# data[].attributes.headline
Phonological Awareness and Phonemic Awareness

# data[].attributes.subject
Phonological Awareness and Phonemic Awareness

# data[].attributes.attachment_link.readable_text
Click to enlarge

﻿Phonological Awareness: What is it and how does it relate to phonemic awareness?

Phonological Awareness is the ability to recognize that spoken words are made up of individual sound parts.

Word Level Rhyming

Alliteration

Bold big brown bear

Sentence Segmentation

I / see / the / dog = 4 words

Syllable Level

ba-by = 2 syllables
ex-er-cise = 3 syllables

Phonological Awareness is like an umbrella. Phonemic Awareness and other skills exist under this umbrella.

Onset & Rime Level

Phonemic Awareness Level

/m/ /oo/ /n/ moon = 3 phonemes
Phonemic awareness is the most advanced skill of phonological awareness.

National Center on Improving Literacy (2022). Phonological Awareness: What Is It and How Does It Relate To Phonemic Awareness. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

# data[].attributes.attachment_link.title
Phonological Awareness: What is it and how does it relate to phonemic awareness?

# data[].attributes.attachment_link.description
If you prefer, read the text-version of the infographic. Click to enlarge ﻿Phonological Awareness: What is it and how does it relate to phonemic awareness? Phonological Awareness is the ability to recognize that spoken words are made up of individual sound parts.

# data[].attributes.headline
Reading Fluency Strategies from Reading Rockets

# data[].attributes.subject
Reading Fluency Strategies from Reading Rockets

# data[].attributes.attachment_link.description
Our library provides effective, research-based classroom strategies to help strengthen your students' skills in phonological awareness, decoding, fluency, vocabulary, comprehension, and writing.

# data[].attributes.attachment_link.description
Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.

# data[].attributes.attachment_link.readable_text
Vocabulary/Knowledge rating is a before reading or learning strategy designed to evaluate students' prior or background knowledge of vocabualry or a topic or concept. Students are given a list of words related to the topic or concept and rate how well they know each term. Rating scales can help students to actively look at and be aware of new vocabulary and also help activate prior knowledge. By identifying terms students do not know well the teacher will be better able to prepare students for reading, viewing, listening and discussing the new topic or text.

# data[].attributes.attachment_link.title
Vocabulary/Knowledge Rating - Vocabulary and Learning Strategy | NBSS

# data[].attributes.attachment_link.description
Vocabulary/Knowledge rating is a before reading or learning strategy designed to evaluate students' prior or background knowledge of vocabualry or a topic or concept. Students are given a list of words related to the topic or concept and rate how well they know each term.

# data[].attributes.headline
Phonological Awareness Scope and Sequence

# data[].attributes.subject
Phonological Awareness Scope and Sequence

# data[].attributes.attachment_link.title
Phonological Awareness Look Fors- handout.docx

# data[].attributes.attachment_link.description
The PAST can be downloaded above. Please also download and carefully read the instructions before using. Information can also be found in the manual “Equipped for Reading Success” by David A. Kilpatrick, Ph.D in chapter 11 on how to effectively use the test. Make sure to also practice using the test before using it with […]

# data[].attributes.attachment_link.title
Edited Phonological Awareness Terms PA Terms (1)

# data[].attributes.attachment_link.title
Edited Phonological Awareness Task Cards ch 6.8.18

# data[].attributes.attachment_link.title
Edited Skill Cards - Phonemic Awareness 

# data[].attributes.headline
Best for All: Sounds First Phonemic Awareness Program

# data[].attributes.subject
Best for All: Sounds First Phonemic Awareness Program

# data[].attributes.body
These grade-specific, daily phonemic awareness lessons are designed to supplement existing foundational skills instruction, providing engaging, multi-sensory experiences for K-2 students. For use with both whole-class instruction or small groups, these 15-minute lessons can also be adapted to address unfinished learning for older students.

# data[].attributes.headline
Free Sound Wall Resources. Create a free account. 

# data[].attributes.subject
Free Sound Wall Resources. Create a free account. 

# data[].attributes.attachment_link.readable_text
Empowering educators with the literacy resources and training to help every child achieve reading success.

Trust Tools 4 Reading for the resources you need for your elementary classroom.

We're proud to welcome to our team:

Nova Williams Assistant Director of Learning Services-Curriculum, Instruction and Assessment

Mercer Island School District, WA

"I love the Kid Lips cards, Kids Lips Instructional Guide with the user-friendly lessons, and the Phoneme/Grapheme cards. Our teachers love them, too."

Erika Gordon Kindergarten Teacher

Kalispell, MT

"This class was amazing. It was encouraging to me in reminding me that what I was doing with my kindergarten was the right thing to do, even if others weren't doing it. And it gave me so, so, so many new things to try this next year. I appreciate all the extra articles that were linked and have printed and read almost all of them so far. What an amazing class. Thank you!"

# data[].attributes.attachment_link.description
Tools 4 Reading provides great resources for your classroom such as Phoneme/Grapheme Card and Kid Lips.

# data[].attributes.headline
Beginning Phonics and Spelling Continuum

# data[].attributes.subject
Beginning Phonics and Spelling Continuum

# data[].attributes.attachment_link.title
5 Principles for Understanding English Orthography Booklet.docx

# data[].attributes.attachment_link.readable_text
Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research (DR). Fluency Instruction.

Dowhower, S. (1989) Repeated reading: Research into practice. The Reading Teacher, 42(7), 502-507.

Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Fluency Assessment and Instruction: What, Why, and How?. The Reading Teacher, 58(8), 702-714.

Johns, J. & Berglund, R. (2002). Fluency: Question, answers, evidence-based strategies. Dubuque, IO: Kendall/Hunt Publishing Company.

Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58(4), 338-344.

Lee, J., & Yoon, S. Y. (2017). The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities: A Meta-Analysis. Journal of Learning Disabilities, 50(2), 213-224. https://doi.org/10.1177/0022219415605194

Murray, B. (1999). Two Methods for Developing Fluency.

Rasinski, T. (2003) The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York, NY: Scholastic Professional Books.

Samuels, S. J. (2002). Reading fluency: It's development and assessment. In Farstrup, A. & Samuels, S. (Ed.). What research has to say about reading instruction (pp. 166-183). Newark, Delaware: International Reading Association.

Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher, 50(5), 376-381.

Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Remedial and Special Education, 25(4), 252-261. https://doi.org/10.1177/07419325040250040801

Vaca, R. & Vaca, J. (1999). Content area reading: Literacy and learning across the curriculum, 6th edition. New York, NY: Logman.

# data[].attributes.attachment_link.description
Timed repeated readings are an instructional practice for monitoring students' fluency development. Repeated readings, under timed conditions, of familiar instructional level text can increase students' reading speed which can improve comprehension.

# data[].attributes.attachment_link.readable_text
Hi everyone! Today I'm going to talk about a multi-sensory spelling strategy called S.O.S. The S.O.S. (Simultaneous Oral Spelling) strategy is a commonly used technique used as one way to help improve a dyslexic reader's ability to spell. It has been researched that by using a multi-sensory approach to practice spelling, the dyslexic learner would have build better phonological awareness, which is a huge weakness. S.O.S. uses visual, auditory and kinesthetic learning modalities all the same time in during spelling dictation. It takes a great deal of focus and concentration, but once children know the steps involved, they can move through the process easily. If you have struggling readers due to weak phonological awareness and are also poor spellers, this strategy may work very well for them.

These are the 6 steps:

The teacher dictates a word to the student(s). Total face contact is necessary so the child sees the formation of the word on the adult's lips.

The student repeats the word back out loud.

Starting with the thumb, the child sounds out the word out loud, holding up one finger for each sound. Make sure they are saying each sound out loud. Step 3 is a critical step. You'll be able to tell which sounds the student hears right away. If a child really struggles with this step, I use a sound slider technique. I have a row of blank Elkonin boxes typed up on a blank card. Then I hand them plastic counters to literally slide one counter up into each box for every sound they hear. Sometimes I see children that can't break beginning or final consonant blends apart, so they need this support.This may be just the thing needed if you have someone with weak phonemic awareness.

Starting with the thumb, students will finger spell the word, holding up one finger for each letter. Make sure they are saying the letters out loud. Again, you'll be able to assess whether your student(s) is applying the phonics and spelling strategies you've taught them. I notice a lot of self talk and reflection during this step. You can really see those wheels turning in their minds! This step tells me whether they need more practice with a particular phonogram or spelling pattern in future lessons.

Now comes the writing part. The student will write the word out loud as they write it on their dictation paper. They see and hear the word as they write, which is one of the hallmarks of multi-sensory teaching.

Finally, the student reads the word out loud. This is an important time for them to do a quick self reflection on whether the word looks right to them. Always place that ownership on the child! One self checking strategy I have my kids use is C.O.P.S.

Here is a sample page that will be included in brand new product,

The Essential Set of Orton-Gillingham Materials.

You may be wondering after reading all these steps two things:

1. How many words do you give? Answer: I usually give anywhere from 8-12 words.

2. How long does this take? Typically, it will take about 10 minutes max.

You the teacher should always make a judgement call about a child's comfort level. If they are really struggling and frustrated, cut the dictation short. That tells you right away adjustments in pacing need to be made.

I am a real stickler for a child following these steps correctly EVERY time. I give gentle reminders, but the minute you let up on one step, I find they develop their own variations. Those habits can be hard to break.

If you enjoyed reading about this strategy and would like to try it out, I've created a set of task cards with the 6 steps written on them, as well as a recording sheet. This product is available in my Teachers Pay Teachers store:

Thank you so much for reading my post today! Have you used the S.O.S. strategy before? I've love to hear from you in the comments below.

The Orton-Gillingham Manual by Anna Gillingham and Bessie Stillman, 1997

# data[].attributes.attachment_link.title
Using the S.O.S. Strategy - The Literacy Nest

# data[].attributes.attachment_link.description
Hi everyone! Today I'm going to talk about a multi-sensory spelling strategy called S.O.S. The S.O.S. (Simultaneous Oral Spelling) strategy is a commonly used technique used as one way to help improve a dyslexic reader's ability to spell.

# data[].attributes.attachment_link.title
Heart Word Magic - Read and Spell High Frequency Words | Really Great Reading

# data[].attributes.attachment_link.description
Heart Word Magic - Help Students Learn to Read and Spell High-Frequency and Sight WordsHeart Word Magic is a complimentary teaching tool designed to help students learn to read and spell high-frequency words and sight words, particularly those that aren’t very decodable. Show your students the animations, then try these fun, hands-on free Student Practice

# data[].attributes.attachment_link.description
High-quality support and resources for the middle grades

# data[].attributes.headline
Understanding Consonant and Vowel Phonemes in English

# data[].attributes.subject
Understanding Consonant and Vowel Phonemes in English

# data[].attributes.attachment_link.description
Parents and children visiting the LeRoy Collins Leon County Public Library System will find new resources awaiting them thanks to Book Nook Bundles provided by the Florida Center for Reading Research.

# data[].attributes.attachment_link.description
FreeReading is an open-source instructional program that helps educators teach early literacy. FreeReading contains a 40-week scope and sequence that can supplement an early literacy core or basal program.

# data[].attributes.attachment_link.readable_text
Overview of suggested restructuring

Teach 10-15 "sight words" before phonics instruction begins

Flash Words and Heart Words defined

Flash Words with advanced vowels to teach with early phonics instruction

Flash Words with two and three syllables

Implementing the new model

You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

# data[].attributes.attachment_link.title
A New Model for Teaching High-Frequency Words

# data[].attributes.attachment_link.description
Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized according to whether they are spelled entirely regularly or not. This article describes how to "rethink" teaching of high-frequency words.

# data[].attributes.attachment_caption
Word Connections is an intervention program to help upper elementary students read multisyllabic words. decodinginstructrdConnections_TeacherManual.pdf

# data[].attributes.attachment_link.readable_text
The Instructional Routines are provided for you to use during small group instruction. Choose the routines you will use with each small group based on individual student need. These routines require a variety of common classroom materials, and the specific items needed are listed at the beginning of each routine. All of the Instructional Routines are organized using a standard format so that you can substitute easier or more challenging words if you would like to. Select the reading component of interest below for grade specific Instructional Routines.

# data[].attributes.attachment_link.description
The Instructional Routines are provided for you to use during small group instruction. Choose the routines you will use with each small group based on individual student need. These routines require a variety of common classroom materials, and the specific i…

# data[].attributes.attachment_link.readable_text
The Instructional Routines are provided for you to use during small group instruction. Choose the routines you will use with each small group based on individual student need. These routines require a variety of common classroom materials, and the specific items needed are listed at the beginning of each routine. All of the Instructional Routines are organized using a standard format so that you can substitute easier or more challenging words if you would like to. Select the reading component of interest below for grade specific Instructional Routines.

# data[].attributes.attachment_link.description
The Instructional Routines are provided for you to use during small group instruction. Choose the routines you will use with each small group based on individual student need. These routines require a variety of common classroom materials, and the specific i…

# data[].attributes.headline
Idaho Instructional Routines to Support Foundational Skills

# data[].attributes.subject
Idaho Instructional Routines to Support Foundational Skills

# data[].attributes.body
Accelerated Learning of Multisyllabic word reading and morphology

# data[].attributes.body
Use according to the scope and sequence of current reading program to use for drill practices.

# data[].attributes.attachment_link.readable_text
Many children with literacy difficulties find it hard to blend phonemes together. Word Chains games allow a child to focus on sounds without the distraction of graphemes, as each sound is represented by a counter. A single phoneme is changed and the child 're-blends' to make a new word. The Word Chain lists progress from simple CVC words, like 'dog' and 'cat', to more complex words with initial and final blends, like 'stand' and 'crisp'. This allows targeted practice of a very specific skill in just a few minutes.

# data[].attributes.attachment_link.title
Blending Phonemes - Word Chains - Dyslexic Logic

# data[].attributes.attachment_link.description
Resources and word-chains (also called word ladders or word chains) to support teaching blending skills for children with poor phonological awareness, from basic CVC blends to CCVCC words with long and short medial vowels.

# data[].attributes.attachment_link.readable_text
From FreeReading

1. Prepare the mat or large piece of paper by drawing a circle and an arrow going from left to right on it.

2. Form a small group. Distribute the counters (each student should have three). In order to become aware of the sounds in words, we are going to play a game where we will use counters to separate sounds and then put them back together.

3. This mat (or paper) has a circle at the top where we keep the counters when we are not using them. There is an arrow which goes from left to right to remind us to put the sounds back together to say the word. Indicate these features by pointing.

4. I'll use the word mom. The first sound is /m/. The next sound is /o/. The last sound is /m/. /M/ /o/ /m/, mom. Move one counter to the arrow for each sound in the word; elongate the sounds as you slowly slide the counters from left to right. When you repeat the word, quickly slide your finger beneath the arrow.

5. Repeat and demonstrate again using the word miss.

6. Now it's your turn. The next word is red. Ask a student to mimic what you have done using the new word. If correct, try another word with another student. If not, model the activity again. When the task is understood, continue with words selected for specific student needs.

7. If you notice that any student has trouble with this activity, you may wish to make specific notes in an Activity Log.

Related activities

About this activity

Activity adapted from the mCLASS®:DIBELS® site by Pamela Tow, Garfield Primary School, Peoria, IL.

# data[].attributes.attachment_link.description
Prepare the mat or large piece of paper by drawing a circle and an arrow going from left to right on it. Form a small group. Distribute the counters (each student should have three). In order to become aware of the sounds in words, we are going to play a game where we will use counters to separate sounds and then put them back together.

# data[].attributes.attachment_link.readable_text
NOTE: If you participated in the MSM-PREP research study and are looking for the toolkit used during your participation, please email christymurray@austin.utexas.edu so you can obtain the private link.

QUESTION GENERATION is a reading comprehension practice that teaches students to write questions about important information or facts from a text while they are reading. This helps students pause, think about what is being communicated, and how informatin relates across paragraphs. Studies have shown that this practice can increase comprehension of content area text.
Download our New Infographic to Share with Teachers! Download our New Infographic! Students use a 3-step process:
Step 1) Read a text, either in small groups, pairs, or independently.

Step 2) Pause at regular intervals to generate questions and record them in a learning log or journal.

Step 3) Answer questions and indicate where the answer was found in the text.

Students are taught to write two different types of questions: specific questions and wide questions

PD Module-Secondary Reading Instruction: Teaching Vocabulary and Comprehension in the Content Areas (IRIS Center)

Research to Practice Article in Journal of Adolescent and Adult Literacy (Middle School Matters)

Generating Questions Video Page (Texas Adolescent Literacy Academy)

Modeling Specific Questions (Middle School Matters)

Modeling Wide Questions (Middle School Matters)

Student Cue Card (Middle School Matters)

Question Log (Middle School Matters)

Classroom Poster (Middle School Matters)
Sources for Other Reading Passages
Contact us at msmi-info@meadowscenter.org

# data[].attributes.attachment_link.description
NOTE: If you participated in the MSM-PREP research study and are looking for the toolkit used during your participation, please email christymurray@austin.utexas.edu so you can obtain the private link. QUESTION GENERATION is a reading comprehension practice that teaches students to write questions about important information or facts from a text while they are reading.

# data[].attributes.attachment_link.title
Melanie Brethour | Twitter, Instagram, Facebook | Linktree

# data[].attributes.attachment_link.description
Teacher - Mom - Soar With Dyslexia Decoding Dyslexia QC CERI Classroom Teacher

# data[].attributes.attachment_link.description
The Reading League has compiled a list of options, not recommendations, of frequently requested decodable texts.

# data[].attributes.attachment_link.readable_text
List of Free Decodables

The short vowels skill explainer has everything you need to teach this, including lesson plans, student practice activities, and videos of great classroom instruction.

Review of All Patterns Previously Taught

One-Syllable Magic 'e' (also known as Silent 'e') Words

Related Content

# data[].attributes.attachment_link.title
Reading Universe | Free Decodable Texts for Each Phonics Skill

# data[].attributes.attachment_link.description
Decodable texts are simple passages or books made for beginning readers that offer practice with specific phonics patterns.

# data[].attributes.attachment_link.provider_name
Edtomorrow- Supporting Today's Educators through Restorative Practices PD

# data[].attributes.attachment_link.title
What Is The First Five? - Edtomorrow- Supporting Today's Educators through Restorative Practices PD

# data[].attributes.attachment_link.description
Users pick 1 of the 9 activities from either the Primary or Secondary First Five.

# data[].attributes.attachment_link.title
30 Fluency Resources Dr. Kelly J. Grillo