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Phonemic Awareness “PHUN”

Explore the difference between phonemic awareness and phonological awareness. Discover activities and strategies to develop these skills in students. Presented by Tamara Konrade.

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Phonemic Awareness “PHUN”

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  1. Phonemic Awareness “PHUN” Facilitated by: Tamara Konrade tamarak@essdack.org

  2. Presentation Highlights • Research • Learning Continuum • Assessment and Standards • Activities and Strategies

  3. Phonemic Awareness • The ability to hear, identify, and manipulate the individual sounds--phonemes--in spoken words. • A part of phonological awareness.

  4. Phonemic Awareness Is there a difference between phonemic awareness and phonological awareness? Phonemic Awareness Phonological Awareness

  5. Phonological Awareness Continuum Phonemes Rhyming/AlliterationOnset-Rime Syllables Words in a Sentence

  6. Phonological Continuum Deletion Addition Substitution Blending Segmentation Isolation Identity Categorization Phonemes Rhyming/Alliteration Onset-Rime Syllables Wordsin a Sentence

  7. Phoneme Isolation Children recognize individual sounds in a word. What is the first/last sound in van?

  8. Phoneme Identity Children recognize the same sounds in different words What sound is the same in fix, fall, and fun?

  9. Phoneme Categorization Children recognize the word in a set of three or four words that has the “odd” sound. Which word doesn’t belong? bus, bun, rig

  10. Phonological Continuum Deletion Addition Substitution Blending Segmentation Isolation Identity Categorization Phonemes Rhyming/Alliteration Onset-Rime Syllables Wordsin a Sentence

  11. Phoneme Blending Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word. What word is /b/ /i/ /g/?

  12. Phoneme Segmentation Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the sounds. How many sounds are in grab?

  13. Phonological Continuum Deletion Addition Substitution Blending Segmentation Isolation Identity Categorization Phonemes Rhyming/Alliteration Onset-Rime Syllables Wordsin a Sentence

  14. Phoneme Deletion Children recognize the word that remains when a phoneme is removed from another word. What is smile without the /s/?

  15. Phoneme Addition Children make a new word by adding a phoneme to an existing word. What word do you have if you add /s/ to the beginning of park?

  16. Phoneme Substitution Children substitute one phoneme for another to make a new word. The word is bug. Change /g/ to /n/. What’s the new word?

  17. Which Level of PA? • Look through the phonological awareness activities in your packet and decide where they fall on the phonological awareness continuum. • Why is this important to know?

  18. Phonological Continuum Deletion Addition Substitution Blending Segmentation Isolation Identity Categorization Phonemes Rhyming/Alliteration Onset-Rime Syllables Wordsin a Sentence

  19. P.A.S.T. Phonological Awareness Skills Test, pp. 7-12

  20. Phonemic Awareness StateStandards K-2, pp. 13-18

  21. Phonemic Awareness Activities • Kansas Parent Information Resource Center:http://www.kpirc.org, pp. 24-64

  22. Songs and Chants Bippity-bo-bah, Bippity-bay My, oh my, what a wonderful day. Plenty of sunshine coming my way. Bippity-bo-bah, Bippity-bay.

  23. Rhyme Away Stories, pp. 27-29

  24. Draw a Rhyme Phonological Awareness Activity, pp. 30-31

  25. Musical Pictures Phonological Awareness Activity

  26. Phonemic Awareness Activities Browse the PA activities with a partner on pages 19-64. Highlight 2-3 activities you would like to try and use within the next two weeks.

  27. RECAP

  28. REFLECTION TIME:Phonemic Awareness I learned… An idea new to me… I liked… I discovered… It’s good to know… I see things differently now because… Something I intend to do is…

  29. Paired Verbal Fluency: Phonemic Awareness • Determine A and B • A talks for 20 seconds • B talks for 20 seconds--without repeating anything A has said • Repeat with 40 seconds • Repeat with 60 seconds

  30. A teacher affects eternity; he can never tell where his influence stops. ~Henry Brooks Adams

  31. “Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them.” ~Author Unknown

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