Rhyme Syllabification tomato to - ma - to ring king Phonological Awareness Skill Mapping Alliteration car, cake, carrots Segmentation s-p-oo-n © Talking Literacy, Department for Education and Child Development, South Australia, 2012 CONTENTS Page GLOSSARY OF TERMS 3 INTRODUCTION The what and why of phonological awareness Phonological Awareness Skill Mapping (PASM) How to use the tool The Preschool Year: Formal assessment or not? 4 4 4 5 ADMINISTRATION Test materials Steps for administration Discontinuation guidelines Administration instructions 6 6 6 7 DATA ANALYSIS Construct a class map Developmental sequence Class map template Colour coding Using data for planning Keeping track of progress 9 9 9 10 11 11 PHONOLOGICAL AWARENESS RESOURCES Paper based resources Online resources iPad resources 12 12 13 FORMS Phonological Awareness Skill Mapping Record Form Stimulus sheet 1 Stimulus sheet 2 14 15 16 APPENDIX Class Skill Map: Phonological Awareness (Option A & B) Phonological Awareness Planning Guide © Talking Literacy, Department for Education and Child Development, South Australia, 2012 17 19 2 Glossary of Terms Phonological Awareness refers to the ability to detect and analyse the sound structure of spoken language. Children who have phonological awareness can: break words into syllables rhyme say the beginning sound of a word and say each sound in a word Phonological Awareness is more than hearing. It includes being aware that our language is constructed of words and that words have different sounds and sound patterns within them (Schuele, Skibbe, Rao 2006). Phonemic Awareness is the ability to identify and manipulate the individual phonemes or sounds in spoken words. For example, ‘What sound does ‘cat’ start with?’ ‘What sounds do you hear in the word ‘top’?’ ‘Say ‘gate’ and take away the ‘g’ sound’. Phonemic awareness is a sub-skill of phonological awareness. Research shows that this area has a significant role in supporting children to learn to read and write. Phonics involves understanding the connection between letters and speech sounds. Phonic knowledge assists beginning readers to understand how letters are linked to sounds – that a speech sound can be represented by a small squiggle on a page, or grapheme, which leads to understanding the spelling patterns needed for both reading and writing. A Phoneme is an individual sound. It is the smallest part of spoken language. Sometimes one phoneme (eg ‘f’) can be represented by more than one letter (eg ‘ph’). A Grapheme is the smallest part of written language that represents a phoneme in the spelling of a word. A grapheme may be just one letter such as f, and g or several letters, such as ph, ch, ck. A Syllable is a word part that contains a vowel or, in spoken language, a vowel sound (eg ele-phant). A Rhyming word is a word which has the same ending sounds as another word. i.e. hat/cat, write/light. © Talking Literacy, Department for Education and Child Development, South Australia, 2012 3 INTRODUCTION The what and why of phonological awareness Learning to read is a complex process. Recent research has highlighted six key skill areas that underpin literacy development. These are oral language, phonological awareness, phonics, vocabulary, fluency and comprehension (NELP 2008). Phonological awareness is a listening based skill, which includes the ability to hear and blend syllables, understand and produce rhyme and identify, blend and manipulate individual sounds in words. A strong foundation in this domain prepares students for learning letters and the important process of connecting letters to sounds - phonics. Phonological awareness is a fundamental cog in the literacy mechanism as these skills assist children in learning to encode (write) and decode (read) words. Research has shown that children with well developed phonological awareness skills learn to read more easily. Additionally, the ability to hear individual sounds in words has a strong correlation with later literacy outcomes (Konza, 2011). Phonological Awareness Skills Mapping (PASM) The PASM is a screening tool designed to be used with children in the early years. Research indicates that phonological awareness develops in a sequence and the PASM follows this typical developmental order, as indicated below: Preschool Reception Yr 1/2 Whitehurst & Lonigan, 2003; & Gillon, 2004 How to use the tool Assessment is an important element of best teaching practice and is part of the teaching and learning cycle. The PASM allows for teachers to map phonological awareness skills across their class and assists educators to gauge the range of phonological awareness skills children demonstrate. This data can then be used for planning whole class and differentiated learning experiences for children, according to their needs as demonstrated through the assessment process. © Talking Literacy, Department for Education and Child Development, South Australia, 2012 4 The PASM can be used to screen all children in a class. This is highly recommended for use with children in their Reception year. For children in Year 1 and above, the PASM can be used selectively, for children considered at risk. Decreasing number of learners The Preschool Year: Formal assessment or not? Phonological awareness skills in the preschool year are still in their formative stages. A preschool curriculum that is inclusive of embedding phonological awareness in play based activities is highly recommended. This approach focuses on heightening children’s awareness of the sound properties of words, while they are engaged in meaningful play based learning. The question of assessment is a debatable one. Do children’s phonological awareness skills need to be formally assessed at this point? Some sites opt for this process because it is a quick and easy method for obtaining data on all children. Educators then use the data to inform planning at the site and child level. Other sites find that different assessments are a priority and they gain enough information by scoping the skills of a few children in their centre. This scopes the skill level in the current group of children and provides educators with enough information for centre programming, without taxing educator and children’s time for the assessment process. Post assessments in both scenarios can be done to track improvement. Some educators prefer to make observations about children’s phonological awareness skills rather than engage in formal assessment. These observations may occur across different play contexts and then this data is used for planning. Essentially there is no right or wrong answer to this question and it is up to individual educators to decide what best suits their context. © Talking Literacy, Department for Education and Child Development, South Australia, 2012 5 Administration Administration of the PASM is best done in a 1:1 situation, preferably a quiet room as extra noise can impact on children’s listening skills and your ability to hear their responses. It is highly recommended that the classroom teacher administers the PASM. As you administer the PASM, note any strategies the child uses to form their answer; Do they repeat the sounds to themselves? Are they responding quickly and confidently? Do they need help or extra practice items? Do they use letter names or sounds? Test materials The following materials have been included and can be photocopied as necessary Administration instructions Record form Stimulus sheet 1: Segmenting syllables & Segmenting 3 & 4 sound words (Subtests 1, 6 & 7) Stimulus sheet 2: Matching Rhyme Pictures (Subtest 2) There is space provided on the record form to record individual responses. Steps for administration Step 1: Demonstrate: Each subtest has a demonstration of the task, this helps show the child what they need to do. Step 2: Practice: The practice items help to familiarise the child with what is required for each task. If you think the child might need an extra practice item, think of another, but don’t use the test items. Step 3: Test: It is important that the items are presented as set out. Do not give the child further assistance. Discontinuation guidelines Preschool aged child For Preschoolers, you may choose to stop testing after subset 2, as the remaining skills are not expected to be mastered by the end of preschool. However, if the child is achieving a score of 2 or more continue testing. School aged child Discontinue testing if the child scores a 0 or 1 on Subtest 6. © Talking Literacy, Department for Education and Child Development, South Australia, 2012 6 Phonological Awareness Skill Mapping (PASM) Administration instructions Use the following instructions to administer the PASM. Ensure you have a copy of the record form and relevant picture materials. Subtest 1: Segmenting syllables (Breaking words into syllables) Materials Place the sheet with the coloured dots in front of the child. Demonstrate: “When we say words we can say them in beats. Listen: Instructions ‘butterfly’ has 3 beats ‘bu-tter-fly’.” As you say each beat touch a coloured dot. For ‘butterfly’ you would tap 3 dots, one for each syllable. Practice Item: “Let’s practise with the word ‘caravan’. Tap a coloured dot for each beat you hear in ‘caravan’.” Administration tip Test Items: “Now, tap out the beats in these words.” If the child segments the word into sounds rather than syllables, say “It’s like clapping a word.” Demonstrate clapping, then demonstrate tapping the dots again. Subtest 2: Matching rhyming words Materials Place the matching rhyme pictures in front of the child. Instructions Demonstrate: “Some words rhyme. That means they sound a lot the same. Let’s find the word that rhymes with ‘boat’. Is it ‘goat’ or ‘house’? (point to each picture). ‘Boat’ and ‘goat’ rhyme, they sound a lot the same.” Practice Item: “Listen to these words and find the rhyming word. Which word rhymes with ‘whale’ – ‘foot’ or ‘tail’?”(point to the pictures as you say the words). Test Items: “Which word rhymes with ………… - …….. or ……….?” For Preschoolers, you may choose to stop testing here. (See discontinuation guidelines for more information) Subtest 3: Producing rhyming words Materials None Instructions Demonstrate: “Now it is your turn to think of your own rhyming words. Tell me a word that rhymes with ‘hen’…. ‘ten’. ‘Hen’…. ‘ten’…. ‘Ben’. ‘Ben’ rhymes with ‘hen’ and ‘ten’. They all sound a lot the same.” Practice Item: “Now you have to tell me a word that rhymes with these words: ‘hop’, ‘shop’….” Administration tip Test Items: “Now tell me a word that rhymes with …….., and ……..” Nonsense words are acceptable, for example ‘dop’. Subtest 4: Identifying first sounds Materials None Instructions Demonstrate: “Now we are going to listen for the first sound in the word. ‘Leaf’ starts with the ‘l’ sound.” Make sure you say the sound and not the letter name. Practice Item: “Now let’s practise some more. What is the first sound you hear in ‘nose’?” Administration tip Test Items: “Tell me the first sound you hear in these words.” If the child says the letter name, say “That’s the letter name tell me the sound you hear at the start of the word.” © Talking Literacy, Department for Education and Child Development, South Australia, 2012 7 Phonological Awareness Skill Mapping (PASM) Administration instructions (continued) Subtest 5: Blending sounds to make words Materials None Instructions Demonstrate: “I am going to say a word but I am going to break it up into separate sounds. Listen to these sounds, ‘h – a – t’. Those sounds make the word ‘hat’. Make sure you say each sound, not the letter name.” Practice Item: “Let’s do another one. Tell me the word these sounds make ‘c – o – t’.” Administration tip Test Items: “Tell me the words these sounds make.” Say one sound per second. Subtest 6: Segmenting 3 sound words Materials Place the sheet with the coloured dots in front of the child. Instructions Demonstrate: “We can break the word ‘run’ into sounds: ‘r - u – n’.” Make sure you say each sound, not the letter name. Point to each of the coloured counters for each sound you say. Practice Item: “Let’s do some more. Remember to touch a dot for each sound you say. Tell me the sounds in ‘sit’.” Administration tip Test Items: “Tell me the sounds in these words.” If the child does not separate the sounds clearly, say “Break up the sounds a bit more, like this….”(demonstrate again). Stop testing here if the child has scored 1 or 0. Subtest 7: Segmenting 4 sound words Materials Place the sheet with the coloured dots in front of the child. Instructions Demonstrate: “We can break the word ‘slip’ into sounds: ‘s - l - i – p’.” Make sure you say each sound, not the letter name. Point to each of the coloured counters for each sound you say. Practice Item: “Let’s do some more. Remember to touch a dot for each sound you say. Tell me the sounds in ‘grab’.” Administration tip Test Items: “Tell me the sounds in these words.” If the child does not separate the sounds clearly, say “Break up the sounds a bit more, like this….”(demonstrate again). Subtest 8: Deleting first sounds in words Materials None Instructions Demonstrate: “We can take a sound away from a word to make a new word. Listen, to the word ‘gate’. Now I‘ll say the word again and take away ‘g’, ‘gate’ becomes …… ‘ate’.” Make sure you say the sound, not the letter name. Practice Item: “Let’s do some more. Listen to this word – ‘meat’. Now say the word again and take away ‘m’, ‘meat’ becomes …… (‘eat’).” Test Items: “Listen to this word - ………. and take away………. What word does it make now?” © Talking Literacy, Department for Education and Child Development, South Australia, 2012 8 Data Analysis Construct a class skill map One of the most important aspects of assessment is how data is used for planning. To help make data easily accessible, a class map can be constructed to show which skills children have consolidated and which need developing. This supports teachers to plan their phonological awareness curriculum. Developmental sequence (Based on Schuele & Bourdreau, 2008) The class map uses the developmental sequence and scopes key phonological awareness skills which are then grouped into year level abilities. The PASM uses this developmental sequence to determine which phonological awareness skills need explicit teaching. This table shows the phonological awareness skills expected at different year levels. Phonological Awareness Skill Preschool Matching rhyming words Breaking words into syllables Reception Year 1 Blending 4 sound to make a word e.g. “sleep” Segmenting 4 sound words into component sounds e.g. “t-r-i-p” Year 2 Sound manipulation skills will start to develop in Year 1 and continue to develop during Year 2. Producing rhyming words Identifying initial sounds in words when the word is heard Blending 2 and 3 sounds to make a word e.g. “go”, “cat” Segmenting 2 and 3 sound words into component sounds e.g. “p-e-n” If a Reception child does not display skills from the Preschool level, then this would signal a concern for the teacher. Likewise if a child is in Year 1 and does not display skills from both the Preschool and Reception level, then again this would be a concern to the teacher. Class map template Assess the children The first step is to assess the children in your class, and then the data can be added to the class skill map. Depending on your context, you may decide to assess all the children in your class or just children of concern. Add the assessment data Use the template (See Appendix A) and note children’s names down the left column. Refer to the PASM score form for each child and transfer their score for each subtest to the class map. For each score also include a or to indicate pass/fail. Developmental sequence Skill domain Date of assessments Reception Joshua Preschool/ Early Reception End of Reception Year 1/2 Segment syllables Mar Nov 12 12 Match rhyme Mar Nov 12 12 Produce rhyme Mar Nov 12 12 Ident first sound Mar Nov 12 12 Blend sounds Mar Nov 12 12 3 sound segment Mar Nov 12 12 4 sound segment Mar Nov 12 12 4 4 0 1 0 0 0 Sound delete Mar Nov 12 12 Score a tick if the child achieved 3 or 4 Score a cross if the child achieved 0 or 2 © Talking Literacy, Department for Education and Child Development, South Australia, 2012 9 Colour coding The colour coding system provides a clear and simple visual summary of children’s skills, their strengths and the areas that require development. Children’s phonological awareness skills can be colour coded red, yellow or green, according to their achievement on testing. Key Red Light: Phonological Awareness is an area that needs development. Skills in this area are well below what is expected for their year level. Reception children: Code as red if they scored 0, 1 or 2 in the skill domains from the preschool column. Year 1 or above: Code as red if they scored 0, 1 or 2 on three or more skill domains from the preschool or reception columns. Yellow Light: Phonological Awareness is an area that needs monitoring. Reception children: Code as yellow if they scored 1 skill domain from the preschool columns as 0, 1 or 2. Year 1 or above: Code as yellow if they score 2 skill domains from the preschool or reception columns as 0, 1 or 2. Green Light: Skills are within the expected range. Some important points to remember when coding children: Reception children At the end of reception if children scored 0, 1 to 2 with three or more areas on the test, they can then be coded as red. Year 1 children Note the skill map denotes that 2 areas are developing during year 1, segmentation of 4 sound words and sound deletion. Therefore in early Year 1, expect the skills for the end of reception. In late Year 1, expect all reception skills and developing at least 4 sound segmentation. Monitoring progress Each skill area has 2 columns, which allows for testing data to be added for the earlier in the year and then again later to determine progress. This allows for easy comparison of skill development. Example: Phonological Awareness Class Skill Map Developmental sequence Skill domain Date of assessments Reception Joshua Brandon Lidia Jessica Preschool/Early Reception Segment syllables Mar 2012 Nov 2012 Match rhyme Mar 2012 Nov 2012 End of Reception Produce rhyme Mar 2012 Nov 2012 Ident first sound Mar 2012 Nov 2012 Blend sounds Mar 2012 Nov 2012 Year 1/2 3 sound segment Mar 2012 Nov 2012 4 sound segment Mar 2012 4 4 3 4 4 0 3 1 3 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 Nov 2012 Sound delete Mar 2012 Nov 2012 Year 1 Jayden © Talking Literacy, Department for Education and Child Development, South Australia, 2012 10 Using data for planning The class skill map can help identify skills that require development at the class level and can assist teachers to identify groups or individuals that require targeted assistance with specific phonological awareness skills. The class skill map can be a sea of colour, but the colour will help locate patterns in this information that can be used for planning. 1. Using your class skill map, look at the patterns across your class. 2. Find your red and yellow light children and note which skill domains need developing. Focus on skills that children should have for their year level. 3. From this information develop a planning guide (See Appendix B). You might have several areas highlighted on your planning guide, as frequently class skill maps will show weaknesses across numerous domains. Example: Phonological Awareness Planning Guide Phonological Awareness Skill: Syllable identification Collect a bag of small toys, make sure you have 1,2 & 3 syllable words (add 4 syllable words at a later date). Take it in turns, select a toy and name it. Clap out the beats, use a small drum or counters? You could use words related to class topic/book. Focus Children: Jessica and Jayden Hoops on floor/chalk circles outside. Use these for the children to jump in when they break up the words into syllables. You may need to say the word slowly to help them get the idea. 4. Identify which skills need targeting for many children. These skills could be developed at whole class level and will require you to think about how this can be explicitly taught within your current program. 5. Identify which skills need targeting for some children. These skills could be developed either at the whole class level or small group level. Keeping track of progress Monitoring children’s progress is critical for differentiated teaching. Many children make quick progress with phonological awareness when teaching is targeted, so tracking development is important. Observation of children’s skills during class based activities is a valid method of monitoring progress. Use the class map to record tis progress. This allows you to keep track of phonological awareness development in your class and change the teaching focus as necessary. © Talking Literacy, Department for Education and Child Development, South Australia, 2012 11 Phonological Awareness Resources To supplement classroom literacy programs, small-group or individual instruction can be utilized to help children who have difficulty with any aspect of phonological awareness. The following are suggestions to support teaching of phonological awareness skills. Paper based resources Sound Starters: Teacher Resource Book consists of 30 small books, introducing the alphabet plus three commonly used consonant diagraphs—ch, sh, th. (Love & Reilly) Sounds Fun: targets syllabification, rhyme & first sound awareness. There is also a “Listening puppet” and game instructions (Love & Reilly) Wizard: targets sound analysis and blending to improve early decoding and spelling skills. Includes a colourful A3 board game & instructions for literacy activities (Love & Reilly) Singing Alphabet: 29 A4 cards introduce & reinforce sound letter links. Features amusing picture and alliterative phrases (eg. “Ugly uncles u u u”) (Love & Reilly) A Sound Way - Teacher resource book 2nd Ed. & Interactive Whiteboard CD: The book contains over 100 black line masters with fun activities and a PA screening checklist. The CD contains over 120 animated whiteboard activities. Sounds Abound: Listening, Rhyming and Reading (Catts & Vartiainen) MyGo Card Game: targets rhyming, word segmenting, sound blending & sound identifying, and intial sound word generation (Sandpiper Publications) Sounds of the Century: Written specifically for working at a whole class level, with the idea of rotating groups of children through the various activities in the program. It is also well suited for individual therapy. Each lesson plan comes with all resource materials required for the activities & are presented as black line masters (Sandpiper Publications) Nursery Rhymes Program: Consists of lesson plans for 10 popular nursery rhymes, with 5 activities for each rhyme. It is ideally suited for the preschool child, and can be run at a class level or individually. It has been written such that a teacher or teacher aide can easily go through the program with the child. (Sandpiper Publications) Oracy for Preschool Program (Sandpiper Publications) Oracy – Too Program (Sandpiper Publications) Phonemic Awareness in Young Children: A Classroom Curriculum (Jager Adams, Foorman, Lundberg & Beeler) Online resources Clifford's Sound Game: Find items that start with the same sound as the picture and drop them in the box; audio. http://teacher.scholastic.com/clifford1/flash/phonics/index.htm Diagraphs movies – these movie clips provide both visual and auditory representations of these letters. A sentence is made with a word containing the targeted sound. Then the targeted sound is placed in various positions in a word and the child clicks on the letters to hear that word. The last click brings you back to the main menu for other choices of letter sounds. Starfall Movie for /sh/ - http://www.starfall.com/n/skills/sh/load.htm?f Starfall Movie for /wh/ - http://www.starfall.com/n/skills/wh/load.htm?f Starfall Movie for /th/ - http://www.starfall.com/n/skills/th/load.htm?f Starfall Movie for /ch/ - http://www.starfall.com/n/skills/ch/load.htm?f Phonological Awareness Activities for the Classroom, Sue McCandlish, Speech Pathologist, Department for Education and Children’s Services, SA, 2006. http://www.decd.sa.gov.au/northernadelaide/files/links/Phonological_Awareness_Bo.pdf Reggie the Rhyming Rhino: A rhyming game that can be played online; need audio. http://teacher.scholastic.com/activities/bll/reggie/home/index.htm © Talking Literacy, Department for Education and Child Development, South Australia, 2012 12 Extra Language Resources (ELR) www.elr.com.au Sounds of the letters: Letters are named along with its sound & a picture association. http://www.readinglesson.com/abc.htm Starfall Consonants Game: Click on a letter to see a "story" about that letter. In the story see 3 pictures that begin with the letter, and sort upper and lower case letters. http://www.starfall.com/n/level-k/index/play.htm?f Laying the foundations for literacy success: ‘Linking Letters to Sounds’ brochure and ‘Phonological Awareness, Oral Language and Print’ brochure. http://www.decd.sa.gov.au/svpst/a8_publish/modules/publish/content.asp?id=36072& navgrp=2852 The Gillon Phonological Awareness Training Programme (Gillon, University of Canterbury, NZ) 5 to 7 year old version: http://www.education.canterbury.ac.nz/people/gillon/gillon_phonological_awareness_trai ning_programme.shtml Preschool version: http://www.education.canterbury.ac.nz/people/gillon/integrated_phonological_awarenes s.shtml iPad resources Sound sorting (by Lakeshore) Letter sounds (by Blue Crane Inc) Abitalk fun rhyming Letter a day (by Lakeshore) Tic Tac Toe (by Lakeshore) ABC Pocket Phonics (lite version available) Syllable awareness – transportation Starting sounds from I can do apps Speech pacer What rhymes (by Kindergarten.com) Phonics awareness (BUGbrainED) Word wagon HD (Duck Duck Moose) Rhyming PCS (Mayer Johnson) Preschool matching game rhyming words ABA problem solving game – What rhymes? Beginning sounds interactive game Rhyme-N-Time For further information on resources speak to your speech pathologist or contact the Special Education Resource Unit (SERU) on ph 8235 2871. © Talking Literacy, Department for Education and Child Development, South Australia, 2012 13 Phonological Awareness Skill Mapping (PASM) Record Form Date: ________________________ DOB: _______________ Examiner:_____________________ Developed by Year 1/2 Developed by Year 1/2 Developed by the end of Reception Developed by the end of Preschool Name:_________________________________________ Age: ______ Year:______ 1. Segmenting syllables Demo: bu-tter-fly Practice: ca-ra-van 2. Matching rhyming words Demo: boat, goat, house Practice: whale, foot, tail telephone (3) table (2) pelican (3) kindergarten (4) 1 1 1 1 0 0 0 0 /4 3. Producing rhyming words Demo: hen, ten, Ben Practice: hop shop..? 4. Identifying first sounds Demo: leaf (l) Practice: nose (n) see bee mug rug lot hot rake cake book (b) face (f) soup (s) make (m) 1 1 1 1 0 0 0 0 /4 frog cup dog jar car mop egg leg cat chair key bear 1 1 1 1 0 0 0 0 /4 1 1 1 1 0 0 0 0 /4 5. Blending sounds to make words Demo: h…a…t Practice: c…o…t 6. Segmenting 3 sound words Demo: run (3) Practice: sit (3) t…i…p c…a…p s…oa…p n…e…s…t fan tap case feet 1 1 1 1 0 0 0 0 /4 1 1 1 1 0 0 0 0 /4 7. Segmenting 4 sound words Demo: slip (4) Practice: grab (4) best flag broom step 1 1 1 1 0 0 0 0 /4 1 1 1 1 0 0 0 0 /4 8. Deleting first sounds in words Demo: gate (-g) = ate Practice: meat (-m) = eat bus (-b) = us cage (-c) = age tape (-t) = ape bone (-b) = own Comments: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ © Talking Literacy, Department for Education and Child Development, South Australia, 2012 14 Phonological Awareness Skill Mapping (PASM) Stimulus sheet 1: Segmenting syllables & Segmenting 3 & 4 sound words (Subtests 1, 6 & 7) © Talking Literacy, Department for Education and Child Development, South Australia, 2012 15 Phonological Awareness Skill Mapping (PASM) Stimulus sheet 2: Matching Rhyme Pictures (Subtest 2) © Talking Literacy, Department for Education and Child Development, South Australia, 2012 16 Appendix A: Phonological Awareness Class Skill Map (Option A) The class profile is used to record the skill level for your children in your class. Insert the scores after initial testing in the first column under each skill domain. Data can be re-entered in the second column after retesting later in the year. This data can also be used as a ‘running record’ to show the development of phonological awareness skills over time. Add ticks as you observe that children are competent with this skill domain. This presents a quick visual summary of development over time. Marking - score 3 or 4 items correct, - score 0,1, 2. Developmental Sequence Skill domain Preschool/ Early Reception Segment syllables Match rhyme End of Reception Produce rhyme Ident first sound Blend sounds Year 1/2 3 sound segment 4 sound segment Sound delete Date of assessments Year Level - © Talking Literacy, Department for Education and Child Development, South Australia, 2012 17 Appendix A: Phonological Awareness Class Skill Map(Option B) Room: Teacher: Date: ______________ Preschool/Early Reception Skill domain Reading Level Sight Words Snd/Letter Knowl Segment Syllables Match Rhyme End of Reception Produce Rhyme Identify First Sound Blend Sounds Year 1/2 3 Sound Segment 4 Sound Segment Sound Delete Date of assessments Child Name © Talking Literacy, Department for Education and Child Development, South Australia, 2012 18 Appendix B: Phonological Awareness Planning Guide Phonological Awareness Skill Focus Children © Talking Literacy, Department for Education and Child Development, South Australia, 2012 19 References Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Bowey, J.A. (2005). Predicting individual differences in learning to read. In M. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp.155–172). Oxford: Blackwell. Department of Education & Children's Services, SA. (2009). Talking Literacy, Code Breaking: A Phonological Awareness Perspective. Gillon, G. (2004). Phonological Awareness from Research to Practice. Guilford Press, New York. Konza D (2011) Research Into Practice: Understanding the Reading Process [Online]. Available: http://www.decd.sa.gov.au/literacy/files/links/Understanding_Reading_Proc.pdf [2012, November 22]. Lonigan, C. (2006). Conceptualizing Phonological Processing Skills in Preschoolers. In Dickinson & Roskos (Eds), Handbook of Early Literacy Research, Vol 2. The Guilford Press, New York. National Reading Panel Report into Teaching Children to Read (2002) [online]. Available: www.reading.org/downloads/resources/nrp_summary.pdf National Center for Family Literacy, (2008). Developing Early Literacy: Report of the National Early Literacy Panel [online]. Available: http://lincs.ed.gov/publications/pdf/NELPReport09.pdf [2012, October 19]. Schuele, M., & Boudreau, D. (2008). Phonological Awareness Intervention: Beyond the Basics. Language, Speech and Hearing Services In Schools Vol. 39, 3–20. Schuele, M., Skibbe, L., & Rao, P. (2006). Assessing Phonological Awareness. In K Pence (Ed), Assessment in Emergent Literacy. Plural Publishing, San Diego. Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Stanovich, P.J., & Stanovich, K.E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular and instructional decisions. Washington DC: US Department of Education. Available from http://www.nifl.gov/partnershipforreading/publications/html/stanovich/ Wasik, B.A. (2001). Phonemic awareness and young children. Childhood Education, 77, 128– 133. Whitehurst, G. & Lonigan, C. (2003). Emergent literacy: Development from Prereaders to Readers. In Handbook of Early Literacy Research, Vol 1. Ed S Neuman & D. Dickinson, Guilford Press, New York. © Talking Literacy, Department for Education and Child Development, South Australia, 2012 20