Recommendations
Teaching phonemic awareness to children in a direct, explicit manner improves their word reading, comprehension and ___________________ skills.
spelling
Blending and ____________phonemes are the two most important phonemic awareness skills required for successful reading
segmenting
Activity 1-Old MacDonald Had a Farm
Teacher will create versions of the song emphasizing initial, _________, or ending sounds
middle
Soup and Salad Game
During a class activity which students assist with making a salad or cooking soup, use the vegetables to focus students’ attention on _________.
What is the first sound you hear in “cucumber?” /c/
What is the first sound you hear in “tomato?’ /t/
What is the last sound in the word ‘lettuce’ ./s/
Many children benefit from direct instruction in phonemic awareness, including those in first grade and kindergarten, those who struggle reading in early grades and __________ students with disabilities
older
Routine 1-The teacher can give students with visual impairments tactile blocks to put together to ____________ individual phonemes
blend
Name Game
Beginning phonemes
Teacher says-I’m thinking of a student whose name begins with the sound /p/. Do you know who that is?
Naming the students in the group whose names start with the _________the teacher said
sound
Clanking coins
Say a word to the student, have the student count out the sounds of the phonemes in the word. As each sound is named, have the student drop a penny into the metal can /d/ /o/ /g/. A high pitched clanking noise will be made for each sound in the word. After each sound is made, have the student ___________ the sounds and say the word "dog." As the student says the whole word, have him drop a quarter into the can, which will make a deeper sound.
blend
Phonemic awareness instruction that focuses on only learning one or two types of phonemic manipulation at a time produces _______________ results
better
Routine 2-The teacher can give students with visual impairments tactile blocks to break apart as they _____________ individual phonemes.
segment
Teacher-What’s the sound that starts with these words: book, band and box.
Students respond
/b/ is the sound that starts these words:
“Book” “band” and “box”
With a /b/b/ here and a /b/b/ ________…
there
Game show
Tell students they will be contestants and the audience in a game show. For each round, select two students to be contestants. Position the contestants with their backs to the audience and with one hand placed close to the buzzer. Read a pair of words such as mat and map. The two students will ring the buzzer to answer the question "Do these words begin with the same sound?" How many ________do you hear?
sounds
Learning to segment and blend phonemes has the greatest impact on a child's learning to read. Blending is a precursor skill for decoding words, segmenting is a precursor for _____________________ words.
spelling
Routine 3-Identifying the number of phonemes heard in a word: fox has ________________ phonemes
four
/f/-/o/-/k/-/s/
Tap it Out!
Say a word from a list of words or give students a small object. Tell students that they will tap their desk one time for each sound they hear in a word, and then blend the sounds together to say the whole word. For example, you might give a student a “box” and name it. The student then says “The word is ‘box’- /b/ /o/ /k/ /s/ while tapping ___________ times once for each of the phonemes in the word “box.”
four
Head, Shoulders Knees and Toes-This activity can be done using head, shoulders knees and toes as the reference points on the body for each sound. Each time the students touch a body part, they say a sound while squatting for the final sounds and touching the toes. To blend the sounds, students must stand up quickly and say the whole ________.
word.
Teachers should make explicit for students the connection between phonemic awarness and the act of ____________
reading
Routine 4-__________________ sounds to form a word , example /s/-/a/-/p/ is "sap"
Blending
Sound by Sound
The teacher says a whole word “fish” The teacher names each sound in the word while simultaneously tapping the student’s shoulder /f/, elbow /i/, then wrist /sh/ as each sound is made. After all ___________ sounds are made, the teacher makes a swooping motion from shoulder to wrist and says “fish.”
three
The teacher says a whole word that has four sounds {nest}. The teacher names each sound in the word while simultaneously tapping the student's shoulder /n/, then elbow /e/ then wrist /s/ then fingers /t/ as each sound is made. After all four sounds are named, the teacher uses one long swooping motion from the shoulder to the fingertips and says "____________".
nest