Teaching Phonemic Awareness

Teaching Phonemic Awareness

1. 3 main concepts

   • Phonemic Awereness: is one component of phonological awareness. It refers to knowledge of words at the level of individual sounds. How to segment, blend, or manipulate individual sounds in words.
     • Differences between Phonemic Awareness and Phonics
     • Interactions in the classroom
       • Phoneme Isolation: Students recognize individual sounds in a word.
       • Phoneme Identity: Students recognize the same sounds in different words.
       • Phoneme Categorization: Students recognize the word in a set of three or four words that has the "odd" sound.
       • Phoneme Blending: Students listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word.
       • Phoneme Segmentation: Students break a word into its separate sounds, saying each sound as they tap or count. Then they write and read the word.
       • Phoneme Deletion: Students recognize the word that remains when a phoneme is re-moved from a word.
       • Phoneme addition: Students make a new word by adding a phoneme to an existing word.
       • Phoneme substitution: Students substitute one phoneme for another to make a new word.
     • Teaching Strategies
       • Listening: listen to real sounds with the eyes closed. Children will be able to identify the sounds and name them.
       • Clapping or tapping: ask the students to clap their names or different words and divide them into syllables. This activity can be linked to pictures.
       • Same or different 1: ask children to listen to a set of words and identify those that are the same and those that are different. Example: bat/bat, bat/bet
       • Same or different 2: ask the children to listen to a list of words and identify those that rime and those that do not do it. Example mat/cat, bed/bud.
       • Hands up: ask the students to put their hands up when they listen to a particular sound.
       • Listening to sequences of sounds: With the children's eyes closed, make a series of sounds. Then repeat the sequence but omit one of the sounds. The children must identify the sound that has been omitted from the second sequence.
       • Initial sound sort: Students are given cups and a few sets of pictures, and they need to sort it into the cups based on the initial sound.
       • Rhyming: The student identifies which words rhyme produces a word that rhymes.
       • Blending: The student orally blends syllables or onset-rimes. Orally blends separate phonemes.
       • Segmentation: The student Claps words in sentences. Claps syllables in words. Says syllables and identifies the first sound in 1-syllable words.
       • Sound Isolation: The student identifies the initial sound in 1-syllable words. Identifies final sound in 1-syllable words and identifies medial.
       • Strategies applied with activities
   • Phononoligal Awareness: refers to an understanding of the sound structure of language. That is, that language is made up of words, syllables, rhymes, and sounds (phonemes).
   • Phonics: refers to an understanding of the sound and letter relationships in a language.

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