WEBVTT 00:00:09.066 --> 00:00:19.836 We were able to use this continuum with our teachers and we made sure that they were inserviced 00:00:20.006 --> 00:00:26.056 on this continuum and had lots of ideas on how to teach each one of these items 00:00:26.056 --> 00:00:30.936 on this phonological skills continuum. 00:00:31.436 --> 00:00:34.776 And we also made sure that they understood that up 00:00:34.776 --> 00:00:38.116 above this continuum-which is really auditory, 00:00:38.336 --> 00:00:45.496 and that we want them to emphasize this auditory piece-that up above this is the phonics piece. 00:00:45.496 --> 00:00:49.326 For teachers, the sound symbol is just so logical. 00:00:50.106 --> 00:00:55.636 And so we have to encourage people to back it up so 00:00:55.636 --> 00:00:59.966 that they do cover the auditory piece of phonological awareness. 00:00:59.966 --> 00:01:03.736 It's very important that you meet the child where they are 00:01:04.566 --> 00:01:10.066 and that you emphasize what they understand, keep reinforcing that, 00:01:10.796 --> 00:01:17.126 because even the brightest child can have days where this isn't as clear as it should be. 00:01:17.766 --> 00:01:19.296 You need that repetition. 00:01:19.886 --> 00:01:22.986 You need that repeating in a variety of ways. 00:01:22.986 --> 00:01:25.316 I wouldn't want to indicate that you do it the same way, 00:01:25.726 --> 00:01:31.296 but you draw them into that kind of thinking with a lot of different materials and strategies, 00:01:31.546 --> 00:01:35.876 but you keep bringing them back to it so that it becomes very, very solid, 00:01:36.086 --> 00:01:38.096 and so that it becomes automatic, 00:01:38.746 --> 00:01:42.936 that it's so known to the child that they automatically use it. 00:01:43.686 --> 00:01:50.276 One of the harder pieces on the continuum is the segmenting and the blending. 00:01:50.666 --> 00:01:57.146 We always have encouraged our teachers that when you segment you want to blend it back together. 00:01:57.146 --> 00:02:00.746 You don't want to leave it hanging out there segmented apart. 00:02:00.746 --> 00:02:02.596 So you want to bring it back together. 00:02:03.406 --> 00:02:08.045 Now, naturally, you can do a lot of segmenting, 00:02:08.045 --> 00:02:13.166 whether you're segmenting words out of a sentence, which is where you need to begin, 00:02:13.956 --> 00:02:16.446 then you're moving two syllables in a word. 00:02:17.106 --> 00:02:22.346 And then you're moving into phonemes, which is each individual letter in the word. 00:02:22.346 --> 00:02:27.306 And then you're moving into the manipulation of the phonemes within that word. 00:02:27.526 --> 00:02:32.976 You can have bodies, you can have children that are each word in the sentence 00:02:32.976 --> 00:02:36.216 and there's a space between them, because you want to show that. 00:02:36.216 --> 00:02:40.996 You could have squares of carpet that children stand on or hop on. 00:02:41.846 --> 00:02:45.766 You can have children clapping, which is totally auditory 00:02:45.766 --> 00:02:48.406 with no visual clue except your hands coming together. 00:02:48.406 --> 00:02:53.286 But you need to know what to do or your hands aren't going to come together at the right time. 00:02:53.416 --> 00:02:57.176 The auditory emphasis, you need to spend time on it. 00:02:57.176 --> 00:02:59.986 And you have to have lots and lots of materials. 00:03:00.336 --> 00:03:05.286 So what we do is we pick things that they can manipulate. 00:03:05.286 --> 00:03:07.446 Here we've chosen blocks. 00:03:07.976 --> 00:03:11.686 We've chosen a green block because that begins a sentence or begins a word. 00:03:12.136 --> 00:03:16.106 We've chosen a yellow block because that's somewhere in the middle of everything we're doing, 00:03:16.426 --> 00:03:18.266 whether it's the sentence or the word. 00:03:18.726 --> 00:03:19.966 And then we have the end. 00:03:20.356 --> 00:03:27.466 And red is associated with stop, so we have all these quiet messages being given to the child. 00:03:28.116 --> 00:03:31.786 So we might have the sentence, "I love you." 00:03:32.556 --> 00:03:34.756 And we ask the child, "Where is 'I'? 00:03:34.756 --> 00:03:35.806 Where is 'love'? 00:03:35.806 --> 00:03:36.516 Where is 'you'?" 00:03:36.516 --> 00:03:40.986 We could ask that out of order and then, "Let's read it together. 00:03:41.356 --> 00:03:47.026 'I love you.'" And so we sweep so that a child is getting a left to right. 00:03:47.506 --> 00:03:54.356 When teachers go to plan, they need to have, number one, their whole class in mind. 00:03:54.356 --> 00:03:55.626 Where is my whole class? 00:03:56.556 --> 00:04:01.556 And they need to have each individual in mind because they need to be able to plan 00:04:01.996 --> 00:04:06.826 that whole lesson-that might be at their circle time, 00:04:07.176 --> 00:04:12.706 that's very brief and introduces the whole class to something on the continuum, 00:04:12.776 --> 00:04:17.696 perhaps alliteration-but then they need to know what they're going to do with each individual 00:04:17.696 --> 00:04:19.456 when they break them into small groups. 00:04:19.986 --> 00:04:24.956 So, you're never wasting a child's time to go back to the auditory piece. 00:04:24.956 --> 00:04:29.156 In fact, you're going to have to revisit it over and over again, 00:04:29.186 --> 00:04:34.406 even if a child is very strong in sound-symbol relationships. 00:04:34.406 --> 00:04:42.836 So you never put the continuum away.