Phonemic Awareness “PHUN” Facilitated by: Tamara Konrade [email protected].
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Transcript of Phonemic Awareness “PHUN” Facilitated by: Tamara Konrade [email protected].
Presentation Highlights
1) Research2) Learning Continuum3) Assessment and Standards4) Activities and Strategies
Phonemic Awareness
• The ability to hear, identify, and manipulate the individual sounds--phonemes--in spoken words.
• A part of phonological awareness.
Phonemic Awareness
Is there a difference between phonemic awareness and phonological awareness?
Phonemic Awareness
Phonological Awareness
Phonological Awareness Continuum
Words in a Sentence
Syllables
Rhyming/AlliterationOnset-Rime
Phonemes
Phonological Continuum
Words in a Sentence
Syllables
Rhyming/Alliteration Onset-Rime
Phonemes
Isolation Identity Categorization
Blending Segmentation
Deletion Addition Substitution
Phoneme Isolation
Children recognize individual sounds in a word.
What is the first/last sound in van?
Phoneme Identity
Children recognize the same sounds in different words
What sound is the same in fix, fall, and fun?
Phoneme Categorization
Children recognize the word in a set of three or four words that
has the “odd” sound.
Which word doesn’t belong? bus, bun, rig
Phonological Continuum
Words in a Sentence
Syllables
Rhyming/Alliteration Onset-Rime
Phonemes
Isolation Identity Categorization
Blending Segmentation
Deletion Addition Substitution
Phoneme 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.
What word is /b/ /i/ /g/?
Phoneme 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 grab?
Phonological Continuum
Words in a Sentence
Syllables
Rhyming/Alliteration Onset-Rime
Phonemes
Isolation Identity Categorization
Blending Segmentation
Deletion Addition Substitution
Phoneme Deletion
Children recognize the word that remains when a phoneme is removed from another word.
What is smile without the /s/?
Phoneme 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?
Phoneme Substitution
Children substitute one phoneme for another to make a new word.
The word is bug. Change /g/ to /n/. What’s the new word?
Which Level of PA?
•Look through the phonological awareness activities in your packet and decide where they fall on the phonological awareness continuum.
•Why is this important to know?
Phonological Continuum
Words in a Sentence
Syllables
Rhyming/Alliteration Onset-Rime
Phonemes
Isolation Identity Categorization
Blending Segmentation
Deletion Addition Substitution
P.A.S.T.
Phonological Awareness Skills Test, pp. 7-12
Phonemic Awareness State Standards K-2, pp. 13-18
Phonemic Awareness Activities
• Kansas Parent Information Resource Center: http://www.kpirc.org, pp. 24-64
Songs and Chants
Bippity-bo-bah, Bippity-bayMy, oh my, what a wonderful day.Plenty of sunshine coming my way.
Bippity-bo-bah, Bippity-bay.
Rhyme Away Stories, pp. 27-29
Draw a Rhyme
Phonological Awareness Activity, pp. 30-31
Musical Pictures
Phonological Awareness Activity
Phonemic Awareness Activities
1. Browse the PA activities with a partner on pages 19-64.
2. Highlight 2-3 activities you would like to try and use within the next two weeks.
REFLECTION TIME:Phonemic Awareness
I learned…An idea new to me…
I liked…I discovered…
It’s good to know…I see things differently
now because…Something I intend to do is…
Paired Verbal Fluency: Phonemic
Awareness • Determine A and B• A talks for 20 seconds • B talks for 20 seconds--without repeating anything A has said
• Repeat with 40 seconds• Repeat with 60 seconds
A teacher affects eternity; he can never tell where his
influence stops. ~Henry Brooks Adams
A teacher affects eternity; he can never tell where his
influence stops. ~Henry Brooks Adams
“Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them.” ~Author Unknown
“Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them.” ~Author Unknown
