B. Exhibit phonemic awareness

1. hear similar initial, final and medial phonemes
2. hear and say individual phonemes (sounds) in words
3. segment one-syllable words into phonemes (sounds)
4. blend phonemes (sounds) into one-syllable words

Phonemic Awareness Approach to Reading
A “language arts” focus will encompass language acquisition with respect to phonemic
awareness and the continuum of pre-reading to reading skills. The underlying assumption
in this workshop will be that children have linguistic concepts of individual sounds and their
meanings. Lessons will be covered that facilitate: listening, word isolation, the recognition
and production of rhyme, blending, segmenting, and deletion of syllables, and isolation of
initial and final sounds in phonemes.

Candy Walk
The children will be able to identify a given ABC. The children will be able to give the corresponding sound for a given ABC. The children will be able to tell what letter a word begins and/or ends with.
The children, when presented with a picture, will be able to give a rhyming word for that picture.
The children, when shown a picture, will be able to sound out and spell the word for that picture. The game can be adapted to first letter sounds, sight words, beginning, middle and ending sounds, arithmetic +/- problems, spelling, and much more

Alphatech: Alphabet Slide Show
Using a digital camera and a computer, students will assist the teacher in creating an alphabet slide show for the association of beginning sounds and letters.

Dinosaur Phonemic Awareness
Students will identify and supply rhyming words in a big book story, and will identify the letter D and its phonetic sound.

Phoneme Isolation: Building Phonemic Awareness
In this lesson, students engage in games and chants to identify beginning and ending phonemes. Students will match objects with the same beginning or ending sound, identify whether a given sound occurs at the beginning or ending of a word, and connect phonemes with graphemes.

Phoneme Segmentation
Children Count the number of sounds in words.

Taking a Sound Hike

By focusing on sound words, this activity helps children develop reading and spelling strategies. As children focus on sound words, they begin with their ability to listen to and mimic the sounds. From this beginning step, they move on to use spelling strategies to create the letters and letter combinations that represent those sounds.
 

Dr. Seuss’s Sound Words: Playing with Phonics and Spelling
*explore the connection with between letters and letter combinations (graphemes) and sounds (phonemes) by identifying sound words, or onomatopoeia, in texts they hear (or read) and matching words to sounds they hear.
*explore a variety of strategies to spell the sound words that they associate with sounds they've heard.
*compose books that focuses on sound words.

Resources:

Phonemic Awareness Assessment Tools: It is best to assess children individually and frequently throughout the year. Explicit systematic instruction can then take place in small groups according to student need.

Words and Pictures: Develop auditory discrimination - similarities and differences of sound

Letter Lane: A great website with many resources for letters of the alphabet

Gamequarium Junior:  An Internet site with many educational games for students of all ages.

Kidport Kindergarten:  An Internet resource with language arts activities.

Phonemic Awareness Activities: Here are some activities that will help you extend phonemic awareness concepts and skills.

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

E/B: Identify and restate format elements of book (i.e. front cover, title, back cover).
E/B: Identify and restate symbols and signs within classroom and community environment; D: Identify and restate symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Identify and express beginning sounds of words.
E/B: Recognize some simple sight words; D: Recognize and produce some simple sight words; E: Recognize and produce various sight words.
E/B: Listen and repeat rhyming patterns in language; D: Listen and produce rhyming patterns in language.
E/B: Distinguish between 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 spoken word.
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.
D: Blend two to four phonemes into recognizable words.
D: Recognize and identify capital and lowercase letters.
D: Distinguish between individual sounds and syllables; E: Blend vowel-consonant sounds orally to make words or syllables.
D: Begin to correct self when reading simple words or sentences aloud; E: Correct self when reading simple words and sentences aloud.
E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings.

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