Materials for LINUS Teachers

1. Phonological
Awareness

2. Objectives
 To distinguish phonological awareness
and phonics.
To identify the important components of
phonological awareness.
To learn the teaching of phonological
awareness skills.
To understand the different instructional
approaches to reading.

3. Concept of spoken word
The ability to distinguish words in a sentence.
Rhyme
The ability to recognize rhyme, complete rhyme.
Syllables
The ability to blend, segment and delete syllables.

4. Phonemes
The ability to recognize initial and final sounds in words.
The ability to blend onset and rime
The ability to blend, segment and delete phonemes
Phoneme manipulation
The ability to add and/or substitute phonemes

5. The hippopotamus jumps across the river
sentences
the hippopotamus jumps across the river words
syllabus
the hi-ppo-po-ta-mus jumps a-cross the ri-ver
phonemes

6. Phonemes
The smallest unit of spoken language sounds.
Vowels and consonants
Phonemes are not the same as letters. (graphemes)

7. Phonics
Phonics is knowing how letter names and
phonemes relate to each other.
Also knowing as ‘letter-sound correspondence’

8. Phonological awareness
phonics

9. Auditory and visual skills, and letter – sound correspondence
•The ability to hear and discriminate phonemes require adequate
‘auditory skills’ and ‘auditory perceptual skills’.
•The ability to see and discriminate reversible letters require
adequate ‘visual skills’ and ‘visual perceptual skills’.
•The ability to associate letter with sounds requires integration
of auditory and visual skills.

10. auditory
perception
production
visual
perception
production

11. Letter – sound correspondence
What are letter – sound correspondence ?
involve knowledge of ;
The sounds represented by the letters of the
alphabet.
The letters used to represent the sounds.

12. Why is knowledge of letter sound correspondences
important?
Knowledge of the letter sound
correspondences is essential in
reading and writing

13. In order to read a word , the
learner must recognize the letters
in the word and associate each
letters with its sounds

14. In order to write or type a word,
the learner must break the word
into its component sounds and know
the letter that represent these sounds.

15. Knowledge of letter sound correspondence
and phonological awareness skills are the
basic building blocks of literacy learning.

16. What sequence should be used to teach letter sound
correspondences ?
LSC should be taught one at a time.
When the pupils acquires one LSC,
introduce a new one.

17. We suggest teaching the letter and sound in
this sequence
a m t p o
n c d u s
g h i f b
l e r w k
x v y z j
q

18. Why????????
Letters that occur frequently in simple words
(e.g; a.m.t ) are taught first.
Letters that look similar and have similar sounds
(b and d ) are separated in the instructional sequence
to avoid confusion.

19. Short vowels are taught before long vowels.
Lower case letters are taught first since these
occur more frequently than upper case.

20. Is it appropriate to teach letter names as
well as letter sound ?
1. Teaching the sounds of the letter, not their names.
2. Knowing the names of the letters is not necessary
to read or write.

21. Sample goal for instruction in LSC
The learner will;
•Listen to a target sounds presented orally.
•Identify the letter that represent the sound.

22. Instructional task
Here is an example of instruction to teach letter
sound correspondence :
The teacher ;
* introduces the new letter and its sound.
* show a card with the letter ‘m’ and says the sound “mmm”

23. After practice with this letter sound, the teacher provides
review.
The teacher
* says a letter sound.
The learner
•Listen to the sound.
•Select the correct letter.
Group of letter
Alphabet board
From keyboard

24. Phonological awareness skill sequence
Skill Example
Word
Isolating words in
sentences
She/ is / a / good /player
Rhyme
Recognization
Production
Does glass rhyme with
pass ?
Syllable
Blending
Segmentation
deletion
pan + cake = pancake
Swim/suit
Say hotdog without hot

25. Skill Example
Phoneme
Isolation of initial/final sound
Blending
Complete segmentation
Deletion
What is the first sound in fox?
What am I saying ? f-ence
What are the sounds in bag ?
Manipulation of sounds
Addition
Deletion
Add /t/ to an
Say meat without /m/
Say play without /p/
Say play without /l/
Substitution Say yard and instead of/y/ say
/h/
Transposition Spot to stop
What is changing each time?

26. Skill Example
Word
Isolating words in sentences
She/ is / a / good /player
Rhyme
Recognization
Production
Does glass rhyme with pass ?
Syllable
Blending
Segmentation
deletion
pan + cake = pancake
Swim/suit
Say hotdog without hot
Skill Example
Phoneme
Isolation of initial/final sound
Blending
Complete segmentation
Deletion
What is the first sound in fox?
What am I saying ? f-ence
What are the sounds in bag ?
Manipulation of sounds
Addition
Deletion
Add /t/ to an
Say meat without /m/
Say play without /p/
Say play without /l/
Substitution Say yard and instead of/y/ say /h/
Transposition Spot to stop
What is changing each time?

27. Discuss with your group members…
1.Rhyming word activities.
2.Teaching syllable segmentation
3.Teaching beginning sound substitution
4.Teaching sound isolation
5.Teaching phonemic segmentation
6.Manipulation of sounds ; addition and deletion

28. 285/20/2015
THANK YOU 
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