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Developing Phonemic Awareness through Rhyme and Alliteration Activities

Learn the differences between phonological awareness, phonemic awareness, and phonics. Discover best practices and instructional sequences to strengthen phonemic skills and support early reading success.

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Developing Phonemic Awareness through Rhyme and Alliteration Activities

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  1. Phonological Awareness, Phonemic Awarenessand PhonicsTEDU 566

  2. Our Goals for Today • To understand the differences between phonological awareness, phonemic awareness and phonics • To learn what research states about the dimensions of phonemic awareness • To learn best practices in the area of phonemic awareness instruction

  3. Studies show that a reader’s ability to remember, imitate, recall, manipulate, and articulate sounds is essential to early reading. (NICHD,2002)

  4. Phonological Awareness The ability to attend to the sound structure of language Levels of phonological awareness • Word awareness • Syllable awareness • Sound awareness

  5. Phonemic Awareness The awareness that spoken words or syllables can be thought of as a sequence of phonemes /c-a-t/ /t-a-c/

  6. Phonics Associating speech sounds with the letters that represent them Focus on letter-sound correspondence

  7. Phonological Awareness Skills Identity Recognizing the same sounds in different words Categorization Recognizing the word that has the “odd” sound Blending Combining separately spoken phonemes into a word Segmenting Breaking a word into its separate sounds

  8. Hears separate words in sentences Hears syllables in words Hears onsets in words Hears rimes in words Hears individual phonemes in words Dr. Tisha Hayes (2004)

  9. Instructional Sequence for Phonological Awareness • Listening • Rhyming • Words and Sentences • Awareness of Syllables • Initial and Final Sounds • Phonemes

  10. When do children develop phonological awareness? • Preschool Nursery rhymes Alliteration • Kindergarten Generate rhymes Identify syllables Segment words into syllables Delete initial syllables of multisyllabic words (even onset-rime)

  11. RHYME AND ALLITERATION Can you find rhyme and alliteration in this example? Teddy Bear, Teddy Bear turn around Teddy Bear, Teddy Bear touch the ground

  12. RHYME AND ALLITERATION Can you find rhyme and alliteration in this example? Teddy Bear, Teddy Bear turn around Teddy Bear, Teddy Bear touch the ground

  13. RHYME AND ALLITERATION Can you find rhyme and alliteration in this example? Teddy Bear, Teddy Bear turn around Teddy Bear, Teddy Bear touch the ground

  14. Rhyming Activities • Generate rhyming words • Identify rhymes • Sort objects and pictures • Create rhyming couplets • Write rhyming books • Draw rhyming pictures

  15. Working with Words • Sentences are made up of meaningful words • The words we pick and their order determine the meaning of a sentence. Ex. He is very neat. That is a neat headband.

  16. Working with Syllables • Use known words • Say each syllable clearly and distinctly • Help students develop the ability to blend and segment syllables (Adams, Foorman, Lundberg, & Beeler, 1998)

  17. Hearing Syllables and Sounds Use your chips to practice hearing syllables in these words. little hippopotamus dinosaur fireplace friend monkey

  18. Hearing Syllables and Sounds Use your chips to practice hearing syllables in these words. lit-tle hip-po-pot-a-mus di-no-saur fire-place friend mon-key

  19. Hearing Onset and Rime Dog Cat Shop Think

  20. Hearing Onset and Rime D-og C-at Sh-op Th-ink

  21. Phonemic awareness is… Working with individual sounds in words, called phonemes Understanding sounds work together to form words

  22. Phonemic awareness: • can be taught and learned • helps children learn to read and to spell • is most effective when children are taught to manipulate phonemes by using letters of the alphabet

  23. Hearing Individual Sounds Use your chips to count individual sounds in each word. Share your answer with a partner. Mom Daddy See Frog

  24. Hearing Individual Sounds Use your chips to count individual sounds in each word. Share your answer with a partner. Mom 3 Daddy 4 See 2 Frog 4

  25. Dimensions of Phonemic Awareness Rhyming Phoneme identity Phoneme isolation Phoneme addition/deletion Phoneme blending Phoneme segmentation (Griffith & Olson, 1992)

  26. Activities • Songs • Literature • Pick-a-Picture • Classifying Objects • Elkonin Boxes • Bean Bag Toss • Finish-a-Word

  27. Without direct instructional support, phonemic awareness eludes roughly 25% of middle-class first grade students and substantially more of those who come from less literacy-rich backgrounds.(Adams, Foorman, Lundberg, & Beeler, 1998)

  28. “Phonemic awareness and letter-sound knowledge account for more of the variation in early reading and spelling success than general intelligence, overall maturity level, or listening comprehension.” (National Reading Panel, 2000)

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