PHONEMIC AWARENESS

1
PHONEMIC AWARENESS

• By Miranda Bird

2
WHAT?

• Phonemic Awareness is the ability to detect,
  identify, and manipulate phonemes in spoken
  words.
• Phonemic awareness is not the same as phonics.
• Phonemic awareness is the understanding that
  spoken language can be broken into phonemes.
• Phonics- is the understanding of the
  relationship between phonemes and graphemes, the
  letters that represent the sounds in written
  language.

3
WHAT?

• Phonological awareness can be broken into 4
  developmental levels
• 1- Word
• 2- Syllable
• 3- Onset-rime (intrasyllable)
• 4- Phoneme- the smallest unit of spoken language
  that makes a difference in a words meaning.

4
Phonological Awareness- The Umbrella Term

• Word Awareness
• Syllable Awareness
• Onset-Rime awareness
• Phoneme Awareness

5
WHAT?Effective Phonemic Awareness Instruction

• Instruction should be in small groups.
• Instruction should be no longer than 20 hrs.
  over the school year.
• Lesson should target one skill at a time.
• Lesson should be engaging and phonemes pronounced
  correctly.

• Should be explicit with clear explanations.
• Systematic from easy to difficult. For example
  isolating initial phonemes in words rather than
  in final or medial phonemes.

6
WHAT?Blendable Sounds

• Stop Sounds-a sound that can be pronounced for
  only an instant.
• /b/ /d/ /g/ /h/
• /j/ /k/ /p/ /t/

• Continuous Sounds sound that can be pronounced
  for several seconds without distortion.
• /f/ /l/ /m/ /n/
• /r/ /s/ /v/ /w/
• /y/ /z/ /a/
• /e/ /i/ /o/ /u/

7
WHY?

• Acquiring phonemic awareness is a means rather
  than an end. Phonemic awareness is not acquired
  for its own sake but rather for its value in
  helping children understand and use the
  alphabetic system to read and write. National
  Reading Panel,2000

8
WHEN?

• Amount of Instruction
• Kindergarten- about 10 to 15 minutes per day.
• 1st grade- about 10 minutes per day, 3 or 4 times
  per week, for about 10 weeks.

9
WHEN?

• When to Assess and Intervene
• Begin phonemic awareness assessment in
  Mid-Kindergarten and continue to assess it
  throughout the early elementary grades as needed.
• Types of Assessment include- Phonological
  Awareness Literacy Screening (PALS) or Texas
  Primary Reading Inventory (TPRI).

10
HOW?

• Rhyming- The Hungry Thing
• The recognition of rhyme may be the entry point
  to phonemic awareness.
• This lesson teaches the ability to recognize
  words that rhyme and focus on single syllable
  words with digraphs and blends. For example The
  Hungry Thing says he wants to eat Pilk. The
  students will recognize that Pilk rhymes with
  milk.

11
How?
Example of Phonological Medley putting dog and
house together to make doghouse.

• Phonological Medley is the most fundamental
  level of phonological awareness is the word
  level. At the word level, two-syllable compound
  words provide a good starting point for skill
  instruction in blending, segmentation, and
  deletion. Lane and Pullen 2004
• Word part blending, segmentation, and deletion
  helps students with an in-depth knowledge of
  compound words.

12
Yummy, Yummy Segmenting Words Chant

• Class Chants Yummy, yummy, rub your tummy.
  Whats a treat you like to eat? (students rub
  their tummies)
• Student Chants I like pop- corn. (Student
  supplies a food name, clapping the word parts as
  they are said.)
• Class Chants Students name likes pop-corn.
  (Class repeats food name, clapping the word
  parts.

13
HOW?

• Syllable Segmentation and Blending
• Salad Toss- teaches the ability to segment
  syllables and usually precedes the ability to
  segment phonemes.
• Students can blend syllables to form a whole
  word.
• Students can segment and count the syllables in a
  3-syllable word.
• For example the word pep-per is a two syllable
  word. While cu-cum-ber is a three syllable word.

14
HOW?

• ONSET-RIME BLENDING
• Critter Sitter teaches the students the
  onset-rime principle. The Critter Sitter says
  /k//at/ to teach the students the beginning and
  end of a word.
• The students can blend onset and rime to produce
  a one-syllable word.

15
HOW?

• Phoneme Isolation- Bridge Game
• Phoneme isolation requires students to recognize
  individual sounds in words.
• The teacher says the first sound /mmm/ in mouse
  that way students can isolate the initial sound
  in a one-syllable word.
• The teacher says the last sound /sss/ in mouse
  that way the students can isolate the final sound
  in a one-syllable word.

16
HOW?

• Phoneme Identity-Phoneme identification requires
  students to recognize the common sound in
  different words.
• Sound Match-The teacher holds up a book and asks
  what is the 1st sound or last sound. The students
  are able to identify initial and final sounds in
  the word.
• The teacher asks which word has the same first or
  last sound as book. The students are able to
  match the same sound in different words.
• The students then name an object whose name has
  the same 1st or last sound as ball. The students
  are able to generate words with same initial or
  final sound.

17
HOW?

• Phoneme Categorization- Odd one out game helps
  students recognize the odd phoneme or sound in a
  set of 3 or 4 words.
• For example
• The 2 start with /b/ and the other starts with
  /m/.

18
HOW?

• Phoneme Blending- Simon Says game.
• Leader Simon says, Shake your /l/ /e/ /g/.
• The phoneme blending requires students to listen
  to a sequence of separately spoken sounds and
  then combine them to form whole words.

19
HOW?

• Phoneme Segmentation and Blending- Say- It-Move
  It game helps the students to break a word into
  its separate sounds.
• First sound in egg /eee/
• Second sound in egg /g/
• The students say the word
• then move the button down.

20
HOW?

• Phoneme Segmentation and Blending using Elkonin
  Sound Boxes.
• Students can segment spoken words into sounds.

S
U
N
21
Conclusion

• Phonemic Awareness instruction improves phonics
  skills and phonics instruction improves phonemic
  awareness the relationship is reciprocal. Lane
  and Pullen 2004