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Phonological Awareness July 2020

By Anonymous




An Resource Teacher: Literacy (literacy expert) has been working with many of our high needs literacy learners, and providing us with training on phonemic awareness and ability.

Phonological awareness includes
* Single letter-sound relationships
* Being able to delete a sound (e.g. cat without c is at)
* Being able to add a sound (e.g. sat with an l is slat)
* Being able to substitute a sound (e.g. cat to sat)
* Being able to blend sounds

Reading involves: 
* Good language (and story) comprehension
* Good word recognition
from Sir Jim Rose: The Simple View of Reading - see below
Full graphic here - The Simple View of Reading by Sir Jim Rose

This relates to Luke & Freebody's (1999) text decoder and text user roles.
This was a model I studied extensively during my teaching in Australia.
Luke & Freebody (1999) also site text user (using structure, purpose to make meaning) and analyst (critical review), as important to the foundation text decoder and user roles.
Further information here.

Teaching phonemic awareness:
We are implementing a new resource and approach to help students hear, identify, segment and blend sounds - The Heggerty Phonemic Awareness approach.
This involves daily hear/identify/say aural tasks with all students, using a prescribed programme and hand signals for the different skills of blending, segmenting, deleting, adding and substituting sounds.

Caroline (RT Lit) has created a collection of videos on teaching phonics with individuals/small groups. Some children are receiving short, intensive one to one or one to small group sessions with a teacher, using the Teaching Routine, during writing or discovery time. I am undertaking this at present, using magnetic letters, whiteboards and pens.
One of my current students is working through the Elkonin boxes process with me regularly.

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