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Phonemic awareness is all about sounds. It's all auditory. It's the ability to be able to blend, segment, and isolate sounds.

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Phonemic awareness is spoken words of individual sounds or phonemes.  Examples:   rhyming, blending, segmenting, manipulation.

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Hearing and manipulating sounds in spoken words.

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Hearing and manipulating sounds in spoken words.

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Hearing & Orally manipulating sounds (segmenting, blending, rhyming, etc.). I appreciate pg 33 that blends a bit of PA with phonics by using the printed letters 

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Hearing & Orally manipulating sounds (segmenting, blending, rhyming, etc.). I appreciate pg 33 that blends a bit of PA with phonics by using the printed letters 

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Phonemic awareness is manipulating sounds. 

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Phonemic awareness is manipulating sounds. 

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Understanding that spoken words are made up of individual sounds.

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Understanding that spoken words are made up of individual sounds.

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Hear, making, understanding sounds and words...essential for reading 

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Hear, making, understanding sounds and words...essential for reading 

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Students appear to do well with individual phonics instruction but then do not use what they know while reading.

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The understanding that spoken words are composed of individual sounds, or phonemes

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The understanding that spoken words are composed of individual sounds, or phonemes

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Sometimes the younger grades get in a rush to read and skip some of these basic PA pieces that are so important!

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Sometimes the younger grades get in a rush to read and skip some of these basic PA pieces that are so important!

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We do not spend enough time on phonemic awareness.

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We do not spend enough time on phonemic awareness.

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Students have challenges puting the small unit of sounds together coloboratively to make words

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Students have challenges puting the small unit of sounds together coloboratively to make words

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I have experienced children having poor listening skills and/or speech issues.

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I have experienced children having poor listening skills and/or speech issues.

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Following through the process consistently. 

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Following through the process consistently. 

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Children need strategies when they come to words they do not know. They also need to know how words work and how words are related to each other.

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Phonemic awareness and phonics instruction is not just something else to do! Its needed for skilled reading!

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The order to teach letter sounds.

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Phoneme seg. may be more difficult than reading.

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Phoneme seg. may be more difficult than reading.

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It's been missing from instruction and we see those gaps. There's so much research that shows how integral it is!

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It's been missing from instruction and we see those gaps. There's so much research that shows how integral it is!

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Strong indicator of student early reading success. Helps educators fill in gaps early on. 

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Strong indicator of student early reading success. Helps educators fill in gaps early on. 

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I am wondering about which Phonics program is the best to use? Which one has the most data to support its effectiveness?

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I am also wondering what phonics program to use.

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Where do I start when it comes to selecting the next "program" for good teaching. Phonics and comprehension matter. Scope and sequence matter so how do I select which one to help my kids. I'm trying to consider book in hand and what can be used if we go virtual?

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We need that connected text with the words/sounds (pg 50)

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We need that connected text with the words/sounds (pg 50)

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Are we meeting the needs of the children who have needs such as dyslexia?

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Are we meeting the needs of the children who have needs such as dyslexia?

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Phonemic awareness is important as it builds the necessary skills for decoding and encoding.

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Every
program says their stuff is the good stuff .

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students need adequate time manipulating sounds. This can not be skipped over. Science supports the usage of phonics instruction.

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Phonemic awareness and phonics are necessary to read and write using the alphabetic principle. 

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Phonemic awareness and phonics are necessary to read and write using the alphabetic principle. 

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What really makes a consonant & vowel (pg 41)

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What really makes a consonant & vowel (pg 41)