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The "Partners in Rhyme" app is a helpful resource for all students working on phonemic awareness and respond well to visual cues and images. This app is great for younger students and can be something that parents can download to work with students at home! I would recommend this for all of my students who need additional supports with their phonological development.

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Phonological Awareness in Children with Dyslexia:

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Phonological Awareness in Children with Dyslexia:

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I added this resource because it speaks to the specific needs of students with Dyslexia and their ability to master phonological awareness skills. For many of my kindergarteners, this will be their first time starting to identify rhymes, phonemes, blending, and all the skills that come with phonological awareness. At the age of 5-6 years-old, many of my students may not be diagnosed with Dyslexia, so it will be important that I understand the needs of students with this disability and what supports I can use to jumpstart their phonological awareness training. The resource provides a variety of therapeutic techniques and treatments that would help with this, such as the Lindamood Phoneme Sequence Training, Wilson Reading System, and Orton-Gillingham Method. This resource can be used by teachers in K-3rd grade as they work their way through the leveled curriculum provided in this resource.

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MCLA Phonemic Awareness Activities and Songs:

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MCLA Phonemic Awareness Activities and Songs:

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MCLA provides specific tools and activities that can be used for sound matching, sound isolation, blending, addition/substitution/deletion of sound, and sound segmentation. These tools could be used and adapted for grades K-2nd. The activity I will focus on for my ELL students in Kinder would be the Bucket Sort. This activity has student sort objects by beginning sound. For ELL, this can help attach a tangible object to a specific sound. It will also introduce my ELL students to new phonemes in a fun, hands-on activity. I would supplement this activity with supports in the student's native language to draw comparisons!

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The following resource helps show how to use diagrams of the mouth adn other supports, such as sound understanding, to help ELL students work on their phonological awareness. With students who are learning their second language, it can be difficult to distinguish between phonemes in their native language and their second language being English. The video is helpful for me to work with young kindergarteners, but the strategies support by the Rennert New York Tesol Center could be applied to older students up to 3rd grade. For ELL students, it is important to balance grade-level phonological development and meeting the students needs as someone new to a language. It will also be important to compare the two languages, native and second.

Original Resource:  https://vln.school.nz/blog/view/919229/ells-and-phonological-and-phonemic-awareness

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ESL/EFL Pronunciation Teaching Tip: Teaching Minimal Pairs

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A World of Language Learners (Resource): 

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A World of Language Learners (Resource): 

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A World of Language learners explains how exposure to the sounds of english can be extremely instrumental in assisting young English Language Learners in their secondary langauge acquisiton. The resource suggests using read alouds, songs, poems, and other word grames to help students to identify individual phonemes in English words. The article also suggests that other learning can be found during these activities, such as establsighing the differences between phonemes in different langauges, helping students understand new vocabulary, and help students learn new sounds. I would use these activities, which are provided in the form of a TeachersPayTeachers activity, to support my Kindergarten ELL students. These skills and activities would also be helpful for older students as well, who need support in their beginning understanding of the sounds of the english langauge.

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A student's level of phonemic awareness when they enter kindergarten is a strong predictor of how easy it will be for them to learn how to read. All students in preschool and many in the primary grades are learning phonemic awareness skills. Teaching phonemic awareness skills to young ELLs is similar to their native English peers. Older ELLs may also benefit from short and targeted instruction and practice with the sounds of English.

What is Phonemic Awareness?

Phonemic awareness refers to the ability to identify and manipulate phonemes in spoken words. It is also the understanding that the sounds of spoken language work together to make words ( Reading Rockets.) Phonemic awareness activities are done without letters so that the focus is on sounds.

Components of Phonemic Awareness

Isolation

What is the beginning, middle, ending sound in cat?

Identification

Which word had the same beginning sound as cat? Dog, bug, cut (cut)

Categorization

Which word does not start with the same beginning sound, it does not belong? blue, black, red (red)

Blending

Put the sounds together to make a word. /c/ /a/ /t/ is cat. If a student struggle with blending each sound give them the initial sound (onset) and the rest of the sounds (rime) /c/ /at/.

A simple activity is to play a guessing game with students. Segment a word /t/ /r/ /e/. Students say the word and then look around and try and find it. This helps ELLs build their vocabulary as they are practicing sounds.

Segmenting

Say the sounds you hear in the word cat /c/ /a/ /t/. One way to help students with this task is to give blocks for them to move with each sound or tap their finger for each sound.

Deletion

Have students remove a sound to create a new word. Say blog. Now say blog without the /b/ log.

Addition

Have students add a sound to create a new word. Say at. Now say at and add /s/ to the beginning sat.

Substitution

Say mat. Change the /m/ to /r/. What is the new word? (rat)

Exposure to the Sounds of English

You can help ELLs strengthen their knowledge of the sounds of the English language through read alouds, songs, poems, and other word games. Choral reading is also helpful as it gives students practice pronouncing English words without the stress of people hearing if they mispronounce a word.

Focus on Sounds that are Different

Especially for older Ells, it is helpful to focus on the sounds that are different between English and their native language. Phonological awareness skills transfer from one language to another. If a student is literate in their native language then they only require instruction in sounds that are different.
English and Spanish similarities and differences
Use Pictures

ELLs need to understand the vocabulary words that are being used for a phonemic awareness lesson. Using pictures is a simple way to help students both learn new sounds and vocabulary.

Older Students

For older ELLs photographs are one way to keep instruction age-appropriate. Students can work on completing a picture alphabet book. Use magazines, teacher provided pictures and student drawings that connect to the content that students are learning. Students can sort the pictures based on the beginning sounds.

Resources

Phonemic Awareness Bundle - This set includes print and digital phonemic awareness games with pictures and rhyming puzzles.

A Fresh Look at Phonics
https://www.readnaturally.com/research/5-components-of-reading/phonological-awareness

The Big Five: Phonological and Phonemic Awareness Part 2

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Phonemic Awareness with ELLs - A World of Language Learners

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Learn ideas for teaching phonemic awareness skills to English Langauge Learners. For ELLs it is important to give instruction...

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English Language Learners and the Five Essential Components of Reading Instruction (ReadingRockets)

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English Language Learners and the Five Essential Components of Reading Instruction (ReadingRockets)

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Reading Rocket provides a helpful resource and consideration for working with ELL students, or dual language learners, and developing thier phonological awareness skills. One thing that I appreciate about this resource is that it looks to support students in their primary and secondary langauges. Because phonemic awareness, a subsection of phonological awareness, refers to our ability to manipulate phonemes in spoken words it can be helpful to consider how things such as rhyming and repetition can be replicated across languages. This activity, which requires students to listen for the rhyming in popular powetry, will helps students develop their phonemic awareness is two languages! I would use this support in 1st-3rd grade as well!

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English Language Learners and the Five Essential Components of Reading Instruction

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Find out how teachers can play to the strengths and shore up the weaknesses of English Language Learners in each of the Reading First content areas.

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Virtual Phonemic Awareness Tips by Sweet for Kindergarten Kristina Harrill

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Virtual Phonemic Awareness Tips by Sweet for Kindergarten Kristina Harrill

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This YouTube channel would be a great support for starting up your virtual phonemic awareness work with students. The videos specically speak to Phonological Awareness development for Kindergarteneres and how to maximize your time with quick warm-up's and activities. I think this resource would be helpful for different types of learners because the speaker talks about how to differentiate the warm-up and add additional visual ques to support a variety of learners.

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Rollins Center for Language and Literacy: 

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Rollins Center for Language and Literacy: 

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This resource is especially helpful for online teaching and the realm of virtual assessments. The Rollins Center for Language and Literacy provides example videos, assessment toolkits, individual phonological awareness surveys, and scoring sheets. All the site requires is that you make a free account! I really appreciate this resource and find it helpful because it provides video support to help show new educators like me how to use a new assessment. This would be great for grade levels K-2nd, but would have to be adapted to differentiate for different types of learners.

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To learn more about conducting assessments, take our free video course:

Assessing Our Students

For a child to be able to read proficiently, they must master five key components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. In this course, you'll learn how to use the "Big 5" to inform instructional practices and identify areas in which your students are proficient and where they may need more help.
View Course

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Virtual Assessment Guide & Downloadable Toolkit

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Assessing Our Students For a child to be able to read proficiently, they must master five key components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. In this course, you'll learn how to use the "Big 5" to inform instructional practices and identify areas in which your students are proficient and where they may need more help.

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Two Peas Phonological Awaeness Assessment: 

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Two Peas Phonological Awaeness Assessment: 

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There are several reasons why the "Two Peas" Assessment would be a helpful resource for any Kindergarten teacher. First, it attaches all of the questions to the common core standards, meaning that the assessment is clearly standards aligned. Second, the assessment is formatted so that students can use manipulatives such as chips and their hands to show their thinking. This will be helpful for differnet types of learners who may need a physical stimulus to support their understanding and learning. This assessment could easily be paired with the "Carrot Boxes" that were used for phoneme work in the activities section of this padlet.

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National Council for Special Education - Working to deliver a better special education service - Working to deliver a better special education service

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15/04/2024 Changes to the AON Process The Assessment of Education Needs(AON) process, as part of the Health Service Executive (HSE) AON process, has changed. Click the button below for more details.

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The assessment attached would be used specifically for testing Kindergarteners and their progress towards mastering segmenting, rhyming, and the identification of phonemes. What is special about this test is that the questions become progressively harder, meaning that the content can be differentiated for individual students. Based on this information, I can understand what I need to focus on for my class as a whole group, and what needs to be supplemental in my small group time.

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(QPAS) Quick Phonological Awareness Screening:

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(QPAS) Quick Phonological Awareness Screening:

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This resource would be a great support for any lower-elementary school teacher looking for a quick baseline of their student's phonological awareness skills, such as segmenting and blending. I chose this assessment because it is quick, can be used to track progress, and is aligned with the standards required for students grades K-2nd. I would use this assessment in support of my other longer assessment types, such as a Running Record. This would be helpful for my grade-level specifically because it is something that can be done quickly with individual students and can be supported by an aide in the classroom.

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Phonemic Awareness: Kindergarten and First Grade

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Phonemic Awareness: Kindergarten and First Grade

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The following PDF is a strong resource for supporting phonological awareness because it provides explanation for the basic components of phonological awarenes, and it provides various example activies to use with K-1st graders. This resource is appropriate for all lower-elementary educators because it support their understanding of phonological awareness and provide activities such as "Guess What? Guess Who." This activity specifically assists with phoneme isolation and isolating the initial and final sounds in a word.

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The following resource is an example of how to use "Sergeant Smarty" to teach kindergarteners about BLENDING. Blending is a key component of phonological awareness work with young student. "Sergean Smarty" is a great example of an activity that will activilly engage studetns in this target area with visual supports. While the words are not on the board, the educator uses their hands to show the break-down of the word and how the sounds can be blended together. This is helpful for all types of students, as it support auditory and visual learners.

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This reasource is is great when you are thinking about developing a student's phonological awareness skills through increasingly difficult activities. Scholastics is a great resource that has been providing quality content to educators with supplemental supports. The resource suggest practicing segmenting sounds, learning about beginning sounds, and rhyme time with various activities. The book suggestions include "I Ain't Gonna Paint No More" and "Frog on a Log." Read-alouds are a great tool to support phonemic awareness understanding with kindergarteners. While these games are not for every grade level, these activities are support to various learners because it provides multiples means and types of engagement.

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Teaching Tools | Resources for Teachers from Scholastic

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Reading Rocket: Phonological Awareness Activities! 

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Reading Rocket: Phonological Awareness Activities! 

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This website is a great resource for parents or families looking to implement more phonological awareness activities at HOME! One activity that would work for at home or on a road trip is "Rhyme Time." This game helps students consider the phonemes associated with a word and apply that knowledge to find another word with a similar phonemic composition. This game is best applied with younger students who are still on understanding rhyming patterns, such as Kinder through 1st grade. This will help with my target grade-level because it will help students apply their knowledge of phonemes to a rhyming pattern, which is a core standard for kindergarteners.

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That's a complicated sounding term, but it's meaning is simple: the ability to hear, recognize, and play with the sounds in spoken language. Phonological awareness is really a group of skills that include a child's ability to:

Identify words that rhyme

Count the number of syllables in a name

Recognize alliteration (words with the same beginning sound)

Segment (break) a sentence into words

Identify the syllables in a word

The most sophisticated phonological awareness skill (and the last to develop) is called phonemic awareness - the ability to hear, recognize, and play with the individual sounds (phonemes) in spoken words. When playing with the sounds in word, children learn to:

Blend individual sounds to make a word

Stretch out a word into its individual sounds

Swap in a different sound to the beginning, middle, or end of a word to make a new word

Strong phonemic awareness is one of the strongest predictors of later reading success. Children who struggle with reading, including kids with dyslexia, often have trouble with phonemic awareness, but with the right kind of instruction they can be successful. Learn some of the warning signs for dyslexia in this article, Clues to Dyslexia in Early Childhood.

Parents can make a big difference in helping their children become readers by practicing these pre-reading oral skills at home. Try some of the simple rhyming and word sound games described here.

Try these speech sound activities at home

Rhyme time

"I am thinking of an animal that rhymes with big. What's the animal?" Answer: pig. What else rhymes with big? ( dig, fig, wig)

Road trip rhymes

While you're out driving in the car, spot something out the window and ask your child, "what rhymes with tree or car or shop?" Then switch roles and have your child spot something and ask you for a rhyme. This can turn into a game of nonsense rhymes ("What rhymes with tree stump?") but that's great for practicing sounds, too!

Word families

Word families are sets of words that rhyme. Start to build your family by giving your child the first word, for example, cat. Then ask your child to name all the "kids" in the cat family, such as: bat, fat, sat, rat, pat, mat, hat, flat. This will help your child hear patterns in words.

Silly tongue twisters

Sing songs and say silly tongue twisters. These help your child become sensitive to the sounds in words.

Tongue ticklers

Alliteration or "tongue ticklers" - where the sound you're focusing on is repeated over and over again - can be a fun way to provide practice with a speech sound. Try these:

For M: Miss Mouse makes marvelous meatballs!

For S: Silly Sally sings songs about snakes and snails.

For F: Freddy finds fireflies with a flashlight.

Syllable shopping

While at the grocery store, have your child tell you the syllables in different food names. Have them hold up a finger for each word part. Eggplant = egg-plant, two syllables. Pineapple = pine-ap-ple, three syllables. Show your child the sign for each and ask her to say the word.

"I spy" first sounds

Practice beginning sounds with this simple "I spy" game at home, on a walk, or at the grocery store. Choose words with distinctive, easy-to-hear beginning sounds. For example, if you're in the bathroom you can say, "I spy something red that starts with the "s" ssss sound ( soap)."

Sound scavenger hunt

Choose a letter sound, then have your child find things around your house that start with the same sound. "Can you find something in our house that starts with the letter "p" pppppp sound? Picture, pencil, pear "

Which letter sounds do I teach first?

Reading expert Linda Farrell recommends that you begin with teaching the letter names, and then focus on the letter sounds that are closest to their letter names (such as /v/). And here's a great tip for teaching the trickier letter name-letter sound combinations - use arm motions. In this video, Linda demonstrates motions for /x/ and /y/. (From our video series Reading SOS: Expert Answers to Family Questions About Reading.)

Sound games

Practice blending sounds into words. Ask "Can you guess what this word is? m - o - p." Hold each sound longer than normal.

First sounds

When you're reading together with your child, pick a word from the book and say it with emphasis on the first sound. Pick another word and compare them. "Zzz-zookeeper and rrr-rhinoceros. Can you hear what sound zzz-zookeeper starts with? Is it the same as rrr-rhinoceros?

Jump, skip, hop!

Create simple picture cards that you draw or cut out of magazines. Have your child, identify what's in the picture, and then break that word into its individual sounds. For example dog is d-o-g, three sounds (phonemes). Three sounds? You and your child do three jumping jacks, skips, or hops (followed by a high-five). You can also do this game outdoors without the cards, just call out simple words for your child.

Snail talk

Tell your child you're going to communicate in "snail talk" and they need to figure out what you're saying. Take a simple word and stretch it out very slowly (e.g., /fffffllllaaaag/), then ask your child to tell you the word. Switch roles and have your child stretch out a word for you.

"I spy" blending

Here's an easy phoneme blending game you can play while talking a walk. For blending, you can say, "I see a sign that says s-t-o-p" Then your child has to blend the sounds to guess your word - stop. (Remember to say only the sounds in the word - not the letters.) Keep the words short, moving from two to three to four sounds depending on your child's skill level.

Sound counting

Using LEGO bricks, beads, or pennies, say a word and have your child show you how many sounds the word makes. For example, top = t-o-p = three sounds, so your child would place three objects in a row. Then have them tap each object as they say the sound. Remember, your child is just showing you the sounds they hear. So the word bike would be = b-i-k (silent e) = only three sounds.

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Phonological and Phonemic Awareness: Activities for Your Kindergartener

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Phonological and phonemic awareness are important pre-reading skills, related to the ability to hear, identify, and play with the sounds in spoken language - including rhymes, syllables, and the smallest units of sound (phonemes). Children with strong phonological awareness skills are ready to become readers.

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The following resources is helpful for working with Kindergarteners and expanding their knowledge of segnmenting individual phonemes in words. The activity requires students to identify the separate phonemes they hear in a word. This activity could be appropriate for differnet grade levels because you can increase the difficulty of the activity fairly easily by increasing the number of phonemes. Finally, This activity might be helpful for different learners and would be useful when supplemented with some phonics application in support.

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I'm often asked, "How do I teach my children to read?" My first response is always to read, read, and read some more to them. My second response is to play lots and lots of games to develop their phonological and phonemic awareness.

Phonemic awareness is the ability to break a word down into its individual speech sounds (example: the word cat is made up of three separate phonemes- /c/ /a/ and /t/).

Teaching kids about phonemic awareness is typically done through oral language activities that are playful and fun.

Today we have a spring themed activity that uses elkonin boxes or sound boxes.

Carrot Boxes Phonemic Awareness Activity

During this activity children will practice segmenting or separating the phonemes (sounds) they hear in a word. This is all done orally with no visual representation of the letters. If you use letters then the activity turns into a phonics activity which is ok, but we are working on developing phonemic awareness skills here!

Remember we learn to listen and speak before we learn to read and write.

Preparing the Activity

1. You will need a carrot patch sound box for each child.
Download the FREE Carrot Patch Sound Box Printable HERE!
You could also draw 3 boxes on a blank sheet of paper and that would work just fine.

2. Pick up a small bag of carrot chocolates. During Easter, you will find them at almost any store that carries candy. We got ours at Target and also saw them at Dollar Tree. You will need three carrots for this activity.

Ready to Play

Place each carrot under a box in the dirt.

Say a word with three sounds (phonemes). Here are some ideas to get you started.
bug, cat, top, net, man, dig, bed, him, cot, rug, wish, dash, chop, thin
Have your child stretch the word out into phonemes. I like to say, "Stretch it out like a rubber band." As the child says the first sound, they push a carrot into the first box to make it sprout. Continue for all three sounds.

If the word is ten, the child would say /t/ and push the first carrot into the box. Then, /e/ and push the second carrot up into the box. Finally, /n/ and push the last carrot into the last box.

Pull the carrots back down into the dirt and repeat with a new word.

Notice that just because a word has four letters doesn't mean it has four phonemes. Wish is /w/,/i/, /sh/.

It is important that we model the correct sound for each phoneme. Be careful not to add additional sounds. For example the sound we use to represent the letter d is /d/ not /duh/. Here is a video where I model the correct way to say each sound.

When you are finished playing this phonemic awareness activity, you can enjoy a yummy chocolate treat.
RELATED POSTS Kids' Songs to Build Literacy Skills Rainbow Climb Language Activity P.S. Never miss a great idea from Growing Book by Book. Sign up for our FREE newsletter!

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Activities for Phonemic Awareness: Carrot Boxes

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I'm often asked, "How do I teach my children to read?" My first response is always to read, read, and read some more to them. My second response is to play lots and lots of games to develop their phonological and phonemic awareness.