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Phonemic Awareness is one of the three foundational skills in early literacy. This skill refers to: the ability of students to focus on and manipulate individual sounds that are in spoken words or phonemes.  It is also the final developmental subset of phonological awareness. Children need to develop this skill if they are to be successful in learning how to read. In this skill, children are breaking down their spoken language from larger units to smaller. Examples of these small units includes: sentences, phrases, words, syllables and rimes.

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The skill of reading vocabulary is not one to be underestimated.  Children mostly learn it by indirect everyday experiences. However, it has many types, tiers and categories. Starting with the four types of vocabulary: listening, speaking, reading, and writing vocabularies. Then the three tiers of vocabulary: Tier 1, Tier 2, and Tier 3. Last but not least, new vocabulary is categorized as unknown, acquainted and established. Teaching students how to read vocabulary and the meanings behind the words is critical.

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Reading comprehension is known as the ability to construct meaning from a written language. The forms that go along with this are narrative and expository text. Reading comprehension has been labelled as the 'essence' of reading. A lot of research has been done on reading comprehension and continues to be done. The National Reading Panel, NRP, has found three themes of evidence based research on reading comprehension that has stayed relevant. These themes being: Reading comprehension is a complex thinking process that is inextricably linked and influenced by vocabulary and reading development, Reading comprehension is an intentional process requiring thoughtful interaction between the reader and text, and Teachers must help students develop and apply reading comprehension strategies for them to succeed in all school subjects.

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Classroom management is the foundation of an effective classroom. Without classroom management, chaos can take over. Students need strong structure not only academically but behaviorally. Literacy needs classroom management in order to be successful. Teachers need to know the concepts, instructions, themes,  and tiers that literacy demands. Knowing these and exercising these, with the classroom management strategies, results in effective and long lasting knowledge for students.

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Playdough is a great tool to get kids excited with their learning. For a CVC version of phonemic awareness, students will be directed to make three balls of playdough. The balls will be laid in a line next to each other. To sound out CVC words, students will sound out the word with the teacher, on the smart board. To help students isolate the initial, medial vowel or final sounds; they will be asked to smash the ball of playdough that has the specific sound. This activity correlates with the RF.K.2.D standard that requests kindergarteners to isolate and pronounce initial, medial vowel and final word sounds.

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Rhyming picture cards are a simple but effective task. These cards allow for students to rhyme words in an easier way. What makes them easier are the pictures that are provided along with the words. This way, students who struggle with recognizing the words that rhyme can use the pictures as support. This activity lines up with standard RF.K.2.A in recognizing and producing words.

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Technology is not going anywhere anytime soon for students. PBSKids.org is a great website that has many games for phonemic awareness. These games can help students with rhyming and letter sounds. Which aid in the learning of  the standard RF.K.2.

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After these activities are presented to students, students need to be assessed. Here are two ways students can be assessed in phonemic awareness.

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In this assessment, students are blending and segmenting onsets and rimes of single syllable spoken words.  The reason they are doing this is to have the ability to guess what a word is from its blended form. This ability shows teachers that the student has a slightly higher level of phonemic awareness. The data taken from this assessment will show these skills or lack of. Students who are being assessed will range from ages four to six. In this assessment, three word lists will be used to take data off of.

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In this assessment, students will be required to blend and segment onsets and rimes of single syllable spoken words. They will be doing this by listening to a word then "rubber banding" the word. They will then write the sounds that they heard. The purpose of this assessment is to show advanced levels of phonemic awareness by the ability to speak and write phonemes. This assessment is done with a list of twenty two teacher implied words that include two to three phonemes. The data collected will show if a student has the ability to hear and "map" sounds by writing and using invented spelling techniques.

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Susanne. Kindergarten Phonemic Activities. Education Outside.Kindergarten Phonemic Awareness Activities- 2021 Round-up – Education Outside. Accessed 20 April 2021.

Reutzel, D Ray. Strategies For Reading Assessment and Instruction. Pearson; 6th edition (January 28, 2019).

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The subject of Phonics is the most talked about subject in the field of reading education. Phonics is a strong element in students ability to learn to read. It is an element that emphasizes on how spellings are related to systematic speech sounds. Another part of this element is how readers use their knowledge to blend sounds that are represented by letters. Phonics are also apart of decoding, these skills go hand in hand with one another. The skill of phonics is best taught by a teacher who is skillful and caring.

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In this activity a tennis ball will be used to read common sight words. The tennis ball with have sight words previously written on it. Each student will have one, the teacher will call out a sight word and the students will have to find it on the ball. This activity is spot on with standard RF.K.3.C., students are reading sight words by sight only.

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The letter bead activity is great for standard RF.K.3.A. The standard requests students to demonstrate basic knowledge of one-to-one letter correspondence. In this activity, students can be given a letter card and asked to find the letter in their collection of beads and put it on their string. They can be asked to say the letter sound once it is on their string.

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Roll and read is an activity that makes a simple worksheet effective and fun. Students will be given dice and a pre filled out worksheet. The worksheet will have one syllable words in each box. Students will be asked to roll their dice and whatever number they land on, they will find the box on their worksheet that has that number. Once they find the box with their rolled number, they will say the word in the box and determine if it has one syllable or not. This activity is great for standard RF. 1. 3. B., where students need to decode one syllable words.

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After students participate in these activities their skills need to be assessed. Here are two ways students can be assessed in phonemic awareness.

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This assessment is a quick assessment to get the ball rolling; because it is quick, teachers will need to use other assessments along with it. However, it is still effective. The quick reading assessment is made up of thirteen index cards, a list of the San Diego Assessment graded word list and a pencil for keeping score. The purpose behind this assessment is to place students with the correct grade level materials for their first reading experiences. The age range for this assessment is between five  and eight year old's.

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This assessment is geared towards kindergarteners. Since it is geared towards kindergarteners it is recommended that this list be done as one of the first sight word assessments. The interesting part about this assessment is that it holds 33.4% of all the words a student will most likely encounter in their adulthood. This assessment requires index cards with the Thorndike- Lorge words on each card, a copy of the Thorndike-Lorge list with student's name and date, and a pencil for scoring. The results of this data will show how quickly students can recognize the twenty five sight words.

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Susanne. Kindergarten Phonemic Activities. Education Outside.Phonics Activities For Kindergarten- 2021 Make Learning Fun – Education Outside. Accessed 20 April 2021.

Reutzel, D Ray. Strategies For Reading Assessment and Instruction. Pearson; 6th edition (January 28, 2019).

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The foundation of successful teaching lies with procedures. Procedures can simplify student learning and set students up with clear concise expectations. Which, in the long run will make them more successful in their education and literacy experiences.

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Fluency has four compatible parts to ensure good comprehension. Those four parts are: accurate/automatic decoding, age/grade level appropriate reading speed, appropriate use of volume and expression in one's voice and appropriate text phrasing. It has been agreed by reading researchers that there are six effective fluency instructions. Those instructions consist of: repetition, modeling, explicit instruction with feedback, support/scaffolding, phrasing practice and reading appropriately challenging materials. When students are able to complete the four parts of fluency and have experiences with the six instructions, they are set up to decode words smoothly and effortlessly, all while keeping an appropriate speed and voice intonation.

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Recorded reads are a good technique for standard RF.1.4.B. This standard requires students to " Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings." For recorded reads, students pick a book then record themselves reading the book. After the recording they listen to themselves and check for accuracy, expression and rate. If the accuracy , expression and rate are not successful they rerecord themselves until it is.

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Echo reads is another technique that exercises standard RF.1.4.B. In this activity, students echo exactly what the teacher says. This helps with student accuracy, rate, and expression. Plus it's a fun way for students to copy their teachers!

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Repeated reads are exactly what they sound like. Students reread a text multiple times. They reread the text for a purpose. For example, for the first round, the teacher can ask students to read the text and find short vowel sounds. The next time, the teacher can ask students to reread and look for long vowel sounds. This technique gives the reading purpose, just like standard RF.1.4.A requests.

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After students participate in these activities their skills need to be assessed. Here are two ways students can be assessed in phonemic awareness.

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Picture naming is a technique that is apart of the IGDI, The Individual Growth and Development Indicators. This assessment is geared towards children who are three to five years old. The children are assessed with picture cards that are based off of common home, classroom and community environments. The picture cards are shown to the children and they are expected to say out loud what the picture is. Materials for this assessment include: picture naming test, stopwatch, pencil, picture naming cards, score form, administration instructions and clipboard. The data received from this assessment will show how many pictures the child can identify and where they are at developmentally in language and literacy.

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Alphaboxes are a read aloud activity for students around the ages five to twelve. It has been proved that read aloud activities can help children increase their listening and speaking abilities. It also helps with their oral language development. In this assessment, students will participate in a read aloud with their teacher. While the teacher is reading they will be filling out their alphaboxes. The alphaboxes will be on a piece of paper and the students will be expected to write down a key word from the story that begins with that same letter in a box.

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B, Jen. Fluency Activities. Sparkling In Second. Fluency Activities - Sparkling in Second Grade. Accessed 20 April 2021.

Reutzel, D Ray. Strategies For Reading Assessment and Instruction. Pearson; 6th edition (January 28, 2019).

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This activity is a fun twist for vocabulary. Students interview a word to discover its meaning and relationship to other words. This can be done as a group or individually. One student can be the word and the other can be the interviewer. This activity fits the standard CCSS.ELA-Literacy.CCRA.L.4.

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The root tree activity is literally a root word exercise. Students will be given a drawn out tree with a root word on the trunk; along with empty branches and roots. They will have to add words that contain the given root word. This is a simple but straight to the point exercise that correlates with standards CCSS.ELA-Literacy.CCRA.L.6; CCSS.ELA-Literacy.RF.3.3, 4.3, 5.3.

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A word wheel is a worksheet that has a wheel and in the wheel students will have a familiar vocabulary word. The students will be prompted to fill in parts of the wheel as synonyms, antonyms etc. They will then be asked to write a sentence to complete the understanding of the vocabulary. The standard that this activity meets is CCSS.ELA-Literacy.CCRA.L.4.

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After students participate in these activities their skills need to be assessed. Here are two ways students can be assessed in phonemic awareness.

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This assessment is a great assessment for fast results. It identifies vocabulary problem areas quickly and in an efficient way. This assessment is for students aged six to seventeen years old. It is highly recommended that this assessment be done in the beginning of the year. In this assessment students are given a photocopy of a passage, either fiction or nonfiction, and are asked to read it out loud. While the student is reading, the teacher will be taking data on how many words the student miscalls. This data will then tell if this assessment is acceptable for analysis.

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This assessment is another fast but efficient assessment for students aged six to seventeen. This assessment can be completed as a whole group assessment or individually. Students are given an assessment grid and expected to check how they feel about a vocabulary word. The terms used for this grid are established, acquainted, and unknown. The data taken from this assessment is used to help teachers create student profiles.

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Bromley, Karen. Vocabulary Activities. Scholastic. Vocabulary Activities | Scholastic. Accessed 21 April 2021.

Reutzel, D Ray. Strategies For Reading Assessment and Instruction. Pearson; 6th edition (January 28, 2019).

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This is a very fun activity for comprehension. In this activity a beach ball that has pre written comprehension questions will be tossed or rolled around the class; after reading a story or text together. When a student catches the beach ball, wherever their thumb lands is what question they will need to answer. This beach ball toss is a great activity for standard SL.1.2.

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Jenga is a fun game to tie into comprehension. On the Jenga blocks, the teacher will write comprehension questions on each Jenga block facing down. Students will play the game Jenga while answering the questions on the pieces they pull out. This version of Jenga is great for standard SL.1.2.

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This activity is a great activity to give students a bit of control on their reading comprehension. In this activity the teacher will read a story to the class without showing illustrations. When the story is over the students will be asked to illustrate and rewrite the story from what they comprehended.

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After students participate in these activities their skills need to be assessed. Here are two ways students can be assessed in phonemic awareness.

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This assessment is geared towards students around the ages of five to twelve. This assessment is for introducing new informational texts to young readers. Students and the teacher read a text together and talk their way through the book. It will help students develop their understanding of the framework in a book. While students follow along in the reading they will be required to fill out a graphic organizer. This graphic organizer will serve as the data to be collected; this will show the students comprehension of the text.

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MITRSU stands for Modified Informational Text Reading Strategy. This is a metacognitive assessment that gives students more control. It is a grid with ratings that students choose for themselves. The data that will come from this assessment is through scoring. The total score will show teachers how well a group of students can select, apply, and regulate their use of comprehension strategies.

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"Illustrate a Famous Book!" Education.com, Illustrate a Famous Book! | Activity | Education.com

"Reading Comprehension Games and Activities (That students will want to play over and over)."95percentgroup, Reading Comprehension Games and Activities (That Students Will Want to Play Over and Over) (95percentgroup.com).

Reutzel, D Ray. Strategies For Reading Assessment and Instruction. Pearson; 6th edition (January 28, 2019).

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Students need routines. Routines create structure. Routines can create structure in literacy that result in students having a sense of security, comfort, familiarity and organization.

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Students need positive reinforcement for the work they do. They need to be rewarded for the work they are putting into class. The rewards they receive will motivate them to do more and better.

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Positive attitudes should not be expected just from students. It is necessary that teachers have good attitudes to show their students. A teachers attitude and point of view will affect their classroom culture.

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Reutzel, D Ray. Strategies For Reading Assessment and Instruction. Pearson; 6th edition (January 28, 2019).

Wong, Harry & Wong, Rosemary. The Classroom Management Book.  Harry K. Wong Publications; 2nd edition (August 8, 2018).