Group+1+Module+4

1. 2. **ZH-**Hey TD I needed that concise definition you did for both PA's about a month ago. TD- Phonemic awareness is the awareness that words are made up of individual sounds and the ability to manipulate those sounds. As the text states, phonological awareness is a broader term encompassing larger units such as onsets and rimes. "Phonological awareness covers a range of understandings related to the sounds of words and word parts, including identifying and manipulating larger parts of spoken language such as words, syllables, and onsets and rimes. It also includes phonemic awareness as well as other aspects of spoken language such as rhyming and syllabication." Yes, it is a broader term and it seems to be confused as meaning the same thing. We know that phoneme segmentation like /r/ /o/ /p/ for rope is phonemic awareness. (see glossary) I agree phonological awareness is needed for the actual literacy development into reading and writing. How could we write if we never tried to spell out with the phoneme sounds when hearing a word that we would like to use? 3. 4. Our questions:What resources are available to help us understand the special instructional needs represented by speakers of certain languages? As a reading specialist how would you explain the difference between phonological awareness and phonemic awareness to a parent? MS: I LIKE THE BOX IDEA WHERE THE PHONOLOGICAL IS THE BOX AND ALL OF THE CONTENTS ARE WITHIN THE BOX. ONE OF THEM IS THE PHONEMIC AWARENESS PART WHERE THE STUDENTS PLAYS WITH THE SOUNDS OF THE WORDS. 2. Why do Hispanic students have such a hard time with rhyme recognition and production? 3. When we introduce letters into the manipulation of phonemes, aren't we moving into more of a phonics lesson than a phonemic awareness lesson?
 * TD-** Phonemic awareness is becoming increasingly more important to enhancing the effectiveness of literacy instruction. Current research shows a positive relationship between PA instruction and increased reading ability in various populations of student learners, including those with dyslexia.
 * ZH-** Did you realize that according to Jan. **2010 //Reading//** //Teacher//, Phonological awareness and Phonics just are not " hot." Vocabulary enrichment is very hot this year. (It leads to comprehension according to research and a few select experienced teachers like Swanson and Handley.) Notice how the pendulum swings? I have a lot to say about phonological awareness and phonemic awareness. The two PA's are separate entities. To make it easier let us state phonemic awareness is a must that all children need to go through as part of the speaking in an alphabetic linguistic system. Many researchers are sure that it does help reading ability. A handful of researchers are not sure. The testing and researching of this "phonemic awareness" has not been consistent in all avenues, according to the current data from USA, UK, Australia, and France.
 * KC-** Interesting about phonics and phonological awareness not being hot right now. I guess it is up to teachers to make sure that they read research in all areas instead of focusing on just what is "hot".
 * KC-** Phonemic awareness is an important component in literacy instruction for emergent/early readers as well as older students struggling with reading. Research shows that phonemic awareness instruction helps beginning readers not only with reading, but with spelling as well.
 * ZH** Our glossary is not as concise as the text when it states,
 * KC-** I agree they are important to reading and spelling, especially in the early years. As students get older they build upon that knowledge with attention to prefixes, suffixes, and base words.
 * KC-** Phonemic awareness is the ability to hear, identify, and manipulate **individual** sounds in spoken words. Phonemic awareness falls under the broader umbrella of phonological awareness. Phonological awareness is the ability to hear, identify, and manipulate **larger parts** of spoken words ( i.e.,rhyming words, syllables, and onsets and rimes) and includes phonemic awareness.
 * TD-** Depending on the speaker’s first language, teaching the sound units that will help him be successful in the English language. The text gives examples of Chinese students confusing /l/ and /r/ and Hispanic students substituting /sh/ for /ch/. Pointing out the specific sound differences and their relations to spelling will help them differentiate between their home language and English.
 * KC-** I agree Tracy, my answer was very similiar...Teach the student all of the letter sounds in English, with special emphasis placed on the sounds known to be confusing to students of his/her native language. The use of a mirror during letter sound instruction might be helpful depending upon the sounds they are confusing. The mirror would draw the student's attention to the position of their mouth and tongue when making the sounds. Teaching onset and rime words using picture and word sorts would be helpful for decoding words and for rhyme recognition and production. I wasn't really able to think of any other ways to adapt phonemic awareness concepts to older ELL students. I can think of vocabulary building activities, but I had trouble thinking of phonemic awareness activities for older ELL students.
 * KC-** 1. What are some appropriate ways to adapt phonemic awareness concepts for the older ELL students? MS: THERE IS A BOOK OUT THERE CALLED MONTH0-BY-MONTH PHONICS FOR UPPER GRADES BY CUNNINGHAM AND CUNNINGHAM. I PERSONALLY THINK WORDS THEIR WAY, WORD PLAY, MAKING WORDS, WORD LADDERS, AND OTHER ACTIVITIES ARE JUST AS STRONG AS PHONICS IN THE UPPER GRADES. I ALSO THINK IF THE CHILD DOESN'T HAVE PHONICS BY THE END OF THIRD GRADE, THEN THERE MUST BE A BETTER WAY TO TEACH THAT CHILD. (zh-possibly not the ELL kidwho is eighteen and not in 3rd grade in his new country)