Phonemic Awareness

Phonemic Awareness The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words Phonemic awareness instruction not only helps children read but spell also. “Phoneme awareness is the single best predictor of reading success between kindergarten and second grade.” (Adams, Stanovich, 1995)

Phonemic Awareness vs. Phonics Phonemics Awareness Main focus is on phonemes / sounds Deals with spoken language Mostly auditory Students work with manipulating sounds and sounds in words Phonics Main focus is on graphemes / letters and their sounds Deals with written language / print Both visual and auditory Students work with reading and writing letters according to their sounds, spelling patterns, and phonological structure

Progression of Phonological Awareness words syllables onset-rime division phonemes blending, segmentation, matching, deletion

Recommended for… Preschool Kindergarten through second grade Basic and below grade level readers Between 18-20 hours for the entire year….which breaks down to 5-7 minutes each day!

Areas of Instruction Isolation Identify Categorization Blending Segmentation Deletion Addition Substitution Direct Instruction- I Do, We Do, You Do

Isolation Children recognize individual sounds in a word. I Do It: The first sound in the word bug is… We Do It: Let’s say the first sound in…. You Do It: I Spy bug- /b/ Fish, goat, pig Something in the room that starts like tire

Identify Children recognize the same sounds in different words I Do It: What sound is the same in… We Do It: What sound is the same in… You Do It: Dr. Seuss ABC’s fix, fall, fun----/f/ Sat, sister, sorry Young Yolanda Yorgenson is yodeling on a yak

Categorization Children recognize the word in a set of three or four words that has the “odd” sound. I Do It: What doesn’t belong… We Do It: What doesn’t belong… You Do It: One of these things… Bad, mad, bus Love, Lily, Jelly Ship, shape, sorry

Blending Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word. I Do It: What word is /p/ /a/ /n/ We Do It: What word is /j/ /a/ /m/ You Do It: Guess my word Pan Jam 3. Bug

Segmentation Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the sounds. How many sounds are in the word fish? Try: Elkonin Sound Boxes Segmentation Levels Counting words in a sentence Counting syllables in words Compound words Counting phonemes in words

Deletion Children recognize the word that remains when a phoneme is removed from another word. What is price without the /p/?

Addition Children make a new word by adding a phoneme to an existing word. What word do you have if you add /s/ to the beginning of park?

Substitution Children substitute one phoneme for another to make a new word. I Do It: The word is ____ change the /g/ to /n/ the new word is… We Do It: The word is ____ change /b/ to /w/ You Do It: Can a cat become a fox? 1. bug 2. bin 3. Cat Change the c to an h Change the h to an s Change the a to an I Change the t to an x Change the s to an f Change the I to an o

Potpourri Which methods have the biggest impact? Phoneme awareness is necessary, but not sufficient. Phoneme awareness does not require extensive teaching time. Phoneme awareness should be assessed in kindergarten. Blending and Segmenting Cannot be taught in isolation Remember only 5-7 min each day Should be assesssed 1 to 1 and by at least mid-year in Kindergarten

Other Activities Syllables- Name & Motion Recognize initial Sounds/Alliteration- Going on a picnic, Name another word that begins with (s) Blending- The Sounds in the word (Wheels on the bus) Rime/Rhyme- Complete the sentence, Rhyme away story, Hinky Pinky ( UPPER GRADES!!!)

Methods Songs Nursery Rhymes and Poems Tongue Twisters Books Zippity Do Da & If You’re Happy and You Know it Jack Be Nimble Jack Be Quick Sally Sells Sea Shells, Peter Picked a Pickled Peppers Dr. Seuss, Down By The Bay