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What is the difference?

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rime-onset-

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A Michael Heggerty Phonemic Awareness Lesson

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REACH program

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REACH Workshop Series: Phonological Awareness

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Phonemic Activities for PreK or Elementary Classroom

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Phonemic Activities for PreK or Elementary Classroom

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Reading Rockets

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You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Phonemic Activities for the Preschool or Elementary Classroom

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Activities that stimulate phonemic awareness in preschool and elementary school children are one sure way to get a child ready for reading! Here are eight of them from expert Marilyn Jager Adams.

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Sequence of Phonemic Awareness Development

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Sequence of Phonemic Awareness Development

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Teacher

Elementary Elements

Phonological & Phonemic Awareness

Reading Research

How Do I Teach Phonological & Phonemic Awareness?

What is the progression of Phonological & Phonemic Awarenesss skills?

Phonemic awareness involves a continuum of skills that develop over time from the simplest to the most complex. These include phoneme matching, blending, segmentation, and manipulation.

Phonemic Awareness Within the Phonological & Phonemic Awareness Continuum

Rhyme

Match the rhymes of words.

rot, dot, lot, not

Alliteration

Produce groups of words that begin with the same initial sound.

five funny fellows

Sentence segmentation

Segment sentences into spoken words.

The cat ran fast.
1 2 3 4

Syllables

Blend syllables to say a word or segment spoken words into syllables.

Onsets and rimes

Blend and segment the initial consonant or consonant cluster (onset) and the first vowel and consonant sounds spoken after it (rime).

Phonemes

Initial sound match

Which words begin with the same sound, pig, put, or rat? ( pig, put)

Initial sound isolation

What is the first sound in bake? (/b/)

Final sound isolation

What is the last sound in hot? (/t/)

Medial sound isolation

What is the middle sound in sun? (/u/)

Phoneme blending

What word am I saying, /m/ /a/ /t/? ( mat)

Phoneme segmentation

How many sounds do you hear in dip? (three)
What are the sounds in get? (/g/ /e/ /t/)

Phoneme Manipulation: Addition

Say pot. What word do you have if you add the /s/ sound to the beginning of the word? ( spot)

Phoneme Manipulation: Deletion of initial and final phoneme

Phoneme Manipulation: Deletion of initial phoneme in blend

Say drip without the /d/. ( rip)

Phoneme Manipulation: Substitution

Say rat. Now say /s/ instead of /r/. What is the new word? ( sat)
Say lip. Now say /t/ instead of /p/. What is the new word? ( lit)
Say pan. Now say /i/ instead of /a/. What is the new word? ( pin)

Phoneme Manipulation: Deletion of second phoneme in blend

Say stand without the /t/. ( sand)

(Adams, 1990; Ball & Blachman, 1991; Blachman, 1997; Chard & Dickson, 1999; Goswami, 2000/2001; Smith et al., 1998; Torgesen, 1999; Torgesen & Mathes, 2000; Uhry, 1999)

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What is the progression of Phonological & Phonemic Awarenesss skills?

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Teacher Elementary Elements Phonological & Phonemic Awareness Reading Research How Do I Teach Phonological & Phonemic Awareness? What is the progression of Phonological & Phonemic Awarenesss skills? Phonemic awareness involves a continuum of skills that develop over time from the simplest to the most complex. These include phoneme matching, blending, segmentation, and manipulation.

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Reading Rockets

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Phonological skill develops in a predictable progression. This concept is important, as it provides the basis for sequencing teaching tasks from easy to more difficult. Table 1 outlines the relative difficulty of phonological awareness tasks. Table 2 is a more specific synthesis of several research reviews and summaries (Adams et al., 1998; Gillon, 2004; Goswami, 2000; Paulson, 2004; Rath, 2001) that ties specific ages to the typical accomplishment of those phonological awareness tasks.

Prerequisite to phonological awareness is basic listening skill; the acquisition of a several-thousand word vocabulary; the ability to imitate and produce basic sentence structures; and the use of language to express needs, react to others, comment on experience, and understand what others intend.

Table 1. Phonological skills, from most basic to advanced

Word awareness

Tracking the words in sentences.

Note: This semantic language skill is much less directly predictive of reading than the skills that follow and less important to teach directly (Gillon, 2004). It is not so much a phonological skill as a semantic (meaning-based) language skill.

Responsiveness to rhyme and alliteration during word play

Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.

Syllable awareness

Counting, tapping, blending, or segmenting a word into syllables.

Onset and rime manipulation

The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. Recognizing a rhyme is much easier than producing a rhyme.

Phoneme awareness

Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture begins with /m/?"; "Find another picture that ends in /r/").

Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel sound in rope ").

Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").

Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/").

Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without the /m/").

Table 2. Ages at which 80-90 percent of typical students have achieved a phonological skill

4

Rote imitation and enjoyment of rhyme and alliteration

pool, drool, tool
"Seven silly snakes sang songs seriously."

5

Rhyme recognition, odd word out

"Which two words rhyme:
stair, steel, chair?"

Recognition of phonemic changes in words

" Hickory Dickory Clock. That's not right!"

Clapping, counting syllables

5½

Distinguishing and remembering separate phonemes in a series

Show sequences of single phonemes with colored blocks: /s/ /s/ /f/; /z/ /sh/ /z/.

Producing a rhyme

"Tell me a word that rhymes with car." ( star)

Matching initial sounds; isolating an initial sound

"Say the first sound in ride (/r/); sock (/s/); love (/l/)."

6

Compound word deletion

"Say cowboy. Say it again, but don't say cow."

Syllable deletion

"Say parsnip. Say it again, but don't say par."

Phoneme segmentation of words that have simple syllables with two or three phonemes (no blends)

"Say the word as you move a chip for each sound."

6½

Phoneme segmentation of words that have up to three or four phonemes (include blends)

"Say the word slowly while you tap the sounds."

Phoneme substitution to build new words that have simple syllables (no blends)

"Change the /j/ in cage to /n/.
Change the /ā/ in cane to /ō/."

7

Sound deletion (initial and final positions)

"Say meat. Say it again, without the /m/."
"Say safe. Say it again, without the /f/."

8

Sound deletion (initial position, include blends)

"Say prank. Say it again, without the /p/."

9

Sound deletion (medial and final blend positions)

"Say snail. Say it again, without the /n/."
"Say fork. Say it again, without the /k/."

Paulson (2004) confirmed the hierarchy of phonological skill acquisition in 5-year-olds entering kindergarten. Only 7 percent of 5-year-olds who had not yet had kindergarten could segment phonemes in spoken words. The production of rhymes was more difficult for 5-year-olds than commonly assumed, as only 61 percent could give a rhyming word for a stimulus. Only 29 percent could blend single phonemes into whole words. Although some young students will pick up these skills with relative ease during the kindergarten year - especially if the curriculum includes explicit activities - other students must be taught these metalinguistic skills directly and systematically.

Moats, L, & Tolman, C (2009). Excerpted from Language Essentials for Teachers of Reading and Spelling (LETRS): The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness (Module 2). Boston: Sopris West.

For more information on Language Essentials for Teachers of Reading and Spelling (LETRS) visit Voyager Sopris .

For any reprint requests, please contact the author or publisher listed.

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Basic listening skills and "word awareness" are critical precursors to phonological awareness. Learn the milestones for acquiring phonological skills.

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Communication & Literacy Strand

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National Reading Panel Research on Phonemic Awareness

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National Reading Panel Research on Phonemic Awareness

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pages 2-99
Overall effect size of PA instruction = .86

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More research on importance of Phonemic Awareness

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More research on importance of Phonemic Awareness

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This focuses on Heggerty, but there is some general info about phonemic awareness in here too

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Elements that need to be covered

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See pages 9, 15-20  Highlighted information RE: phonemic awareness

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sounds for first and last letters CVC words

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Laurie Winter's PD @ Greenbush Look @ pg. 17

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 10 Common Causes of Phonics Instruction Failure

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 10 Common Causes of Phonics Instruction Failure

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Blevins Research