Phonemic Awareness

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Phonemic Awareness PHUN

• Facilitated by
• Tamara Konrade
• tamarak_at_essdack.org

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Presentation Highlights

1. Research
2. Learning Continuum
3. Assessment and Standards
4. Activities and Strategies

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Phonemic Awareness

• The ability to hear, identify, and manipulate the
  individual sounds--phonemes--in spoken words.
• A part of phonological awareness.

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Phonemic Awareness

• Is there a difference between phonemic awareness
  and phonological awareness?

Phonemic Awareness
Phonological Awareness
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Progression of Phonological Awareness

• words
• syllables
• onset-rime division
• phonemes
• blending, segmentation, matching, deletion

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Phonological Awareness Continuum
Phonemes
Rhyming/AlliterationOnset-Rime
Syllables
Words in a Sentence
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Phonological Continuum
Deletion Addition Substitution
Blending Segmentation
Isolation Identity Categorization
Phonemes
Rhyming/Alliteration Onset-Rime
Syllables
Words in a Sentence
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Phoneme Isolation

• Children recognize
• individual sounds in a word.
• What is the first/last sound in van?

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Phoneme Identity

• Children recognize the same sounds in different
  words
• What sound is the same in fix, fall, and fun?

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Phoneme Categorization

• Children recognize the word in a set of three or
  four words that has the odd sound.
• Which word doesnt belong? bus, bun, rig

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Phonological Continuum
Deletion Addition Substitution
Blending Segmentation
Isolation Identity Categorization
Phonemes
Rhyming/Alliteration Onset-Rime
Syllables
Words in a Sentence
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Phoneme Blending

• Children listen to a sequence of separately
  spoken phonemes, and then combine the phonemes to
  form a word. Then they write and read the word.
• What word is /b/ /i/ /g/?

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Phoneme Segmentation

• Children break a word into its separate
• sounds, saying each sound as they
• tap out or count it.
• Then they write and read the sounds.
• How many sounds are in grab?

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Phonological Continuum
Deletion Addition Substitution
Blending Segmentation
Isolation Identity Categorization
Phonemes
Rhyming/Alliteration Onset-Rime
Syllables
Words in a Sentence
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Phoneme Deletion

• Children recognize the word that remains when a
  phoneme is removed from another word.
• What is smile without the /s/?

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Phoneme Addition

• Children make a new word by adding a phoneme to
  an existing word.
• What word do you have if you add /s/ to the
  beginning of park?

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Phoneme Substitution

• Children substitute one phoneme for another to
  make a new word.
• The word is bug. Change /g/ to /n/. Whats the
  new word?

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Which Level of PA?

• Look through the phonological awareness
  activities in your packet and decide where they
  fall on the phonological awareness continuum.
• Why is this important to know?

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Phonological Continuum
Deletion Addition Substitution
Blending Segmentation
Isolation Identity Categorization
Phonemes
Rhyming/Alliteration Onset-Rime
Syllables
Words in a Sentence
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Phonemic Awareness Skill Guidelines(Hall Moats
1998)
Age Skills
3 Recitation of rhymes Rhyming by pattern Alliteration
4 Syllable counting (50 of children by age 4)
5 Syllable counting (90 of children by age 5)
6 Initial consonant matching Blending 2-3 phonemes Counting phonemes (70 of children by age 6) Rhyme identification Onset-rime division
7 Blending/Segmenting 3 phonemes Phonetic spelling Phoneme deletion
8 Consonant cluster segmentation Deletion within clusters
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P.A.S.T.

• Phonological Awareness Skills Test, pp. 7-12

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Phonemic Awareness State Standards K-2, pp. 13-18
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Phonemic Awareness Activities

• Kansas Parent Information Resource Center
  http//www.kpirc.org, pp. 24-64

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Songs and Chants

• Bippity-bo-bah, Bippity-bay
• My, oh my, what a wonderful day.
• Plenty of sunshine coming my way.
• Bippity-bo-bah, Bippity-bay.

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Rhyme Away Stories, pp. 27-29
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Draw a Rhyme

• Phonological Awareness Activity, pp. 30-31

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Musical Pictures

• Phonological Awareness Activity

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Phonemic Awareness Activities

• Browse the PA activities with a partner on pages
  19-64.
• Highlight 2-3 activities you would like to try
  and use within the next two weeks.

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RECAP
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REFLECTION TIMEPhonemic Awareness
I learned An idea new to me I liked I
discovered Its good to know I see things
differently now because Something I intend to
do is
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Paired Verbal Fluency Phonemic
Awareness

• Determine A and B
• A talks for 20 seconds
• B talks for 20 seconds--without repeating
  anything A has said
• Repeat with 40 seconds
• Repeat with 60 seconds

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A teacher affects eternity he can never tell
where his influence stops. Henry Brooks Adams
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Teachers who inspire realize there will always
be rocks in the road ahead of us. They will be
stumbling blocks or stepping stones it all
depends on how we use them. Author
Unknown