teach Phonics - Podcast

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In today's episode Jan and Kari discuss the third shift: Reimagining the Way We Teach Phonics.

LINKS
Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balance Literacy Classroom
Follow Jan @drjanburkins and www.drjanburkins.com .
Follow Kari @Kari_Yates
www.thesixshifts.com

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‎The Six Shifts: Reimagining the Way We Teach Phonics on Apple Podcasts

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In today's episode Jan and Kari discuss the third shift: Reimagining the Way We Teach Phonics. LINKS Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balance Literacy Classroom Follow Jan @drjanburkins and www.drjanburkins.com . Follow Kari @Kari_Yates www.thesixshifts.c...

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Recommitting to Phonemic Awareness Instruction - Podcast

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Recommitting to Phonemic Awareness Instruction - Podcast

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Welcome to episode three! In today's episode Jan and Kari discuss the second shift: Recommitting to Phonemic Awareness Instruction.

LINKS
Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balance Literacy Classroom
Follow Jan @drjanburkins and www.drjanburkins.com .
Follow Kari @Kari_Yates
www.thesixshifts.com

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recommitting to phonemic awareness instruction

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‎The Six Shifts: Recommitting to Phonemic Awareness Instruction on Apple Podcasts

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Welcome to episode three! In today's episode Jan and Kari discuss the second shift: Recommitting to Phonemic Awareness Instruction. LINKS Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balance Literacy Classroom Follow Jan @drjanburkins and www.drjanburkins.com . Follo...

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What the Fonics?!: Phonemic Awareness - Podcast

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What the Fonics?!: Phonemic Awareness - Podcast

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‎What The Fonics?!: Phonemic Awareness on Apple Podcasts

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On this episode, I will be breaking down phonemic awareness, which is the ability to hear and manipulate the smallest sounds in words. This is a building block to strong readers.

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University of Oregon: Phonemic Awareness Concepts and Research

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University of Oregon: Phonemic Awareness Concepts and Research

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Concepts and Research

Phonemic Awareness (PA) is:

1. the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992; see References).

2. essential to learning to read in an alphabetic writing system, because letters represent sounds or phonemes. Without phonemic awareness, phonics makes little sense.

3. fundamental to mapping speech to print. If a child cannot hear that "man" and "moon" begin with the same sound or cannot blend the sounds /rrrrrruuuuuunnnnn/ into the word "run", he or she may have great difficulty connecting sounds with their written symbols or blending sounds to make a word.

4. essential to learning to read in an alphabetic writing system.

5. a strong predictor of children who experience early reading success.

An important distinction:

Phonemic awareness is NOT phonics.

Phonemic awareness is AUDITORY and does not involve words in print.

Phonemic Awareness is important ...

It requires readers to notice how letters represent sounds. It primes readers for print.

It gives readers a way to approach sounding out and reading new words.

It helps readers understand the alphabetic principle (that the letters in words are systematically represented by sounds).

...but difficult:

Although there are 26 letters in the English language, there are approximately 40 phonemes, or sound units, in the English language. (NOTE: the number of phonemes varies across sources.)

Sounds are represented in 250 different spellings (e.g., /f/ as in ph, f, gh, ff).

The sound units (phonemes) are not inherently obvious and must be taught. The sounds that make up words are "coarticulated;" that is, they are not distinctly separate from each other.

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Definitions of key PA terminology:

Phoneme: A phoneme is a speech sound. It is the smallest unit of language and has no inherent meaning.

Phonemic Awareness: The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992; see References). Phonemic awareness involves hearing language at the phoneme level.

Phonics: use of the code (sound-symbol relationships to recognize words.

Phonological Awareness: The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level.

Continuous Sound: A sound that can be prolonged (stretched out) without distortion (e.g., r, s, a, m).

Onset-Rime: The onset is the part of the word before the vowel; not all words have onsets. The rime is the part of the word including the vowel and what follows it.

Segmentation: The separation of words into phonemes.

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Examples of Phonemes

The word "sun" has three phonemes: /s/ /u/ /n/. The table below shows different linguistic units from largest (sentence) to smallest (phoneme).

The word "shut" also has three phonemes: /sh/ /u/ /t/.

Examples of Phonemic Awareness Skills

Blending: What word am I trying to say? Mmmmm...oooooo...p.

Segmentation (first sound isolation): What is the first sound in mop? /m/

Segmentation (last sound isolation): What is the last sound in mop? /p/

Segmentation (complete): What are all the sounds you hear in mop? /m/ /o/ /p/

What Teachers Should Know

What Teachers Should Be Able to Do

Definition of phonemic awareness (PA).

The relation of phonemic awareness to early reading skills.

The developmental continuum of phonemic awareness skills.

Which phonemic awareness skills are more important and when they should be taught.

Features of phonemes and tasks that influence task difficulty.

Terminology (phoneme, PA, continuous sound, onset-rime, segmentation).

Assess PA and diagnose difficulties.

Produce speech sounds accurately.

Use a developmental continuum to select/design PA instruction.

Select examples according to complexity of skills, phonemes, word types, and learner experience.

Model and deliver PA lessons.

Link PA to reading and spelling.

Evaluate the design of instructional materials.

(modified from Moats, 1999; see References)

What Does the Lack of Phonemic Awareness Look Like?

Children lacking phonemic awareness skills cannot:

group words with similar and dissimilar sounds (mat, mug, sun)

blend and split syllables (f oot)

blend sounds into words (m_a_n)

segment a word as a sequence of sounds (e.g., fish is made up of three phonemes, /f/ , /i/, /sh/)

detect and manipulate sounds within words (change r in run to s).

(Kame'enui, et. al., 1997; see References)
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Phonemic Awareness Research Says:

"The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness)" (Lyon, 1995; see References).

The ability to hear and manipulate phonemes plays a causal role in the acquisition of beginning reading skills (Smith, Simmons, & Kame'enui, 1998; see References).

There is considerable evidence that the primary difference between good and poor readers lies in the good reader's phonological processing ability.

The effects of training phonological awareness and learning to read are mutually supportive. "Reading and phonemic awareness are mutually reinforcing: Phonemic awareness is necessary for reading, and reading, in turn, improves phonemic awareness still further." (Shaywitz, 2003, see References)

Phonological awareness is teachable and promoted by attention to instructional variables (Smith, Simmons, & Kame'enui, 1998; see References).
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University of Oregon Center on Teaching and Learning

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Phonemic Awareness: Concepts and Research

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Concepts and Research the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992; see References). essential to learning to read in an alphabetic writing system, because letters represent sounds or phonemes.

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Let's Talk About Phonemic Awareness - Podcast

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Let's Talk About Phonemic Awareness - Podcast

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Mary and Shannon sort out the complex terms that are related to phonological processing. What is the difference between phonological awareness and phoneme awareness? We discuss how we teach these skills and provide resource ideas for you to try!

Resource Links:
Phonological and Phonemic Awareness IntroductionOrton Gillingham Educators' GuideEquipped for Reading Success by David KilpatrickPhonological Awareness and DyslexiaPhonemic Awareness Overview (from U. of Oregon)Getting Ready to Read Phonemic Awareness Centers (with the Frog book cover)FCRR Student Activities-look at the Phonological Awareness resourcesThe Literacy Nest:Building Phonemic Awareness for Struggling ReadersLong and Short Vowel Phonemic Awareness sort

Follow Us:
Our Website
Instagram
Shannon's TpT Store
Support the show (https://www.patreon.com/readingteacherslounge)

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‎Reading Teachers Lounge: Let's Talk About Phonemic Awareness on Apple Podcasts

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Mary and Shannon sort out the complex terms that are related to phonological processing. What is the difference between phonological awareness and phoneme awareness? We discuss how we teach these skills and provide resource ideas for you to try! Resource Links: Phonological and Phonemic Awareness...

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https://podcasts.apple.com/us/podcast/science-of-reading-the-podcast/id1483513974

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Joining host Susan Lambert, Dr. Doris Baker speaks from her background researching the academic outcomes of English language learners to discuss ways educators can better engage and support all of their students. Dr. Baker emphasizes how much there is to learn about our native language by learning another language, and the many advantages of bilingualism. She then dives into a conversation around codeswitching and the importance of cultural awareness. Dr. Baker also gives listeners practical advice on how to include English language learners in core instruction and highlights how critical it is to provide students with opportunities to engage in sophisticated and deep conversations. Lastly, Dr. Baker outlines how educators can include parents in their children's language learning by teaching them how, when, and what to read to their kids-in their native language!

Show notes:

Learn more about the Science of Reading for English learners from Dr. Baker and other experts at Celebrating Biliteracy: Realizing a Better Future for Our Spanish Speakers. Register here!

Webinar: The Importance of Dual Language Assessment and How to Deliver It in Your Classroom
Research paper: Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students

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s5-e4: what bilingualism can teach us with dr. doris baker

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‎Science of Reading: The Podcast: S5-E4: What bilingualism can teach us with Dr. Doris Baker on Apple Podcasts

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Joining host Susan Lambert, Dr. Doris Baker speaks from her background researching the academic outcomes of English language learners to discuss ways educators can better engage and support all of their students. Dr. Baker emphasizes how much there is to learn about our native language by learning a...

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Phonological Awareness Continuum Table 95% Group

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Phonological Awareness Continuum Table 95% Group

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https://www.95percentgroup.com/docs/default-source/downloads/phonological-awareness-skills.pdf?sfvrsn=49cba4da_0