1 Phonemic Awareness by Chuck Branch. 2 Phonemic Awareness Instruction

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Phonemic Awareness

by Chuck Branch

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Phonemic

Awareness

Instruction

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Phonemic Awareness Instruction

Phonemic awareness instruction should be child appropriate (IRA, 2002).

Songs, chants, word-sound games

Word play, nursery or Dr. Seuss rhymes

Story book exposure

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Phonemic awareness instruction should be deliberate and purposeful (IRA, 2002).

Phonemic awareness instruction should be intentional.

Playful language activities are most effective when they are intentional.

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Phonemic awareness is only one part of a broad literacy program (IRA, 2002).

Phonemic awareness necessitates a context of reading and writing.

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General Guidelines

The following slides share general guidelines for planning

and designing activities for phonemic awareness

instruction.

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General GuidelinesUnit of Sound Activities

Rhymes to teach sound structureSyllable units of sounds within wordsOnset and rimePhonemes

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General GuidelinesTask or Operations Activities

Match IsolateBlendSegment

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General GuidelinesUse of Cues

GamesActivitiesPoetryStoriesSongs Clapping the number of syllablesUsing blocks to represent soundsJumping while repeating sounds

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Rhyme Activities

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Rhyme Activities Read The Hungry Thing book by Jan Slepian

and Ann Seidler. This book uses nonsense rhyming words to

describe food the Hungry Thing wants. The teacher pulls real or plastic food items from a

lunch bag, calling the items by rhyming nonsense names, and students guess the real names.

The teacher gives picture cards to children, and the children create rhyming nonsense names.

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Rhyme ActivitiesRelated books include the following:

The Hungry Thing ReturnsThe Hungry Thing Goes to a Restaurant

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Rhyme ActivitiesRead Ten Cats Have Hats by Jean

Marzollo.The teacher reads aloud this counting book

of rhymes, and has students predict words using the sound clues.

Picture illustrations should be saved until after the respective predictions.

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Rhyme ActivitiesThe teacher has students sing “The

Ants Go Marching In” as they march around the classroom.

As the song continues to two by two and subsequent numbers, students should add an appropriate rhyme.

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“The Ants Go Marching”

The ants go marching one by one,Hurrah! Hurrah!

The ants go marching one by one,Hurrah! Hurrah!

The ants go marching one by one,The little one stops to have some fun,And they all go down to the ground,

To get out of the sun.Boom! Boom! Boom!

Rhyme Activities

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“The Ants Go Marching”

The ants go marching two by two,Hurrah! Hurrah!

The ants go marching two by two,Hurrah! Hurrah!

The ants go marching two by two,The little one stops to _____________,

And they all go down to the ground,To get out of the sun.Boom! Boom! Boom!

Rhyme Activities

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Rhyme ActivitiesThe teacher has students sing

“Down by the Bay”. After students have learned the verses, the

teacher has students create their own lyrics. Examples:

Original song: Did you ever see a whale with a polka dot tail?

Students: Did you ever see a shark strolling in the park?

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Rhyme Activities The teacher has students sing “The Corner

Grocery Store”. After students have learned the verses, the

teacher has students create their own lyrics. Examples:

Original song: There were peas, peas walking on their knees at the

store, at the store. Students:

There was steak, steak, going shake shake at the store, at the store.

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Syllable Manipulation

Activities

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Syllable Manipulation Activities

The teacher has students sing

“Clap, Clap, Clap Your Hands”.This song is helpful for segmenting and

blending.As student become comfortable with the

song, three and four syllable words may be added.

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“Clap, Clap, Clap Your Hands”

Clap, clap, clap your hands,Clap your hands together.Clap, clap, clap your hands, Clap your hands together.

Snap, Snap, Snap your fingers,Snap your fingers together.

Snap, Snap, Snap your fingers,Snap your fingers together.

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“Clap, Clap, Clap Your Hands”.Say, say, say these parts.

Say these parts together.

Say, say, say these parts,

Say these parts together:

Teacher: moun (pause) tain (children respond, “mountain!”)

Teacher: love (pause) ly (children respond, “lovely!”)

Teacher: un (pause) der (children respond, “under!”)

Teacher: tea (pause) cher (children respond, “teacher!”)

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The teacher reads Tikki Tikki Tembo by Arlene Mosel.

This story is about two Chinese brothers, one of whom has an extremely long name.

The students clap twenty-one times for the syllables in his name.

The teacher has students clap the number of syllables in their respective names.

The teacher has students glue the appropriate number of colored pieces representative of the number of syllables in their names.

The teacher has students say the number of syllables as each name is stated slowly.

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The teacher reads Tingo Tango Mango Tree by Marcia Vaughan. This story includes unique names for an iguana,

flamingo, parrot, turtle, and bat. Iguana: Sombala Bombala Rombala Roh Flamingo: Kokio Lokio Mokio Koh Parrot: Dillaby Dallaby Doh Turtle: Nanaba Panaba Tanaba Goh Bat: Bitteo Biteo

The teacher has students clap the number of syllables in the various names.

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The teacher shares the nursery rhyme “Humpty Dumpty” to teach syllable blending.

The teacher uses five separate cubes that can be snapped together. Just like Humpty Dumpty, the broken words are put back together.

Students use one cube for each syllable of the broken words.

Students say and repeat the parts of the words, and they snap the cubes together.

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Onset - Rime Manipulation

Activities

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Onset - Rime Manipulation Activities

The teacher reads We’re Going on a Bear Hunt by Michael Rosen.

The focus is to go on a word hunt.The children sit on the floor with their feet

together and their knees bent up.The children slap their toes, then their

knees to the beat of the chant. Teachers should use single-syllable words.

Examples: light, six, man, van, no, zoo, fist

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We’re Going on a Bear Hunt by Michael Rosen

The teacher should use words beginning with continuant sounds that may be drawn out as hands slide from toes to knees for the final part of the chant.

Continuant sounds include the following: /f/, /l/, /m/, /n/, /r/, /s/, /v/, /w/, /y/, /z/, /th/, /sh/.

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We’re Going On A Word Hunt

Teacher: Going on a word hunt! (slap toes) (slap knees) (slap toes) (slap knees)Students repeat

Teacher: What’s this word? ---------- (slap toes) (slap knees) (slap toes) (slap knees)Students repeat

Teacher: /m/ (pause) /ap/ pause (slap toes) (slap knees)Students repeat

Together: mmmmmmmmmmmap map! (slide hands from toes to knee) (slap knees)

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Make a Word (letters) The teacher prepares written cards that focus

on rime units such as at. The teacher prepares a bag or a box with

letter cards to serve as onsets for the rimes. As students draw out the onset letter cards,

the class responds by saying the sound of the letter drawn, then blending it with at.

Students give a thumbs up if a real word has been made or a thumbs down if it is not a real word.

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Phonemic Manipulation

Activities

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Phonemic Manipulation Activities

The teacher reads Cock-a-doodle-moo! by Bernard Most.

Cock-a-doodle-moo! uses phoneme addition and phoneme subtraction as various animals make new sounds.

Students suggest replacement letters for “cock-a-doodle moo” to create a new wake-up cry.

Using plastic farm animals at a center, students retell the story.

The teacher encourages the students to play with the sounds as they direct the plastic animals.

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Find Your Partner The teacher distributes a set of familiar picture

cards, giving one card to each child. Each card can be matched with another card

that begins or ends with the same sound or has the same sound in the medial position.

Students search for classmates who share the same sound in the targeted position.

Examples: dog / flag hat / nat

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Scavenger Hunt The teacher organizes students in teams of

three. The teacher prepares a bag or a box with

letters and pictures of objects beginning with those letters. Example: M with a picture of a monkey Example: S with a picture of a snake

Students search throughout the classroom for objects beginning with the target sound.

Example: P Pencil, pen, paper

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References

International Reading Association. (2002). Evidence-based reading instruction: Putting the National Reading Panel report into practice. Newark, DE: International Reading Association.

Documents

1 Phonemic Awareness by Chuck Branch. 2 Phonemic Awareness Instruction