INSTRUCTION Introduce students to concept of using fingers to represent sounds in words. Explain that you will put up one finger to represent each sound you hear, give examples and invite students to help determine number of fingers in a word. Choose several short words in a familiar book that you will segment and encourage the students to blend together. This instruction method is effective because it gives students practice sounding out and blending words through a familiar read aloud…

PHONEMIC AWARENESS: Phonemic Awareness Read Aloud- students try to figure out a mystery word by hearing and blending sounds together. RESOURCE: The Balanced Literacy Diet.

INSTRUCTION Use 3 colours of squared paper on a board, generate a list of CVC words. Explain that you will be working with sounds in words. Pound each sound by lightly banging your fist under each square and saying each letters sound separately, then blend the word while running your fist smoothly under the 3 squares. Have students try with new words.  Effective instructional technique because it gives students a visual and allows them to practice blending letter sounds together to make…

INSTRUCTION: Pound and Sound' will become a classroom favorite - help students hear individual sounds and then blend them together!

INSTRUCTION Gather objects with different numbers of syllables in a box. Tell students that you might ask for the first or last sound of chosen object. Students choose items from the box, everyone will say the name of the object, all students clap out the number of syllables in name of object. Ask each chosen student for first or last sound in the name of the object.  Effective because it gives students practice with sounds in words and counting syllables.

--> "Take One Thing From the Box" is such a versatile literacy activity to help student develop phonological awareness skills.

INSTRUCTION Create trees for each phoneme you want represented and leaves for each tree with different letter combinations that can make the sound. Explain that each tree represents a different sound, have students help identify the sound represented by each tree. Reiterate all letter combinations in each tree and that all letter combinations in each tree produce the same sound. Effective because it creates a visual of letter combinations that create the same sound and practice reading them.

INSTRUCTION Create trees for each phoneme you want represented and leaves for each tree with different letter combinations that can make the sound. Explain that each tree represents a different sound, have students help identify the sound represented by each tree. Reiterate all letter combinations in each tree and that all letter combinations in each tree produce the same sound. Effective because it creates a visual of letter combinations that create the same sound and practice reading them.

ASSESSMENT OF LEARNING Teacher uses “Picky Puppet” who only likes things that start with chosen sound. Students look through pictures to find things that start with the sound. Puppet only keeps those that start with the chosen sound. Activity could be used for assessment as teachers can observe and record student responses and comments during the puppet show, and ask open-ended questions that request that students clarify information to probe students’ understanding and use of…

I've seen something like this done weekly using the Jolly Phonics order at Bloorview.

INSTRUCTION Strategy teaches students syllables by using the students’ names. The teacher models the activity, by clapping the syllables of the teacher’s name. Students get name tags which they can sort them according to the syllables are in the names. Students clap the syllables in their names to determine the number of syllables. This activity gives students strategies for determining how many syllables are in words, as well as a visual of different names and how many syllables are in…

INSTRUCTION Strategy teaches students syllables by using the students’ names. The teacher models the activity, by clapping the syllables of the teacher’s name. Students get name tags which they can sort them according to the syllables are in the names. Students clap the syllables in their names to determine the number of syllables. This activity gives students strategies for determining how many syllables are in words, as well as a visual of different names and how many syllables are in…

ASSESSMENT In this activity, the teacher posts pictures of things that start with the two chosen phonemes on two walls. The teacher lists other words that start with one of those starting phonemes, as the teacher does this, the students go to the wall with the picture that represents one of the two phonemes. This can be used as assessment for learning, since students can see which phonemes they have grasped firmly, and which they need to continue to work on.

ASSESSMENT In this activity, the teacher posts pictures of things that start with the two chosen phonemes on two walls. The teacher lists other words that start with one of those starting phonemes, as the teacher does this, the students go to the wall with the picture that represents one of the two phonemes. This can be used as assessment for learning, since students can see which phonemes they have grasped firmly, and which they need to continue to work on.

UNDERSTANDING This webpage that helped me to better understand what phonemic awareness is including some elements in phonemic awareness. “Phonemic awareness is the understanding that words are made up of phonemes or individual units of sound that influence the meaning for a word.” Further, it the ability to break down, manipulate, and blend phonemes. It also helped me understand the important role of phonemic awareness in learning to read and the impact of phonemic awareness on reading…

What is Phonemic Awareness?

UNDERSTAND: explains that phonemic awareness is different from phonics. Phonemes are the smallest part of sound in a spoken word. Having an awareness around phonemes mean that students should be able to hear, identify and manipulate these phonemes.

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