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Phonemic Awareness

Development of phonemic awareness is essential for students' reading and writing development (BLD, 2016). Phonemic awareness refers to students' ability to…
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 4y
Collection by
Vanessa
 and
Ms. Lau

UNDERSTANDING

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ASSESSMENT

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INSTRUCTION

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Phonemic Awareness
Reading
Phonological Awareness
Letter Sounds
Phonics
INSTRUCTION: This activity is an engaging way for students to practise their letter-sounds and syllables while incorporating the students' names. The students are given clues about one of the names in the class and they must guess whose name it is. Teachers can provide the initial sound and number of syllables in the name as clues. Students then use their letter-sound and syllable strategies to guess which name was chosen. Beginning Reading, Beginning Sounds, Initial Sounds, Letter Sounds, Blending Sounds, Name Activities, Balanced Literacy, Name Games, Phonological Awareness
Beginning Reading
Beginning Sounds
Initial Sounds
Letter Sounds
Blending Sounds
Name Activities
Balanced Literacy
Name Games
Phonological Awareness
INSTRUCTION: This activity is an engaging way for students to practise their letter-sounds and syllables while incorporating the students' names. The students are given clues about one of the names in the class and they must guess whose name it is. Teachers can provide the initial sound and number of syllables in the name as clues. Students then use their letter-sound and syllable strategies to guess which name was chosen.
ASSESSMENT: This activity is an engaging way for students to show their phonemic awareness. Students can pull out items and sort them into its corresponding letter sound bin. Teachers can observe to assess the students phonemic awareness by whether the students are able to properly name and sort the different letters and sounds. Small Group Activities, Sorting Activities, Math Games, Early Literacy, Literacy Centers, Teaching Reading, Teaching Tools
Small Group Activities
Sorting Activities
Math Games
Early Literacy
Literacy Centers
Teaching Reading
Teaching Tools
ASSESSMENT: This activity is an engaging way for students to show their phonemic awareness. Students can pull out items and sort them into its corresponding letter sound bin. Teachers can observe to assess the students phonemic awareness by whether the students are able to properly name and sort the different letters and sounds.
UNDERSTANDING: This article helped to deepen my understanding of syllables. The article discussed the 6 types of syllables, the importance of teaching syllables, and the order that students learn about spoken and written syllables. The 6 types of syllables are: closed, vowel-consonant-e, open, vowel team (including dipthongs), vowel-r, consonant-le, and odd/schwa. Word Study, Word Work, Emergent Literacy, Learning Support, Reading Specialist, Syllable, Type I, Student Teaching
Word Study
Word Work
Emergent Literacy
Learning Support
Reading Specialist
Syllable
Type I
Student Teaching
UNDERSTANDING: This article helped to deepen my understanding of syllables. The article discussed the 6 types of syllables, the importance of teaching syllables, and the order that students learn about spoken and written syllables. The 6 types of syllables are: closed, vowel-consonant-e, open, vowel team (including dipthongs), vowel-r, consonant-le, and odd/schwa.
INSTRUCTION: Blend Baseball is an engaging way to motivate the students to blend their words. Students are divided into two teams. One child comes "up to bat" at a time and blends the sounds that the teacher says (e.g., /s/ /a/ /t/). If they successful, they move to first base and the next batter comes up. This activity is effective as students work as a team and are motivated to work hard blending their words to win. Phonemic Awareness, Student Work, New Words, A Team, Work Hard, Students, Teacher, Child
Phonemic Awareness
Student Work
New Words
A Team
Work Hard
Students
Teacher
Child
INSTRUCTION: Blend Baseball is an engaging way to motivate the students to blend their words. Students are divided into two teams. One child comes "up to bat" at a time and blends the sounds that the teacher says (e.g., /s/ /a/ /t/). If they successful, they move to first base and the next batter comes up. This activity is effective as students work as a team and are motivated to work hard blending their words to win.
Vanessa
Vanessa
Phonemic Awareness
ASSESSMENT: In this activity, students sort picture cards depending on the number of sounds within each picture name. Teachers can assess their students by seeing if they are able to correctly segment the word into their individual phonemes. This can help teachers for future lesson planning for students' next steps. Lesson Planning, Picture Cards, Sorting, Assessment, Names, Activities
Lesson Planning
Picture Cards
Sorting
Assessment
Names
Activities
ASSESSMENT: In this activity, students sort picture cards depending on the number of sounds within each picture name. Teachers can assess their students by seeing if they are able to correctly segment the word into their individual phonemes. This can help teachers for future lesson planning for students' next steps.
Vanessa
Vanessa
Phonemic Awareness
INSTRUCTION: This activity is an engaging way to incorporate music into literacy to practise segmenting. Students learn the "Segmentation Cheer" where there is a word of focus and the students chant its individual sounds. For example, the teacher chants, “Listen to my cheer, then shout the sounds you hear. Sun! Sun! Sun! … Give me the beginning sound” and the students respond “/s/!” This continues on until the whole word is sounded out. The teacher then changes the word with each round. Student Learning, Literacy, Cheer, Knowledge
Student Learning
Literacy
Cheer
Knowledge
INSTRUCTION: This activity is an engaging way to incorporate music into literacy to practise segmenting. Students learn the "Segmentation Cheer" where there is a word of focus and the students chant its individual sounds. For example, the teacher chants, “Listen to my cheer, then shout the sounds you hear. Sun! Sun! Sun! … Give me the beginning sound” and the students respond “/s/!” This continues on until the whole word is sounded out. The teacher then changes the word with each round.
Vanessa
Vanessa
Phonemic Awareness
ASSESSMENT: RR (2006) discusses the benefits of using song to teach students literacy by providing them with multiple means to access the information. This activity can be used for assessment or general instruction. The song is called "If You Think You Know This Word, Shout It Out!" The teacher sounds out a segmented word (e.g., /k/ /a/ /t/) and the students state the word (e.g., cat). Teachers can assess students by seeing if they are able to blend the sounds correctly to state the word. Knowing You, Thinking Of You
Knowing You
Thinking Of You
ASSESSMENT: RR (2006) discusses the benefits of using song to teach students literacy by providing them with multiple means to access the information. This activity can be used for assessment or general instruction. The song is called "If You Think You Know This Word, Shout It Out!" The teacher sounds out a segmented word (e.g., /k/ /a/ /t/) and the students state the word (e.g., cat). Teachers can assess students by seeing if they are able to blend the sounds correctly to state the word.
Vanessa
Vanessa
Phonemic Awareness
INSTRUCTION: This activity is a great way to help students practise their blending in a visual and tactile manner. Students "drive" through the sounds in words using a toy car. They start off slowly to hear each individual sound. As they “drive” past the sound, they say the sound. Over time, the students move the car and say the sounds faster to hear the whole word. Students learn that words are divided into sounds and practise their blending skills. Jolly Phonics, Phonics Activities, Reading Activities, Reading Strategies, Teaching Phonics, Motor Activities, Reading Skills, Guided Reading
Jolly Phonics
Phonics Activities
Reading Activities
Reading Strategies
Teaching Phonics
Motor Activities
Reading Skills
Guided Reading
INSTRUCTION: This activity is a great way to help students practise their blending in a visual and tactile manner. Students "drive" through the sounds in words using a toy car. They start off slowly to hear each individual sound. As they “drive” past the sound, they say the sound. Over time, the students move the car and say the sounds faster to hear the whole word. Students learn that words are divided into sounds and practise their blending skills.