B. Orally manipulate phonemes

1. identify initial, medial, and final sounds through phoneme isolation
2. blend phonemes into words (AL COS)
3. segment words into individual phonemes
4. add, delete, and substitute phonemes to make new words

Lesson Plans:

Phoneme Isolation:  Building Phonemic Awareness
In this lesson, students engage in games and chants to identify beginning and ending phonemes.

Phoneme Segmentation
Children will learn to count the number of sounds in words.

Dr. Seuss's Sound Words:  Playing with Phonics and Spelling
By focusing on sound words, this lesson helps students develop spelling strategies that help them move from phonemes, the sounds they make, to graphemes, the written representations of those sounds.
 

The Reading Genie:  This site offers links and lessons on learning to read. Of special interest are research-based yet practical ideas for teaching phoneme awareness.

Instructional Resources for Reading Database:  Activities to help with phonemic awareness.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify symbols and signs within classroom; D: Identify and speak about symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Listen selectively for sight words and main ideas; D: Listen for specific purposes to identify sight words and main ideas; E: Listen for specific purposes to identify sight words, main ideas, and supporting details.
E/B: Identify and express beginning and ending sounds in one-syllable words.
E/B: Distinguish between capital and lowercase letters; D: Recognize and identify capital and lowercase letters; E: Recognize, identify, and produce capital and lowercase letters.
E/B: Follow sequence of words from left to right.
E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a word when spoken; E: Identify first and last sounds within a word when spoken.
E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category.
E/B: Relate individual letters or groups of letters to a coordinating sound; D: Blend two to four phonemes into recognizable words.
E/B: Recognize punctuation at the conclusion of statements.
E/B: Use appropriate capitalization with proper names and places.
D: Listen and produce some rhyming patterns in language; E: Listen and produce rhyming patterns in language with little error.
E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings.
E: Blend vowel-consonant sounds orally to make words or syllables.
E: Distinguish between individual sounds and syllables.
E: Count the number of syllables within a word or group of words.
 

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