Phonemic Awareness:

1
Phonemic Awareness Why is it important? How
can we help kids get it? How do we intervene when
they dont? Christa Lambert Fairyland
Elementary
2
(No Transcript)
3
(No Transcript)
4
(No Transcript)
5
(No Transcript)
6
(No Transcript)
7
(No Transcript)
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
Instructional Model for Intervention Delivery 1.
How to 2. Lets do 3. You do
22

• Sequence of
• Phonological Awareness Tasks
• Listening to sounds in environment (3 yrs.)
• Rhyming (3 yrs.)
• Alliteration (3 yrs.)
• Oddity Tasks (3 yrs.)
• Counting Clapping (3-4 yrs.)
• Blending (4 yrs.)
• Segmenting (4-5 yrs.)

23
Pre-K / Kindergarten Instruction Rhyming
Rhyme Games Fill in the rhyme Rhyme
Songs Match rhyming pictures Word
Families Rhyming should be mastered in
pre-k/early K
24
(No Transcript)
25
Beginning Sound Identification Pre-K/Early
K Picture Cards Onset Rime What rhymes with
pig and starts with d?
26
Blending Phonemes into Words Teacher Breaks,
Student Blends Head Belly Toes Tap It Out
27
Phoneme Segmentation Student breaks words Say
It and Move It Tap It Out Head Belly Toes (3
sounds) Head Shoulders Knees Toes (4
sounds) Count the Sounds You Hear Begin with
CVC or three sound words and add sounds to
increase difficulty.
28
Road to the Code Elkonin Boxes Say It Move It
Activity
29
Phoneme Segmentation Degrees of Difficulty CVC
words f-a-n Beginning blends g-r-i-p Ending
Blends r-e-s-t s-c-r-a-p Plural Endings
b-o-x-e-s Forget your phonics! Thinking about
letters will confuse you and the student.
Encourage them to listen to themselves say the
word then count the sounds they hear.
30
Interventions What to do when kids dont get
it Say It Move It Use this even when it gets
old! Tap It Out K/1 should review daily for
8-10 min. Have students close their eyes and
listen (ADD) Students MUST have established
strong phonemic awareness by end of K to insure
success as a reader.
31
(No Transcript)
32
The coaches role YOU ARE CRITICAL ! It is up
to us to make sure that PA instruction is
delivered daily in K/1 and as needed in
2/3. It is up to us to make sure that needs are
identified. It is up to us to make sure that
teachers have a solid understanding of how to
implement interventions. It is up to us to
make sure that interventions are delivered
routinely to struggling learners.