P H O N O L O G I C A L A W A R E N E S S ; PHONOLOGICAL AWARENESS; S E S S I O N S I X SESSION SIX o Phonological Awareness is the ability to identify and manipulate parts of spoken language (National Reading Panel, 2000). o Poor phonological awareness is evident in all poor readers (Juel, 1994). What would you consider to be the “parts of spoken language?” Consider these “parts of spoken language:” 1) Concept of word (the whole word)* 2) Beginning sound recognition (the beginning of the word)* 3) Beginning sound application (the beginning of the word) 4) Rhyming word recognition (the end of the word) 5) Rhyming word application (the end of the word)* Children who are able to rhyme learn to read earlier and more successfully (Adams, 1996). 6) Syllable segmentation (all of the word parts)* 7) Onset and rime blending (the beginning and end of the word) 8) Onset and rime segmentation (the beginning and end of the word) 9) Phoneme isolation (specific sounds in a word) 10) Phoneme blending (specific sounds in a word) 11) Phoneme segmentation (specific sounds in a word) 12) Phoneme manipulation (specific sounds in a word) 1) Concept of Word • Standard : Your child will count the words in a short sentence. • Activity - Card #9 Party Games (The Little Yellow Chicken) The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project, the Department of Health and Human Services, Administration on Children, Youth and Families as part of the Early Learning Opportunities Act/Bringing Education and Support to Teachers, Parents and Children (ELOA/BEST) Project, and the Florida Institute of Education at the University of North Florida. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education, the Department of Health and Human Services, and/or he University of North Florida.