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Similar to Using the Components of Phonemic Awareness
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Using the Components of Phonemic Awareness
- 2. Phonemic awareness and phonological awareness- how children understand words and the sounds within words. Phonemic awareness- is the oral ability such as hearing words Rhyme Phonological awareness- is how students understand words in print. Both are building blocks in children learning how to read.
- 3. Phonemic Isolation- separating phonemes in words. Example: “Man” What is the beginning sound? /m/ The middle sound? /a/ The ending sound? /n/ Phoneme Blending- combining sounds of letters into a word. Example: “Sam” Say the sounds separately “/s/, /a/, /m/ and then have students mash them into a word.
- 4. Phoneme Segmentation- counting the phonemes within a word. Example: “Cat” contains three phonemes, /c/, /a/, and /t/. Phoneme manipulation- manipulate sounds to make different words. Example: Changing “tan” to “can”. Children remove the sound for the letter “t” and replace it with the sound for the letter “c”.
- 5. Have a letter of the week and all show and tell items can begin with that letter. Stomp out the word. Punch out the phonemes. Touch different body parts for each sound.
- 6. Blending Riddles Ghost sounds Rubber band reading
- 7. Clapping, stomping, snapping, or tapping sounds out. Using fingers to count sounds. Writing the number of sounds on individual white boards.
- 8. Changing a hen to a fox. I have a blank, I want a blank, what do I change? Change the name a phoneme to a name another phoneme what’s my new word?
- 9. Konza, D. Phonological Awareness, Research into Practice. Retrieved from http://www.decd.sa.gov.au/literacy/files/links/UtRP_1_2_v2.pdf Cunningham, P. M. (2009) Chapter 3. Phonics They Use. Retrieved from https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:4744 4719/context/co/view/activityDetails/activity/5e6667ea-275c-438e- b868-307775c39e28/expanded/False/tab/Reading Cunningham, P. M. (2009) Chapter 1. Phonics They Use. Retrieved from https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:4744 4719/context/co/view/activityDetails/activity/b8c17a33-2b3f-47e9- 892b-18fabd688bf4/expanded/False
Editor's Notes
- When we talk about phonemic and phonological awareness we are mainly concerned with how students understand words, the sounds within words, and the symbols or letters used to make those words in print. Phonemic awareness is a child’s ability to hear and manipulate letter sounds in order to make words. It is how children recognize that words are made of different sounds and how they either chunk together or draw out those sounds in order to read the words. We test phonemic awareness by using rhyme and having children also say each word sound separately. Phonological awareness is understanding words as they are printed in text. In order to have phonological awareness a child must understand that the language we use is made up of different words, those words are made up of syllables, and syllables are made up of phonemes or letter sounds. In this presentation we will mainly be focusing on how we use phonemic awareness in classrooms.
- There are many components of phonemic awareness that you will practice in your classroom. The first is known as phonemic isolation. This is when children take a word and are able to separate the letter sounds within a word. A child could be looking at the word “man” and you would ask them certain questions as “What is the beginning sound in man?” and children would reply with “/m/”. Then you would also ask for the middle and ending sounds in the word. Phoneme blending takes the process of phonemic isolation and reverses it. Now students are listening to you say words sound and blending them into a word. An example would be using the word “Sam.” The teacher would say “I have the sounds /S/, /a/, /m/ can we bring the sounds together as a word?” The you would practice going “ssssaaaaaammmm” until we could arrive at the word “Sam”.
- Phoneme segmentation is when a child is counting the sounds they hear within a word. If you take the word “cat” your students could clap, stomp, snap, or tap for each sound within the word. The three sounds they would hear would be /c/, /a/, and /t/. I always then had my students hold up the number of sounds they heard in the word on their fingers. In this case the students would show three. Phoneme manipulation is when you change a sound within the word to make a new word. This is the highest level of phonemic awareness because students have to be able to read the original sounds and be aware enough of the other letter sounds in order to switch them out. An example would be changing “tan” to “can”. I would have my students spell out “tan” with their individual letter cards and then say “now take away the /t/ and replace it with a /c/ sound. Let’s read the new word!”
- There are many ways to practice phonemic isolation in your classroom. One way we practiced was our phonics program assigned a letter that we worked on for the entire week. For those five days students could bring in show and tell items that began with that letter. That meant that they had to go at home and only focus on the letter of the week and make sure that it had our letter as the first sound. We also played “Stomp out the word” which was a game I made with large letter cards. I would pick about ten letter sounds and set them up as a grid on our carpet. I would then say a word such as “map” and we would say each letter sound as the children whose turn it was stomped on the letters that made up the word map. This works better as a small group activity during a literacy center. As a whole group we would do our morning punching workout. We would punch forward for each sound as we spelt the word I assigned. We would also spell out three letter words using our shoulders, hips, and toes. The shoulders were our beginning sound, the hips our middle, and our toes the ending sound. Then if after we spelt out the word such as “map” and I said “Ending sound!” students would have to touch their toes and say “/p/”.
- You also want children to be practicing blending phonemes during the day. One way we can do this is an activity called “Blending Riddles”. In this activity you make up a riddle such as “I need a piece of paper to tell me where to go and it goes mmmmmaaaaaapppp” and children would have to guess that you are talking about a “map”. Another way is to play “Haunt the room”. In this activity one child plays the ghost and the student looks around until he settles on an object. In his spookiest ghost voice he says “I see a pppppppeeeeeeennnnnnnn” using all of the sounds within the word. The student who guesses what he is looking at, in this case “pen”, gets to be the next ghost. I also gave my students the mental image of stretching a rubber band when we blended together a word. As we said the sounds for “cat” we would stretch our imaginary rubber band going “ccccccaaaaaatttt” and then snap our hands back together as we said “cat!”.
- When we would count out the phonemes in a word my class would like to be pretty physical about the process. I would decide if we were going to clap, stomp, snap, or tap our sounds as we said the word. Then at the end after we clapped out the sounds for the word we would say the number together. An example for the word “Fan” would be us clapping three times as we said “Fan, /f/, /a/, /n/, three!” If I wanted to have a silent way to access who was really getting the right answer on their own I would say the word and have students show me using their fingers or an individual white board to write the number of the sounds within a word.
- Phonemic manipulation is one of the last phonemic awareness activities I would try do to it being the most advanced. A fun way to practice if on your big chart writing the word “hen” and asking “Can you change a hen to a fox?”. The students will think you’re being silly until you start changing letters in hen and then keep changing letters in your new words until you finally reach the final conclusion of “fox”. Also, a game I would play would be “I have but I want”. In this game I would say something like “I have a dog but I need to dig so what do I change?” Students would then let me know that I would need to change the “o” to an “I” in order to get to my new word. I would also have them spell a word with their letter cards like “Ten” and then say “now change the /t/ to a /p/ and what do you have?” Students would swap out the “t” card for a “p” and read their new word “pen”.