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Foundational skills can be used throughout all environments across all subjects. A sound of the day can be used to introduce a phoneme

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We can sort number words by beginning sounds.

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Writing time offers rich opportunities to reinforce phonemic awareness especially when students are encoding (spelling) words based on the sounds they hear

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Giving students visuals throughout reading. Using pictures showing the action of what they are reading. If they are reading stories about sweeping, give them visuals of a person doing the action.

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When doing math, give students manipulatives to help them better understand the value of numbers. if doing addition, give them two groups of numbers and combine.

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The cafeteria may not seem like a traditional learning space, but it offers opportunities for phonemic awareness practice in natural, conversational ways—especially for early learners.

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In the lunchroom, students are naturally engaging with phonological and phonemic awareness without even realizing it. As they read the cafeteria menu, many use the “tap out” method to quietly break down the phonemes in words like “pizza” or “carrots,” turning everyday items into learning moments and meaningful way.- Corinne Klansky y37

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In the lunchroom, students are naturally engaging with phonological and phonemic awareness without even realizing it. As they read the cafeteria menu, many use the “tap out” method to quietly break down the phonemes in words like “pizza” or “carrots,” turning everyday items into learning moments and meaningful way.- Corinne Klansky y37

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Phonological awareness instruction is used in math class during the introduction of new concepts and vocabulary words. In algebra, words such as horizontal, vertical, and axis have been introduced. Clapping or chopping them out has helped students notice the syllables, spelling and also pronunciation.

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At various work sites, students naturally engage with phonological and phonemic awareness by interacting with vocabulary tied to the tools and materials they use. as students practice identifying and naming items like “broom,” “gloves,” or “spray bottle.” By sounding out and tapping through the phonemes of these words, they strengthen their decoding skills in a hands-on, meaningful way. Corinne Klansky y37

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At various work sites, students naturally engage with phonological and phonemic awareness by interacting with vocabulary tied to the tools and materials they use. as students practice identifying and naming items like “broom,” “gloves,” or “spray bottle.” By sounding out and tapping through the phonemes of these words, they strengthen their decoding skills in a hands-on, meaningful way. Corinne Klansky y37

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Phonological awareness instruction is used in science class during the introduction of new concepts and vocabulary words. The current science curriculum focuses on thermal energy; clapping or chopping out words such as experiment, observation, prediction, temperature, thermometer and thermal has helped scientists notice the syllables, spelling, and also pronunciation of the words, prior to incorporating the words and concepts into lessons.

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Morning/ Circle Time

Opportunities: Use songs, chants, and rhymes to emphasize beginning sounds, rhyming words, and syllables. You can also utilize phonemic awareness using our daily affirmation song.

Example: “What’s the sound at the start of ‘Monday’?” or “Let’s clap the syllables in ‘September’.”

2. Transition Times

Opportunities: While lining up or moving between activities, play quick sound games.

Example: “If I say /c/, can you find something in the room that starts with that sound?”

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For foundational skills you can incorporate phonemic and phonological awareness through center-based learning.  The centers can be student led- example: have one group play a headbands game with just the letter card the person wearing the headband has to identify the letter through listening to the sound.

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For foundational skills you can incorporate phonemic and phonological awareness through center-based learning.  The centers can be student led- example: have one group play a headbands game with just the letter card the person wearing the headband has to identify the letter through listening to the sound.

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When students are reading questions, guide them through reading the problem aloud to identify key terms/phrases/vocabulary needed to solve the problem.

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Going out to worksites students can practice vocabulary at the different sites to make them more independent.

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Phonological awareness is a foundational skill for literacy, and weaving it into reading lessons for our neurodiverse learners can make a big difference. Students require more repetition, multi-sensory strategies, and clear structure.

Examples: clapping out syllables, isolating beginning/ending sounds, build sound awareness with manipulatives, connect to core vocabulary from the Readtopia unit.

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In a special education classroom, phonological and phonemic awareness can be practiced throughout the day with short, engaging activities. Teachers can use rhyming, syllable clapping, and sound games during routines like morning meetings, reading, and writing. Tools like letter tiles, songs, and tactile letters help students blend and segment sounds. These simple, consistent practices build strong literacy skills in a fun and supportive way.

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P46:

Phonemic awareness development is not completely linear.

Children can learn more than one skill at a time.

Different aspects of phonemic awareness can be explored at the same time vs. waiting for students to master one specific area before moving on to another. Working on things like identifying how many words are in a

sentence, clapping the syllables in a word, identifying and producing rhyming

words at the same time consistently can help students develop a more well rounded understanding of phonemes.

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Foundational skills can be used all day in any subject. I like to start with a “sound of the day,” where students listen to and practice a specific sound. I also set up learning centers that focus on matching sounds, sorting syllables, and connecting sounds to letters. One fun game is when students wear a card with a letter or picture and guess what it is by listening to clues from classmates. These activities help students become better listeners and understand how sounds make up words.

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Phonemic and phonics awareness instruction can occur on community trips as students observe billboards and signs from the bus while on the way. Many brand logos rely on stylized letters that can be identified and practiced (ex "M for McDonald's, W for Walgreen's") This can be taught directly or used like a game of I-Spy for differentiation.

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In a special education classroom, phonological and phonemic awareness can be reinforced at student worksites by using job-related vocabulary words. At Costco, students can practice words like cart, list, items, and receipt by clapping out syllables or identifying rhyming words. While working as a personal shopper, they can discuss vocabulary like order, customer, and product. At the pizzeria, students might use words such as pizza, cheese, dough, and oven, practicing how to break the words into syllables or use them in simple sentences. At DSW, students can work with words like shoes, boots, laces, and boxes, focusing on vocabulary recognition and pronunciation. In the coffee shop, key words like coffee, cup, cream, and muffin can be practiced through repetition and sorting activities. Using worksite vocabulary in this way helps students connect phonological skills to real-life tasks, making learning functional and meaningful.

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In math class, I support phonological awareness by using math vocabulary in sound-based activities. We clap out syllables in words like “horizontal” and “axis” to help with pronunciation and spelling. I also use manipulatives during addition and subtraction to connect number words with their values, and we sort number words by beginning sounds to build listening skills while reinforcing math concepts.

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In a special education high school classroom, phonological and phonemic awareness can be integrated throughout the day using vocabulary from the school store. Students can practice breaking down words like calculator, water bottle, backpack, and headphones by clapping syllables or identifying individual sounds. While managing inventory, helping customers, or operating the cash register, they can focus on segmenting sounds in words like notebook, charger, snacks, and uniform. During cash register tasks, students can also practice saying and spelling product names or prices, which reinforces sound-letter connections. Using school store vocabulary in these real-world tasks helps students develop stronger reading, speaking, and practical communication skills.

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Phonological and phonemic awareness can be incorporated into social studies lessons by using key vocabulary words related to the topics being studied. For example, when learning about communities, students can practice clapping syllables in words like city, country, leader, and culture. Teachers can guide students to identify beginning and ending sounds in terms like history, map, flag, or government. During discussions or reading activities, students can segment sounds in important social studies words or find rhyming words connected to the lesson. Using phonological skills with social studies vocabulary helps students improve their listening, speaking, and reading abilities while making the content more accessible and engaging.

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Phonological awareness can be used in a social studies lesson by rhyming songs and poems when teaching historical events. Phonemic awareness activities can be used by asking the students to identify the initial sound of historical figures' names or to blend sounds to spell out key terms.

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Students start their day with a quick journal writing activity where they can use their knowledge of letters and sounds. Adults are used as a last resort when they need help spelling. They ask a friend first an try to sound it out together.

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In math, students could practice math vocabulary by using different manipulatives, like elkonin boards, unifix cubes, or pop its to count out each syllable. You can clap out different vocabulary words or use chopping to help enforce. Words like "budgeting", "discount", or "calculator" are great examples of functional words that students can phonologically examine.

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Phonological and phonemic awareness can be incorporated in reading into activities that highlight sounds. For example, using the popits as the students sound out the sounds. They push down on the popit as they hear the sound.

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At worksites, students could practice phonological awareness by interacting with different vocabulary both at the worksite and within the community. Engaging in phonological practice with words on community safety signs can help students form a deeper understanding and connection with these vital vocabulary words. Students can clap out or chop it up when they see these words in the community. Words like "stop", "caution", "bathroom", "hospital", "construction" and "beware" are seen repeatedly in the community; with the repetition of seeing these words in conjunction to practicing and sorting them in the classroom can help students engage in phonological awareness while learning essential life skills. This can also be applied to worksite vocabulary, like "spray", "customer", "greeting", "cleaning", and "inventory".

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An employee with strong phonetic awareness can better process spoken language, improving their ability to accurately understand and follow verbal instructions, while using visual cues for the students, especially in noisy environments.

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You’ve shared some excellent strategies for integrating phonological awareness into math instruction. I really like how you use manipulatives such as Elkonin boards and pop-its to make syllable counting more interactive and engaging. Connecting math vocabulary to sound-based activities—like clapping out words such as “horizontal” and “axis”—is a great way to strengthen both pronunciation and comprehension. I also appreciate how you link number words to their values and sort them by beginning sounds to reinforce listening and math skills simultaneously. Your approach creates a strong connection between language development and mathematical understanding.