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The ability to focus and manipulate small units also known as phonemes in a syllable or word.

In phonemic awareness, you are focusing on an individual sound rather than the entire word. The stronger the phonemic awareness skills children possess, the stronger readers they will become.
(Phonemic awareness, 2023)

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1. Phoneme isolation: The teacher can give a series of pictures. She can ask students to isolate the initial, medial, or final sound. For example, circle the picture that has the s as the final sounds. Students will take a look at the pictures, pronounce them out loud, and circle those that end with the s sound. This activity can be differentiated for students with exceptionalities by first reviewing the letters with their pertaining sound, and then starting to isolate a phoneme with words at their level.

2. Phoneme manipulation: In phoneme manipulation, the student can be given the word “map”. The teacher may ask them to change the /a/ sound to /o/ and can ask them to pronounce the new word. Students will now say the new word mop. This can be done by manipulating the initial, medial, or final sound of a word. This activity can be differentiated by working with the students with Elkonin boxes. Sometimes students need to learn the concept more in a visual or hands in manner, therefore using the Elkonin boxes can be a useful strategy to use.

(Second and third grade, n.d.)

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An at-home activity that can be done with children is phoneme matching with the initial sound. Parents can point to different pictures and ask them what the initial sound is. This can be done quickly; no preparation is needed. Parents can simply point to items around the house or if you are in the market this activity can also be done there.

This activity will help children focus more on the initial phonemes of sounds, being able to deepen their understanding of phonemic awareness. It can help children create an awareness of the individual sounds, creating a stronger sense of reading in the future.

Website

https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_phoneme_matching/23_pa001_initial_phoneme_picture_sort.pdf

(Second and third grade, n.d.)

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Is the relationship between letters in the spelling of words and the sounds of spoken language.

Phonics helps readers understand and use the alphabetic principle.
(Phonemic awareness, 2023)

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1. Letter sound correspondence: A fun and engaging activity students can be doing while learning letter-sound correspondence is playing digraph bingo. The teacher can pronounce the digraphs, while the students are locating the digraph in their bingo chart. A way to differentiate students is to pair them with someone who can help them out.

2. Morpheme structure activity. Students will be given base words cutouts and they will be able to create new words with affixes cutouts as well. This can be done in groups, have them create as many new words as possible in a minute and have them write them down on a sheet of paper. To differentiate this instruction, you can pull students with exceptionalities to a small group to support them more individually in this activity.

(Second and third grade, n.d.)

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An at-home activity that can be done is to have parents write down a few words on paper and have the students break down the syllables. Children can break down the syllables by writing the syllables of the word apart or they can clap them out.

This activity will help children understand more in-depth the relationship between letters, how to spell words, and the sounds that words have. Children will create a stronger relationship between letter or letter combinations in written and spoken language.

Website

https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_syllable_patterns/23_p029_syllables_words_and_pictures.pdf

(Second and third grade, n.d.)

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The level at which readers are able to read orally with appropriate speed, accuracy, and prosody.

Fluency is an important component, children need to read with fluency so that they can focus on comprehension of the text, rather than decoding the words.
(Phonemic awareness, 2023)

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1. Repeated reading: If the teacher uses repeated reading in their instruction, it will help improve the student’s reading fluency. Re-reading material is beneficial for students because the more they practice the same reading, the more accurately they are going to start reading. One way to differentiate this instruction is to choral read as a class so that the students do not feel on the spot and will be motivated to read out loud with their classmates.

2. Word sprint: Another activity that can be done is word sprint. Here students can be given a list of words, they can be the high-frequency words at their grade level. Students can be given a minute to read aloud as many words as they can. Once the minute is done, the teacher can count how many words they read correctly and keep track of that number to compare it to future scores. One way to differentiate in this activity is to have a list of words at the student’s reading level.

(Second and third grade, n.d.)

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An at-home activity that can be done to improve fluency is to read a text that can be given by the teacher to read aloud for 1 minute. Parents can now easily time their children with their phones through the timer. The teacher can provide a weekly text in their homework to practice at home daily a few times. This will help calculate the number of words that students are reading in a minute. Parents can also keep track of this number, and every day, they should be seeing improvement.

The resource activity will continue improving the child’s fluency. They will start reading and recognizing the words more automatically, and if they encounter the same words in another reading, they will be able to read them without decoding them. Once their fluency improves, children will start comprehending the text more in-depth, being able to focus more on reading comprehension rather than decoding each word.

Website

https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_connected_text/23_f029_rapid_read.pdf

(Second and third grade, n.d.)

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Words that are needed to know in order to communicate with others.

Students need to be exposed to a variety of vocabulary words that they will encounter, not only in their readings but in their daily lives as well.
(A closer look at the five essential components of effective.., 2004)

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1. Synonym-Antonym Connections: The teacher can create a graphic organizer with 3 different columns, the first labeled synonym, the middle word, and the last antonym. In the middle column, the students will be writing the vocabulary words they will be working with. The goal is for students to find synonyms and antonyms for all the words. This activity can be done as a group. It could be beneficial for the teacher to review the graphic organizer as a class at the end of the activity. One way to differentiate the students with exceptionalities is to bring them to a small group and support them in a more individualized manner. Teachers can practice the same skills with them but with simpler words.

2. Morphemic Elements: The teacher can provide the students with a series of root words. She can then give students multiple words in flashcards, and they can start determining the root word of each flashcard and connecting them to the root word they belong to. One way to differentiate students with exceptionalities is to allow them to work with their peers. Sometimes they need a little bit of guidance,  not only from their teachers but from their peers.

(Second and third grade, n.d.)

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Ask-Explain-List: Parents can start by asking children a question using the targeted vocabulary word in the sentence. For example, “If you are curious about something, do you want to learn about it?” Children will then answer the questions with “Why or why not?” After they answer that question, you may ask them, “What are some things you are curious about?” This activity can be done written or orally.

Children will start thinking about the definition of the words that are being used in the sentence. They will have a deeper understanding of them when they are answering the why or why not question as well as when you ask them for examples about that vocabulary word. This will help enhance the understanding of more words that they use daily.

Website

https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_words_in_context/23_v037_ask_explain_list.pdf

(Second and third grade, n.d.)

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The process of readers understanding what they have read.

Vocabulary is an important role that plays in comprehension, and in order for children to comprehend their text, they need to read fluently.
(Phonemic awareness, 2023)

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1. Character characteristics or character traits: Students can be given a character from the text they are reading, and they can analyze the character traits or characteristics. The students can analyze the character’s feelings, actions, thoughts, or  dialogue. This activity can be differentiated by allowing students to draw the character traits of the character instead of writing them down. A lot of students struggle with the writing part, but maybe if they are drawing their answers, they can get the work done.

2. Keys details to Main Idea: Identifying the main idea of the text and locating the key details to support the main idea is another way for students to demonstrate comprehension. With group or class discussion the main idea can be identified and written down into a graphic organizer provided by the teacher. After finding the main idea, students can be asked to find the key details supporting the main idea.

(Second and third grade, n.d.)

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Monitoring for Understanding: It is highly recommended that parents expose children to literacy at home. An idea can be for parents to read a bedtime story to their children. While the parents are reading the story they can stop and ask them questions such as “What do you think will happen next?” This way parents can be monitoring if children are comprehending the text. Other questions they can ask their children are about the setting, the characters, and their traits, summarizing what they have read so far, or identifying the main idea.

This activity will help to further develop their comprehension skills at home. It can help students with and without exceptionalities because the readings will be based on their liking and on their level of choice as well. The more exposed the children are to comprehension, the better they will get at it.

Website

https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_monitoring_for_understanding/23_c027_read_and_ask.pdf

(Second and third grade, n.d.)

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A closer look at the five essential components of effective ... - ed. Learning Points Associates. (2004). https://files.eric.ed.gov/fulltext/ED512569.pdf

Phonemic Awareness. Read Naturally, Inc. (2023). https://www.readnaturally.com/research/5-components-of-reading/phonological-awareness

Second and third grade. Second and Third Grade. (n.d.). https://fcrr.org/student-center-activities/second-and-third-grade#sca6