The document discusses strategies for developing phonemic awareness in children. It recommends carefully planning activities focused on phonics, letter-sound relations, and sight word vocabulary. It identifies common effective strategies like story reading, making class books, and drawing children's attention to letters. Phonemic awareness is defined as the ability to manipulate sounds independently of meaning and is best developed through listening, speaking, reading and writing activities. Sight word vocabulary is enhanced through observation of children's writing and attention to letter-sound relations. Rhymes, songs, and environmental print are also effective for developing early literacy skills. The complexity of early literacy development requires adult guidance and transferring learning through activities like storytelling and play.

1. SYSTEMATIC
PHONIC
INSTRUCTION
REPORTED BY: MARIA LUISA
PERPETUAL MASONG

2. TO HELP CHILDREN DEVELOP PHONEMIC
AWARENESS, THE TEACHER MUST PLAN
CAREFULLY ACTIVITIES FOR:
• Phonics
• Letter – sound relations
• Sight – word vocabulary

3. SIGHT – WORD VOCABULARY

4. PHONICS

5. CLEMENTS AND WARNCKE (1994), GUNN,
SIMONS AND KAMEENUI (1996)
- Identified common strategies in good early childhood
classroom which all contribute to phonemic awareness
and knowledge of letter – sound relations.
- These strategies include story reading, making class
books based on children's responses, asking children to
describe pieces of work and calling their attention to the
letters used in context.

6. PHONEMIC AWARENESS
• Cunningham (1996) defines phonemic awareness as the ability
to examine language independently of meaning and to
manipulate its complement sounds
• Listening, speaking, reading and writing activities will allow
children to demonstrate their growing understanding of the
phonemes and of letter – sound relations or letter – sound
combinations.

7. SIGHT WORD VOCABULARY
• The most appropriate strategies for helping young learners
develop their abilities to use letter – sound relations and to build
sight word vocabulary are careful observation of their writing and
attention to letter – sound relations and association between the
words.
• Moreover, sight – word includes colors and numbers because of
convenient referents. It is more helpful, if students are provided
with pictures of words or concepts and are used in context to
deduce their meaning.

8. CHUKOVSKY (1963) REPORTED THAT
CHILDREN FIND RHYMING WORDS
AND RHYMES FASCINATING.
PHONEMIC AWARENESS IS
COMMONLY DEVELOPED THROUGH:

9. • Rhymes are especially used in dramatic play, drawing and painting
activities. Significant parts of children’s oral language are echoing rhymes
and songs. Which allow them to use words and phrase in new and
meaningful contexts.
(Interesting to note is when kids use rhymes to invent additional lines and
to create new rhymes)
• When given specific examples of rhymes, children actively respond,
critically distinguish rhyming words, and consciously are able to recognize,
say or even invent rhyming words, Wells (1987) recognized the value of
rhymes in proving access to narrative.
• Environmental prints enable children to develop children to develop further
their word recognition and phonemic awareness. Nursery rhymes, songs
and environmental print extended literacy activities.
• Games and toys like flashcards, alphabet cards, pictures with words,
jigsaws with words and magnetic letters provide indirect literacy lessons

10. DEVELOPMENT OF VOCABULARY,
COMPREHENSION AND WRITING SKILLS
• The complexity of early literacy experience is marked by the natural
development of literacy skills and by the need for adult supervision to
improve skills and to transfer learning.
• The development of vocabulary, comprehension and writing skills can be
achieved through specific literacy experiences like the ones previously
identified such as story reading, storytelling, phonemic awareness, sight
word vocabulary, socio – dramatic play, free – play and guided play.
• However, these development are possibly successful when teachers and
parents recognize their collaboration effort in engaging children in
meaningful literary activities.

11. “END OF THE REPORT”