Grade 1:Phonemic Awareness

The material in this Institute has been modified from the Florida version of the original reading academies that were developed by the Texas Education Agency and the Texas Center for Reading and Language Arts. The copyright to these materials is held by the Texas Education Agency.The copyrights of individual articles included within the academies is held by the original publishers of the articles, and they are included here with permission.

Survey of Knowledge

Alphabetic principle

Phonological Awareness

Phonemes

Phonemic Awareness

Phonics

Onset

Rime

Handouts 1 & 2

Activity

Phonemic AwarenessPhonemic awareness involves:

segmenting – pulling apart words into sounds

blending – putting sounds back together

manipulating – adding, deleting, and substituting these sounds

Phonemes are the smallest units of sound in spoken words

/ m / / a / / p / 1st phoneme 2nd phoneme 3rd phoneme

Phonemic AwarenessPhonemic awareness involves:

segmenting – pulling apart words into sounds

blending – putting sounds back together

manipulating – adding, deleting, and substituting these sounds

Phonemes are the smallest units of sound in spoken words

/ m / / a / / p / 1st phoneme 2nd phoneme 3rd phoneme

Components of Effective Reading Instruction

North Carolina StandardCourse of Study

Competency Goal 1:

The learner will develop and apply enabling strategies and skills to read and write.

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:

Count syllables in word

Blend the phonemes of one-syllable words

Segment the phonemes of one-syllable words

Change the beginning, middle, and ending sounds to produce new words

Activity

What We Know From Research

Phonemic awareness instruction improves students’ understanding of how the words in spoken language are represented in printPhonemic awareness instruction helps all young students learn to readPhonemic awareness instruction is most effective when students learn to use letters to represent phonemesPhonemic awareness instruction also helps preschoolers, kindergartners, and first graders learn to spell

Phonological Awareness Continuum

Type Description Examples

RHYME Matching the ending sounds of words cat, hat, bat, sat

ALLITERATION Producing groups of words that begin with the same initial sound

ten tiny tadpoles

SENTENCE SEGMENTATION

Segmenting sentences into spoken words The dog ran away.

1 2 3 4

SYLLABLES Blending syllables to say words or segmenting spoken words into syllables

/mag/ /net/

/pa/ /per/

ONSETS AND RIMES

Blending or segmenting the initial consonant or consonant cluster (onset) and the vowel and consonant sounds spoken after it (rime)

/m/ /ice/

/sh/ /ake/

PHONEMES Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words

/k/ /a/ /t/

/sh/ /i/ /p/

/s/ /t/ /o/ /p/

VIDEO

4:31

Handout 4

Rhyming, Alliteration, and Sentence Segmentation

Rhyme

Is the match between ending sounds of words

Alliteration

Focuses attention on initial phonemes

Sentence Segmentation

Helps students to understand that sentences are composed of separate words that are spoken in a particular order to convey meaning

Syllable Blending and Segmentation

Syllables

Blending syllables together to form words and segmenting words into syllables

Onset-Rime Blending and Segmentation

Onset Initial consonant or consonant cluster or consonant digraph

Rime Vowel and consonants that follow the onset

Phoneme Blending and Segmentation

Phoneme Blending Listening to a sequence of individual sounds and combining them to pronounce a word

Segmenting Words into Phonemes

Breaking a word into its individual sounds

Say It and Move It

Handout 5

Activity

Phoneme Manipulation

Manipulating Phonemes in Words

Working with phonemes (adding, deleting, or substituting them)

Grouping for Instruction

Teach phonemic awareness in small groups.

Small-group instruction may be more effective because students benefit from listening to their peers and having more opportunities to participate.

Explicit, Systematic Phonemic Awareness Instruction

Focus on types of phonemic awareness most closely associated with beginning reading and spelling achievement by linking phonemes to print

Explicitly teach phonemic awareness, and regularly schedule instruction

Handouts 7 & 8

Activity

Explicit, Systematic Phonemic Awareness Instruction (cont.)

During a lesson, target only one type of phonemic awareness, such as blending phonemes or segmenting words into phonemes

Begin with easier activities and progress to more difficult ones

Model each activity

As soon as possible, help students make the connection between letters and sounds to read and spell words

Ongoing Practice in Phonemic Awareness

Provide opportunities to practice phonemic awareness with teacher support.

When students practice sounds along with the letters of the alphabet, they learn to blend sounds to read words and to segment sounds to spell them.

Handout 9

Phonemic Awareness and Phonics

Phonemic Awareness = Phonics

Phonemic awareness instruction focuses students’ attention on the sounds of spoken words

Phonemic awareness instruction helps children make the connection between letters and sounds

During reading and spelling activities, children begin to combine their knowledge of phonemic awareness and phonics

Handout 10

Phonemic Awareness + Print

Many phonemic awareness activities can be adapted to help students make the connection between letters and sounds.

Consider Diversity:Limited English Proficient Students

Capitalize on native language ability

Teach blending, segmenting, and manipulating individual phonemes and syllables

Accept oral approximations

Focus on words students already know

Taking a Closer Look

Phonemic awareness instruction is addressed in different types of published programs.

Comprehensive core reading programs

Supplementary phonemic awareness programs

Progress Monitoring:Phonemic Awareness

Progress monitoring of phonemic awareness helps to:

Verify

Identify

Recognize

The results of individually administered reading inventories such as DIBELS can help you make informed instructional decisions.

Handout 14

Remember . . .

Phonemic awareness “ . . . provides children with essential foundational knowledge in the alphabetic system. It is one necessary instructional component within a complete and integrated reading program.”

-National Reading Panel, 2000, p. 8

“Adding well-thought-out phonemic awareness instruction to a beginning reading program . . . is very likely to help your students learn to read and spell.”

-National Institute for Literacy, 2001, p. 9