Language, Talk and Literacy Development & Early Literacy

1. Language, Talk and Literacy Development & Early Literacy

2. Is an auditory skill that doesn’t have to involve printActivities are auditoryFocuses on how sounds can be segmented, combined, and manipulated in spoken languageBegins before children sound-letter correspondences by manipulating them Phonological Awareness and Phonics are NOT the same! Phonological Awareness Phonics Involves print Requires actually looking at print Focuses on graphic representation of spoken language Assists children in being able to sound out words, blend them together, and finally say the word Modified from Texas Center for Reading and Language Art: Master Reading Teacher Materials

3. Phonological Awarenessin PreKindergarten Preschool children begin to develop phonological awareness through language play and exposure to: • Poems, songs, and nursery rhymes • Language Awareness Games • Rhythmic Activities • Phonological games and activities structured by the teacher • Patterned and other predictable texts

4. Phonological Awareness Continuum Phoneme Blending, Segmenting, and Manipulation Onset-Rime Blending and Segmenting Syllable Blending & Segmenting 4 Sentence Segmenting 4 Alliteration 3 Rhyming 3 3 Listening Modified from Texas Center for Reading and Language Art: Master Reading Teacher Materials

5. Phonological Awareness Continuum: Listening • Environmental sounds • Sequencing Sounds • Reverse or substitute words in nursery rhymes or familiar phrases • Following a series of verbal directions • Specific sounds in a story

6. Phonological Awareness Continuum: Rhyming • Rhyming chants, songs, and fingerplays • Nursery rhymes and other poems • Stories with rhyming text • Use of word deletions during repeated readings

7. Phonological Awareness Continuum: Alliteration • Recite poems, chants, nursery rhymes, and songs with repeating initial sounds • Read alliterative texts • Group objects by beginning sounds • Play beginning sound name games • Call attention to words with similar beginning sounds Aa—My name is Alice and I come from Alabama Jj—My name is Jennifer and I jump for Joy in Jamaica.

8. Phonological Awareness Continuum: Sentence Segmenting • Selecting meaningful sentences from children’s speech or favorite books • Have children clap/count each word in a sentence (see example at the bottom of the slide) • Shuffle and reorder words in familiar sentences • Make silly phrases by deleting words from sentences 5. . . .little. . . monkeys. . . .jumping.. . .the . . . . bed

9. Phonological Awareness Continuum: Syllable Segmenting • Have children clap or tap out the syllables of their names and other familiar words Jen-ni-fer Da—vid Wil-lie

10. Phonological Awareness Continuum: Onset and Rimes • Build children’s repertoire of nursery rhymes • Sort words into families by rimes (C….at, h….at, b….at)

11. Phonological Awareness Continuum: Phoneme Segmenting, Blending, and Manipulation • Sing songs that involve phoneme replacement e.g. “Apples and Bananas”, “The name game” “Mappy Mirthday Moo Moo!”

12. Willoughby Wallaby wee, An elephant sat on me! Willoughby wallaby woo, An elephant sat on you! Change to Willoughby Wallaby wustin, An elephant sat on Justin! (note: child passes to next child while sitting in a small circle) Willoughby wallaby wody, An elephant sat on Cody!

13. Texas Center for Reading and Language Art: Master Reading Teacher Materials

14. Texas Center for Reading and Language Art: Master Reading Teacher Materials

15. Texas Center for Reading and Language Art: Master Reading Teacher Materials

16. Texas Center for Reading and Language Art: Master Reading Teacher Materials

17. Texas Center for Reading and Language Art: Master Reading Teacher Materials