Sound Letter Knowledge 01

8/9/2019 Sound Letter Knowledge 01

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Sound-Letter

Relationships

Phonemes and Phonics



Phonemic Awareness As stated in the phonological awareness PowerPoint,

phonemes are ³the smallest units of sound that changethe meaning of the word´ (Gleason, 2005 p. 135) So, phonemic awareness is the awareness of this idea and

knowledge of the various phonemes of language.

When dealing with phonemic awareness, the emphasisis on the sounds of spoken words, not on reading or pronouncing letter names (Shedd, 2008)

This is because, as discussed in the P.A. PowerPoint, once theemphasis is on written words, it is known as phonics (Shedd,2008)



Phonemic Awareness Cont¶d Phonemes are written as graphemes, and a single

phoneme can be represented by one or two letters(Shedd, 2008).

Example: The word ³Phoneme´ can be broken up into itsgraphemes- - /f/ /o/ /n/ /e/ /m/

In the previous example, the letters ph and me were representedby only one phoneme each.

There are 44 phonemes in the English language 19 are vowel phonemes (a sound represented by a, e, I, o, u and

sometimes y and w) 25 are consonant phonemes (a sound represented by any letter

of the English alphabet other than a, e, I, o, u and sometimes yand w)

The bottom half of this slide is from Dow, R.S., & Baer, G.T. (2007).

Self-Paced Phonics: A Text for Educators (4th ed.). New Jersey:

Pearson Education, Inc.



Phonics When children start reading printed words, it¶s known as

phonics

One way to think about phonics is the relationshipbetween phonemes and graphemes

Learning the intricacies of this relationship is integral to learning

how to read

The information above is from Shedd, Meagan (2008). Letter-

Sound Knowledge. Presentation for TE 301, East Lansing,

Michigan



Sight words Sight words are words that can be read automatically

(without having to decode the word)

This can be any word that is read automatically. For most people college-age or older, this is words like sociology

and epiphany.

This is not to be confused with high-frequency words

(words that are seen often in text)

High-frequency words include: the, is, and, or, was, etc.



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Stages of Sight Word Learning Pre-alphabetic

Pre-school and Kindergarten

Partial-alphabetic Kindergarteners, early first graders and older problem readers

Full-alphabetic

Consolidated-alphabetic

Automatic-alphabetic

The last three are learned by children at varying speeds, butchildren are typically at the last stage when entering middle-school

The information above is from Shedd, Meagan (2008). Letter-Sound

Knowledge. Presentation for TE 301, East Lansing, Michigan



Stages of Sight Word Learning Pre-Alphabetic

Knowledge of the alphabet is not used when readingwords Children are therefore limited to words that they see often in

their environment (restaurants, food/toy names, T.V. shownames)

Children may also read words by using contextualcues Since children at this stage do not know very many words,

contextual clues are often based on illustrations An example would be a child reading pop under a picture of a

Mountain Dew bottle



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Stages of Sight Word Learning Partial-alphabetic

As children begin to learn letters, they can begin toguess words by using contextual cues, sight wordsand the letters they know together An example would be seeing the letter b along with the

picture of someone reading and guessing ³book´

Children may also begin guessing words when theyrecognize the first and last letter (by doing this, children oftenskip over the middle letters and are incorrect in saying the

word) Children learn the sound of letters whose names are

informative of their sound first (k, t and s for example)

Children do not decode unfamiliar words





Stages of Sight Word Learning Full alphabetic

Children begin to break words apart into their various

letters and sounds Can match graphemes with phonemes and have a working

knowledge of the major relationships between graphemes

and phonemes

Children begin to decode words and improve upon their skills

through practice The encounter of more words and their ability to decode

increases children¶s sight word ³bank´

The information above is from Shedd, Meagan (2008).

Letter-Sound Knowledge. Presentation for TE 301, East

Lansing, Michigan



Stages of Sight Word Learning Consolidated-alphabetic

Children begin to learn chunks of letters that often

appear in words Learning these chunks and their pronunciations includes

parts of words like affixes, root words, onsets, rimes andsyllables

Continue to add to the sight bank while also learning multi-letter combinations that can be applied to many words (this

leads to less confusion between words) Knowing letter chunks and their pronunciations also helps

children think about the influence of certain letters or combination of letters on words (Sale vs. Sail)





Stages of Sight Word Learning

Automatic-alphabetic

The reader has all of the skills needed to read

accurately and quickly

Most words encountered are in the child¶s sight

bank

Unfamiliar words are decoded using a variety of

strategies



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Cueing Systems Children use different cueing systems

while reading to make sense of the text

These cueing systems can also be usedby teachers to get students to learn wordswithout giving them the answer

The different cueing systems are: thepragmatic system, semantic system,syntactic system and phonological system

The information above is from Shedd, Meagan (2008). M ore Letter-

Sound Knowledge, Vocabulary, and M orphology. Presentation for TE

301, East Lansin , Michi an



Cueing Systems

Pragmatic Cueing systems

This system deals with language variations

according to social and cultural uses (Shedd,

2008)

An example of this is a child understanding that an

adult speaks differently to a baby than to another

adult (sasked.gov)



Cueing Systems Semantic cueing systems

This system deals with meaning that focuses

on vocabulary (Shedd, 2008) ³Does that make sense?´

Child reads: The horse had four bedrooms

Text reads: The house had four bedrooms

Teacher asks: ³Does that make sense? Does a horse

have bedrooms? The word starts like horse. Whatwould make sense? Can you guess what hasbedrooms?´

Example above from

http://www.csufresno.edu/scs/reads/cueing.html



Cueing Systems

Syntactic cueing systems

This system focuses on structures that govern

how words are combined in sentences

(Shedd, 2008)

³Does that sound right?´

³The pitcher threw the ball´ vs. ³The ball threw the

pitcher´

Example above from

http://www.sasked.gov.sk.ca/docs/ela/e_literacy/integrating.ht

ml



Cueing Systems Phonological cueing systems

This system focuses on sounds that correspond to

written symbols ³Does it look right?´

Child reads: He jumped over the fence

Text reads: He jumped over the gate

Teacher says: ³That was a good try. You can jump over a fence, but does the word look like fence? What would

you expect to see at the beginning of the word fence?´(Child respond ³f´) ³Is this an µf¶?´ (You point to the letter ³g´). ³What sound does the letter µg¶ make?´

The example above is from




Approaching decoding Some ways in which children decode words can be seen

under ³the progress of phonological skill´ in the P.A.

PowerPoint. Other ways in which children may figure out a word

include:

Analogy: recognizing a new word based on an already known

word

Prediction: guessing what the word might be based on initialletters, words before and after the text, or contextual clues

Sight (previously discussed in slide 5)



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Approaching decoding cont¶d The importance of decoding

If children learn the various types of decoding, they

will be able to read almost anything Children often learn knew words this way, without

ever formally being taught the word

In this way, reading often can expand a child¶s

vocabulary immensely

Also, reading often helps children hone these different

techniques



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Stages of Spelling development

The previous information mainly dealt with

decoding words in order to read them

When children begin to write however,

they must recall how words are spelled

The following are the stages of spelling

development children progress through



Stages of Spelling Development

Prephonemic

The stringing of letters together without

attempting to represent speech sounds in any

systematic way

In this way, children typically represent the length

of words, but nothing else

abbatts = running vs. tra = car

The information above is from Shedd, Meagan (2008). W riting.

Presentation for TE 301, East Lansing, Michigan.




Early Phonemic

Letters are used to represent sounds, but

letters are only written for one or two sounds

of a word

In this way, children begin to convey letter-sound

knowledge in their writing, but usually only for the

beginning or end of words Srn = Spider-man






Letter-name

Phonemes are represented by letters, based

on the similarities between the sound of letter-names and the respective phonemes

In this way, children convey their knowledge of the

letters that are informative of the sound they make

Kap = cape






Transitional

Words look like English, but are often spelled

incorrectly

Children know the majority of the letter-sounds, but

make common spelling mistakes due to a small

sight word bank

Soower = Sewer






Correct

The majority of words are spelled correctly

Children¶s sight word bank and letter-sound

knowledge is very high and can therefore spell

many words

Children can also guess fairly accurately at how to

spell unfamiliar words





Issues for SLL¶s Issues with letter-sounds

SLL¶s will learn letter-sounds that may be differentfrom their first language Because of this, they may need to hear the sounds aloud

more times than non-SLL¶s (Shedd, 2008)

Until SLL¶s learn the English language well, cuessuch as semantic, syntactic and pragmatic could beof little use to them This is because the structure and meaning of many

languages is different from English SLL¶s could also potentially have zero English sight

words coming into school, depending on how longthey have been in the country and how many Englishtexts are at their home



Assessments and Activities Using a chant to clap syllables in a students name

ALL: Name, name, what¶s your name?

I have a name and you have a name (pointing)

What¶s your name? (point to a student)

Child: Manuel

ALL: Ma-nuel, Ma-nuel, Ma-nuel (clapping syllables)

This activity is especially good for pre-schoolers, kindergarteners

and SLL¶s

This helps children to hear the different parts of speech while

breaking their own names into syllables

The information above is from

http://www.csusm.edu/Quiocho/ph.second.htm



Assessments and Activities Cont¶d

Names Test

The Names test involves giving a child a list of names

(first and last) and having them speak the namesaloud

Responses and errors are recorded by the teacher

This assesses a child¶s ability to decode unknown words

This can also be a good indicator of what the child needs to

work on, depending on which names/parts of names wereincorrect

The above information is from

http://geckoes4.eschoolonline.com/es4/nova/sdcoe/trec/modules/int_do

cs/module06/pdf/names_test.pdf



References Shedd, Meagan (2008 ). Letter-Sound Knowledge. Presentation for

TE 301, East Lansing, Michigan.

Gleason, J.B. (2005). The Development of Language (6th edition).

Boston: Pearson Education, Inc.

Shedd, Meagan (2008). M ore Letter-Sound Knowledge, Vocabulary,

and M orphology. Presentation for TE 301, East Lansing, Michigan

Saskatchewan Education (2000). Early Literacy: A Resource Guide

For Teachers.

http://www.sasked.gov.sk.ca/docs/ela/e_literacy/integrating.html Tutor Information: Literacy Games and Strategies.


Shedd, Meagan (2008). W riting. Presentation for TE 301, East

Lansing, Michigan.



References Cont¶d Second Language Learners Considerations.

http://www.csusm.edu/Quiocho/ph.second.htm

Cunningham, P. N ames Test.

http://geckoes4.eschoolonline.com/es4/nova/sdcoe/trec/modules/int _docs/module06/pdf/names_test.pdf

Documents

Sound Letter Knowledge 01