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I'm linking up with The Reading Crew for their Fun with Phonics and Phonemic Awareness linky. This past year I blogged about some fun and free apps for increasing phonemic awareness and I wanted to revisit that post:

This year I helped present some fun and free apps for practicing Phonemic Awareness in the younger grades. My teammate and I modeled several open ended app ideas such as:

1. Using Shadow Puppet to take a picture of a word and tap out each sound it makes

2. Using Chatterpix Kids to clap out syllables for a picture that "comes to life"

3. Using the Pixie app to find pictures and sounding/spelling out the phonemes on several slides and turning it into a mini movie*This is the only app that is not free but it is worth every cent!!*

However, we found the teachers really liked the "kill and drill" apps we suggested. Nothing wrong with that; however, I personally like the creation apps since they are better fit for differentiation and keeping students entertained (if they know how they work!) Yet, I know the younger kiddos need more assistance with those kinds of projects. Therefore, I wanted to share with you some easy yet effective apps our teachers ended up taking back to their classrooms:

8 Great Word Patterns has several different leveled apps that are AWESOME. Many activities are included in each app. Here are the different word patterns that can be found in 8 Great Word Patterns 1:

The activity begins by a word being read aloud. Students have to choose letters from a bank of vowels (red) and consonants (yellow) to form the word:

When they arrange the letters correctly, the app prompts the students to trace the word accordingly:

Next, the word vanishes and the student is challenged to write the word without any help. They then have to self check to see if their writing matches the correct spelling:

Phonics Awareness is a FREE app that demonstrates understanding of spoken words, syllables and sounds (what we call phonemes). The app focuses on:

-Distinguishing long from short vowel sounds in spoken single-syllable words

-Orally produce single-syllable words by blending sounds (even consonant blends!)

-Isolate and pronounce initial, medial vowel and final sounds

-Segment spoken single-syllable words into their complete sequence of phonemes

Multi-levels are GREAT for differentiation:

LOVE the caterpillar segmenting visual:

Phonics Vowels focuses on phonemic spelling, beginning sounds, word family phonics, short vowel sounds and images with animations/interactions for each word. 30 different vowel sound combination groups teach the short vowels, long vowels and two vowel combos!

There are a TON more phonemic awareness apps out there...free too! Let me know if you would be interested in learning about more :)

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I'm linking up with The Reading Crew for their Fun with Phonics and Phonemic Awareness linky. This past year I blogged about some fun and free apps for increasing phonemic awareness and I wanted to revisit that post: This year I helped present some fun and free apps for practicing Phonemic Awareness in the younger grades.

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Blending and Segmenting Games | Classroom Strategy | Reading Rockets

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Children who can segment and blend sounds easily are able to use this knowledge when reading and spelling. Segmenting and blending individual sounds can be difficult at the beginning. Our recommendation is to begin with segmenting and blending syllables. Once familiar with that, students will be prepared for instruction and practice with individual sounds.

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Learning to read can be quite an overwhelming task for small children. In fact, if you think about it, it's astounding that children are even capable of learning to read in such a short amount of time. However, before they begin to read print, they must have an adequate foundational understanding of how sounds in words work. That is where phonemic awareness comes into play.

What is phonemic awareness?

In easy-to-understand terms, phonemic awareness is the ability to identify, think about, and manipulate sounds in spoken speech. This is NOT the same as phonics. Phonemic awareness is actually a critical skill that is a precursor to reading letters. That's why phonemic awareness instruction should NEVER involve print. If you find yourself working with letters or printed words, then you have skipped a step and crossed the line into phonics. This is a very important point. Research tells us that it's essential to focus on phonemic awareness in the classroom before reading can begin. We want to ensure that children have a solid understanding of the sounds of speech before we start phonics instruction.

Nowadays, we are facing an added difficulty, though. In today's early-childhood classrooms, teachers are feeling an ever-increasing pressure to get their students reading. It is easy to lose sight of the developmental process and try to skip steps in order to get our kids reading books as soon as possible. There is just one problem: skipping steps is not going to work. Children's progress in reading will be limited if they haven't learned to think about the sounds in words.

As early childhood teachers, we need to remember that we can't skip past phonemic awareness skills. We can't just barge ahead in the hope that all of our students have arrived in our classroom complete with the full-blown skills of thinking about and manipulating sounds in their minds. On the other hand, we also can't afford to spend a lot of time doing phonemic-awareness instruction. I am happy to tell you the good news that we don't have to! Phonemic awareness instruction can and should be done in small pockets of time throughout the school day. In fact, oral language and phonemic awareness can often be taught and reinforced in as little as five to ten minutes per day.

Here are five quick, easy, and fun phonemic awareness activities that are perfect for the beginning of the school year in any early childhood classroom. Yes, you heard me correctly - that word was F-U-N. I know fun has become an undesirable notion in many schools today. But I assure you that these activities will be fun and that your students really will learn about our amazing language! I have also included activities that require little or no preparation - things you can do on the fly! Although these activities don't cover the full range of phonemic awareness skills needed to produce great readers, they are still fantastic activities to begin any school year!

Listening

The ability to listen closely is a key ingredient of phonemic awareness. This is the part of instruction that is skipped most often, because teachers assume that young children know how to listen. They may not! Furthermore, if they don't, they're not ignoring you. It's just that they don't understand what "listen closely" means. They have to be taught.

The Listening Game.

One of the first phonemic-awareness activities I do with my students, even as soon as the first day, is to bring their attention to noises. After lunch, we come back to the classroom and all the children lie quietly on the floor. It's not naptime, but it's a great time to unwind, which is important for young children. As we lie there quietly for five to ten minutes, we listen for sounds. We all stay perfectly still and quiet. We become "sound spotters." We don't use our eyes - we use our ears. There are always sounds and weird noises you can hear in a school building. We may hear the air conditioner, doors closing, teachers talking, stomachs growling. The possibilities are endless! Your part is to talk about the sounds you and the children hear. Use a little teacher enthusiasm and exaggeration to get the kids interested in this activity. The key phrase is, "Who can spot a sound with their ears?"

"Moo-Moo," Where Are You?

I love playing this game with my class. The kids have a ball, too. In fact, they simply think we are playing.

How to play: All the children sit in a circle. One child lies down in the middle of the circle and covers his or her eyes. The teacher chooses another child to go somewhere in the room and pretend to be a cow by making a "moo-moo" sound. The child in the middle of the circle - with eyes still covered - points in the direction of the animal sound. This game is great because it gets children to listen closely for sounds and for where the sounds are coming from. It also prepares their ears to listen more closely to sounds in words. When the child in the middle correctly identifies the sound and direction, he or she gets to go next and make a different animal sound.

Rhyming

Rhyming is such a great phonemic awareness activity! Most children easily grasp the concept of rhyme. Some need a little help, though. Using word-play with rhyming helps children notice that sounds in our language have meaning and follow certain patterns. Again, this is a precursor skill to seeing sound patterns reproduced in print - as a phonemic awareness practice, it is purely auditory.

The absolute best way to introduce rhyming to your students is by reading lots of fun rhyming books, poems, and songs. Act silly and have fun! The more fun you have with the rhymes, the more the kids will notice the rhymes and enjoy the activities. Exaggerate the silliness of the rhyme. The poem "Down By the Bay" and the book "Silly Sally" are perfect examples of how rhyme can be super fun!

In My Box

This game is great to use after your students have at least some understanding of how rhyming works. That means you have already read lots of rhyming books, poems, and songs and played with those rhyming words.

How to play: Get a small box and place some pictures in it with pairs of familiar words that rhyme (like box/socks, cat/hat, or chair/bear). Use enough pictures so that everyone in your class has a turn. Sit in a circle with your students. Start with a child you know is strong in rhyming. Hold the box and choose a picture. If the picture shows a cat, say "In my box, there's a cat". Call on him or her to come up with a rhyming word. The child might say, "In my box, there's a hat" (or some other rhyming word). After he or she answers with a rhyming word, hand him or her the box. Now he or she gets to choose a card and continue the play.

Syllables

Working with and noticing syllables within words is important, because it makes students aware of how words can be split up into smaller parts, according to their sounds. Our ultimate goal is to work on individual phonemes (vowels or consonants), but children must first learn the concept of "parts of words." It's easier for young children to start with larger parts of words and then work their way down to the smaller, discrete individual sounds of phonemes. We are building a bridge from hearing words to hearing phonemes.

Bippity Boppity Bumble Bee

This is such a fun game. You get the kids clapping out names, first. As they get used to the game, you can start using other words with more syllables.

How to play: Sit in a circle with your students. I have a little stuffed bee that the kids love to hold. You could also use a printable bumble bee. The teacher begins the chant and walks around to a child:

Teacher: "Bippity Boppity Bumble Bee, Will You Say Your Name For Me?"

The child responds, "Jennifer."

Teacher: " Let's all say it." And the class says her name out loud, while clapping once for each syllable.

Teacher: "Let's all whisper it." And the class whispers her name, while quiet-clapping the syllables again, once per syllable.

Teacher and class: "Bippity Boppity Bumble Bee, Thank You For Saying Your Name For Me!"

Repeat with another student and his/her name. As students become familiar with the game, you can allow students to take on the "teacher" role.

Old MacDonald

Here is another great game that you can use to give the students practice in listening to syllables and putting them together into words. It follows the pattern of the song, Old MacDonald. By the time I use this activity with my class, we have read and sung Old MacDonald hundreds of times, so the song is well-known to the students.

How to play: The teacher begins by telling the students they are going to learn a new game - it's a different version of Old MacDonald, and it's kind of a silly version. The teacher begins singing, "Old MacDonald had a farm, E-I-E-I-O. And on that farm he had a /ti/ /ger/, E-I-E-I-O". Of course, the kids think the introduction of the tiger is wildly funny, but notice what they have actually done: Without being told, they have mentally combined the syllables /ti/ and /ger/ to realize what the animal was! It's huge! Then I show the children a picture of a tiger and they feel proud that they figured out the animal - and they think it's too funny! Again it's lots of fun, and they really think we are just playing a game.

The most important thing to keep in mind as an early childhood teacher is that phonemic awareness can be such a fun time! It shouldn't be long drawn-out lessons. All you need is five-to-ten-minute pockets of time each day. Phonemic awareness activities are also great to use during transition times throughout the day. I often use the ten minutes before lunch, and sometimes during group restroom breaks, to practice and reinforce listening and oral language skills. And the payoff is big! If you give phonemic awareness the attention it deserves, your students will be richly rewarded when it's time for them to start reading!

So now you know some of my secrets - the teaching games I use myself! I've had success with them, so I'm sure that if you make them your own, not only will you have fun with them in your classroom, but your students, too, will have an easier time with reading and go further faster!

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5 Quick, Easy, and Fun Phonemic Awareness Activities

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Learning to read can be quite an overwhelming task for small children. In fact, if you think about it, it's astounding that children are even capable of learning to read in such a short amount of time. However, before they begin to read print, they must have an adequate foundational understanding of how sounds in words work.

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This post contains affiliate links. As an Amazon Associate I earn from qualifying purchases.
Your young learners will love this set of simple board games that build phonemic awareness!
Phonemic awareness.
What does it mean, anyway?

It's a scary-sounding phrase, but it's really not that complicated. It has to do with hearing and manipulating sounds in words. While some phonemic awareness activities may be used alongside letters, most of them don't.

If you ask a child to tell you the beginning sound of sandwich, and s/he says sssss, that's great! Isolating beginning sounds is one key component of phonemic awareness - and it's exactly what we're going to focus on with this set of games.

We have six children, and our oldest four developed phonemic awareness without a lot of intentionality on my part. I read to them often, and we did a variety of early learning activities - but I didn't have to explicitly teach phonemic awareness. For all of them (now 10, 9, 7, and 5) phonemic awareness just cam e.

This hasn't been true of my Three (almost four). Thankfully, she's catching on with the playful activities and games that I've been sharing over the past few months.

Print and cut apart the dot cards at the end of the file.

Grab playing pieces.

Take turns moving along the board by drawing a dot card and moving that number of spaces.

When you land on a space, say the picture's name and its beginning sound.

How to play the games
When my Three landed on a picture, she often stretched that initial sound instead of isolating it. For example, "Milk. Mmmmmilk." Or "Sandwich. Ssssandwich." Fine by me! My goal was for her to hear and identify that beginning sound - and she was doing it!

Sometimes she was frustrated and didn't want to try. Tiger was hard for her. Can you guess why?

It's because /t/ is not a continuous sound. Mmmmmmm and Sssssss were the other two sounds featured in the first game and were much easier.

When she hit a roadblock, she told me to do it. So I did.

"Hmm... is it /m/? Mmm, mmm, miger! No? Is it /g/? /G/, /g/, geiger?" After I was a little silly she was ready to get back in the game.

I chose to use those dot cards because my Three isn't real quick at knowing the dots on a die yet. Another reason is that it's a short game board. If your learner rolls a six three times, the game is over!

The dot cards gave her just enough turns without a single game overwhelming her.

After we played one game, she was willing to play one more. Each game adds a new letter's sound and bumps one sound off. So for example, the first game featured the sounds of m, s, and t. The second game features the sounds of s, t, and a.

I would say that she isolated (or stretched) the beginning sound correctly about 75% of the time. By the time we were finishing (after about 5-10 minutes), she was tired and gave up quickly. Ax (pictured above) was too hard.

So what do you think? Will these work for your learners? I hope you enjoy the 25 free games you can get in the download. These games come in color, but feel free to print in grayscale if you'd like.

BUILD A STRONG READING FOUNDATION

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If you have learners who struggle to isolate beginning sounds, these free phonemic awareness games are the perfect fit! Use them in preschool or kindergarten. Use them in literacy centers or small groups. #phonemicawareness #preschool #kindergarten

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Phonemic awareness is one of the best predictors of a student's ability to read fluently. This ability to hear speech sounds clearly, and to differentiate them, is what allows us to acquire language easily, and this knowledge of language is key to our understanding of what we read. As cognitive neuroscientist Dr. Paula Tallal explains, "To break the code for reading, a child must become 'phonologically aware' that words can be broken down into smaller units of sounds (phonemes) and that it is these sounds that the letters represent."

A National Reading Panel in-depth review of 52 phonemic awareness articles found that explicitly teaching phonemic awareness has a direct and significant impact on children's reading, significantly more than instruction that lacks any attention to phonemic awareness. However, this foundational skill is rarely taught systematically.

It wasn't until after I learned my son was born profoundly deaf, and I made the shift to the field of speech and language, that I saw the evidence for myself that reading difficulties were directly correlated to the inability to differentiate sounds. Through my years of research and teaching hearing-impaired students to read, I learned not only that children need direct, strongly auditory-based instruction in each of the 44 sounds of the English language, but that the order in which sounds are presented to children directly affects how well and quickly they are able to secure their sound system.

I discovered it was critical to begin phonemic awareness instruction with the sounds which are easiest to hear and blend (/m/, /s/, /oo/, /sh/, /ee/, /aw/). These sounds can be lengthened or held, and don't have any other sound attached to them which allows a student to get a good grasp of the sound before blending it with another. As students gain proficiency with these easier sounds, they're ready to learn the rest of the 44 sounds, those that are more difficult, such as /d/, /i/, /k/ etc. These sounds are harder to hear in syllables, and they can't be lengthened or have another sound attached to them when spoken in isolation. This is the path provided to students in grades PreK-2 in the digital foundational reading program I authored, Ooka Island.

Phonemic awareness teaches students to both hear and manipulate sounds, and to understand that spoken words are made up of sequences of speech sounds. Through my research, I learned that students who were able to identify phonemes rapidly were able to read more fluently because of this rapid processing. Those students who took longer to process phonemes struggled with comprehension. It appeared that too much attention was required to decode the words, leaving less for interpreting what was read.

Fluent reading relies on students developing their phonemic awareness to the point of automaticity, freeing up their brain energy to easily comprehend what they're reading. Without securing their sound system by learning to automatically recall the 44 sounds of the English language, students rely on inefficient decoding methods and coping strategies like memorization. These skills may enable them to begin to read but as texts increase in complexity, students' comprehension begins to break down, as it becomes too challenging to understand what they are reading when they are focused on laboriously decoding every word. If we want students to gain mastery of the 44 sounds, they need to have repeated auditory exposure to each of the individual sounds and learn how to rapidly recognize each sound amongst other sounds.
References
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research on Reading and Its Implications for Reading Instruction. Reports of the Subgroups. Author. 2.1-2.8

Tallal, P. (2012). Improving neural response to sound improves reading. PNAS. vol. 109, no. 41, 16406-16407

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The Critical Role of Phonemic Awareness in Reading Instruction

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Phonemic awareness is one of the best predictors of a student's ability to read fluently. This ability to hear speech sounds clearly, and to differentiate them, is what allows us to acquire language easily, and this knowledge of language is key to our understanding of what we read.

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To be ready to read, a child not only needs to know the letters of the alphabet but also must be aware that his or her own speech is made up of segments that differ from letters. These segments are called phonemes. I will try not to use too much teacher jargon in this blog, but this term is worth learning because it is critical to understanding reading and phonemic awareness. Without phonemic awareness, a child cannot read.

Phonemic awareness is the ability to identify and manipulate the individual speech sounds into spoken words. For example the word cat has three sounds - /c/, /ă/ and /t/. The word heat also has three sound /h/, /ē/, /t/ because the letters ea make one sound. Words can be divided into several other units such as syllables and rhymes. The smallest unit of sound in our language is a phoneme and there are forty four of them!

Phonemes do not correspond one-to-one with letters because some sounds are represented with two letters, like sh, ch, th and ng. The awareness of the separate sounds in a word is what we call phonemic awareness. It is an auditory skill that underlies the ability to use an alphabet to read and write. A child who can recognize that the word cat has three speech sounds, the word eye has one, and the word eat has two, possesses basic phonemic awareness.

If a child can change the /m/ sound at the beginning of the word mat to /r/ and know that the word is now rat, has demonstrated an even larger degree of phonemic awareness. This child can compare the sounds in words, substitute a new sound for an old one, and blend the sounds to make a new word.

When I developed the PRIDE Reading Program, I made extra sure that every single lesson and skill the students learn also include phonemic awareness activities. A few examples of what the students have to do in the PRIDE Reading Program:

Identify rhymes - "tell me all of the words you know that rhyme with the word "heel."

Listening for sounds - "close your eyes as I read some words to you. When you hear the "ū" sound, raise your hand."

Manipulating sounds in words by adding, deleting or substituting - "in the word LAND, change the L to H." (hand)

On the back cover of each of the Student's Workbook there is a set of Elkonin Boxes to help the students build phonemic awareness. The students are instructed to listen to a word and then move the sound tokens into a box for each sound in the word.

As the students progress in the PRIDE program, they eventually break the words apart into syllables, and separate the syllables into sounds.

Success in reading depends on basic phonemic awareness. Without a sense of the sounds that letters represent, the child approaches reading as just memorizing letters. With phonemic awareness, the child can link letters to the sounds in words in order to decipher and spell them. Phonics is an approach to teaching reading in which the child is taught to associate letters with sounds and to use that knowledge to sound words out by blending the sounds from left to right.

It has been well known by researchers for the last 20 years that phonemic awareness and letter knowledge are the two best predictors of how well a child will learn to read during his or her first few years of school. The National Reading Panel's report confirmed that instruction in phonemic awareness helps children learn early reading skills.

Here is a sample video of me teaching a student phonemic awareness with Elkonin Boxes:

Karina Richland, M.A., developed the PRIDE Reading Program, an Orton-Gillingham program for struggling readers, based on her extensive experience working with children with learning differences over the past 30 years. She has been a teacher, educational consultant and the Executive Director of PRIDE Learning Centers in Southern California. For more information, visit the PRIDE Reading Program website here. You can also reach her by email at info@pridelearningcenter.com

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Phonemic Awareness Explained - PRIDE Reading Program

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To be ready to read, a child not only needs to know the letters of the alphabet but also must be aware that his or her own speech is made up of segments that differ from letters. These segments are called phonemes.

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Letters might be the building blocks of language, but without learning about phonemes, how will your students know when to take a bow or tie a bow ? Though mostly an auditory skill, teaching phonemic awareness in kindergarten is important for reading and writing too. It helps them to recognize and spell many words simply by sounding them out.

It can be strange for us adults, who use our phonemic awareness skills unconsciously every day, to slow down and focus on pronouncing one sound in one word at a time. However, finding creative ways to break familiar words down into their individual phonemes is key to your students' success. The following strategies for teaching phonemic awareness to your kindergarteners help pave the path to literacy by keeping your lesson plans effective and engaging.

Strategy #1: Do Your Own Homework

It may feel a bit silly to sound out "How now, brown cow?" to yourself at home or in an empty classroom, but practicing a phonemic awareness lesson ahead of time can help. For single-letter phonemes, for example, it's all too tempting to name the letter instead of pronouncing the sound-a simple error, but one which can be quite confusing for youngsters still learning the difference. Practicing on your own ahead of time refreshes both the lesson and the sounds in your mind so that, by the time the first bell rings, you'll be more than ready to guide your students through their phonemic exercises for the day.

Strategy #2: Engage in Wordplay

Especially for kindergarten students, the key to motivating your students to learn is to keep the lesson light and fun. It's called "wordplay," after all-not "wordwork"! Teaching phonemic awareness through drills and memorization work is as dull for your students as it is for you. Instead, try asking your students to come up with some silly alliterative sentences or practice pronouncing a few crazy tongue-twisters. Learning is better with a little laughter sprinkled in for good measure.

Strategy #3: Read Playful Books

Another excellent strategy for teaching phonemic awareness involves reading a good book or two. Books that rhyme or focus on specific types of figurative language, such as alliteration or assonance, are particularly useful for this exercise, as they help your students draw connections between similar phonemes and reinforce the ones they've already learned. And of course, kids love a good story. Classics like the works of Dr. Seuss or Shel Silverstein are often used in phonemic exercises. Some of my personal favorites also include books like All about Arthur (an Absolutely Absurd Ape) by Eric Carle, How Do Dinosaurs Go To School? by Jane Yolen and Four Fur Feet by Margaret Wise Brown.

Strategy #4: Practice it in Writing

Though the majority of your students' phonemic awareness exercises will likely involve practicing out loud, it's important to guide them to use what they've learned in writing, too. Be sure to start small, focusing first on simple identification activities before moving on to practicing writing and reading their own sentences aloud.

One tactic I've always found especially useful is to incorporate phonemic awareness activities into a larger writing and publishing lesson plan. Once they've begun to master basic phonemes, guide them through the process of developing and publishing their very own rhyming or tongue-twisting classbook that will show off their new skills as well as become a fantastic tool for reviewing what they've learned.

Ms. Rodriguez's class illustrates this particular strategy for teaching phonemic awareness brilliantly with their classbook, Kindergarten, Kindergarten, What Do You See? Adapted from the beloved Bill Martin, Jr. and Eric Carle book, Brown Bear, Brown Bear, What Do You See? , these students used the basic format of the original to practice using phonemic awareness to write their own rhyming sentences. They provided their own illustrations and even turned each other into characters in their own story to write and publish a classbook that is as delightful to look at as it must have been to create.

Teaching Phonemic Awareness: Making Phonemes Fun

Phonemes and fun, despite sharing a phoneme between them, might not seem to go together. These phonemic awareness teaching strategies, however, prove otherwise. By practicing your own phonemes as well as helping your students practice theirs through wordplay, reading phoneme-friendly books and even writing and publishing a book of their own, you can guide your students to become masters of letters and phonemes alike. Next stop, conjunction junction!
For more fun reading and writing activities for your kindergarten students, check out our online teacher's lounge and sign up for your free publishing kit!

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Strategies for Teaching Phonemic Awareness in Kindergarten | Studentreasures Blog

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Letters might be the building blocks of language, but without learning about phonemes, how will your students know when to take a bow or tie a bow ? Though mostly an auditory skill, teaching phonemic awareness in kindergarten is important for reading and writing too.

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Phonemic Awareness: An Introduction | Reading Rockets

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Phonemic Awareness: The Skills That They Need to Help Them Succeed! - Google Search

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He continued to research and develop phonemic awareness curriculum materials ... Phonemic Awareness: The Skills That They Need to Help Them Succeed!, ...