Articles & Links~
Ask & Answer Phonemic Awareness (Parent Workshop Module)
Literacy Resources for Families: What Is Phonemic Awareness?
STEP 1: Phonological Awareness (June 2020)
STEP 2: Phonological Awareness Concept of Word (August 2020)
STEP 2: Phonological Awareness Concept of Syllables (August 2020)
STEP 2: Phonological Awareness Concept of Rhyme (August 2020)
STEP 3: Phonological Awareness Alliteration and Beginning Sound Awareness (October 2020)
ODL 15c - discrete units of sound link
relevant notes from above link~
EMS: explicit, multi-sensory, systematic
small sets of items taught until mastery and automatic response (fluency)
As you expose children to rhyming and alliteration activities, you may notice students who confuse the beginning and the ending of words. In this 2-minute video, my colleague, Michelle O’Reilly, demonstrates a very simple strategy to add visual and kinesthetic input that supports and reinforces the concepts of “beginning” and “end”.
NOTE: It is important not to confuse students with the concepts of ‘rhyme’ and beginning sound awareness (alliteration -onset/rime). Explicit instruction when teaching rhyme (words that sound the same at the end) is extremely important before formally teaching the concept of alliteration (words that begin with the same sound).
"Phonological awareness (sometimes referred to as phonological sensitivity) is hearing and understanding the different sounds and patterns of spoken language. It includes the different ways oral language can be broken down into individual parts, for instance, separate sounds and syllables. For some children, hearing these different parts of spoken language can be difficult because it requires them to attend to the sounds of speech separately from meaning." Creative Curriculum Volume 3: Literacy, pg. 543
"Phonological Awareness begin with listening to the sounds in the environment. These beginning listening skills help children later attend to the separate sounds in words. The next skills are noticing and discriminating rhyme and alliteration." Creative Curriculum Volume 3: Literacy, pg. 543
Onset & rime
Rhyme - Direct link to Rhyming page
Words
Syllables
Discrete units of sound cues
pound for words
clap/chin drop for syllables
Listening & Speaking Resources Folder
Listening Strategy: Call and Response
Listening Strategy: Follow Directions
Identifying First Sound
Use children’s names in simple alliterative songs. (to the tune of London Bridge- “What’s the first sound that you hear, that you hear, that you hear? What’s the first sound that you hear in Jacob, Joshua, Jordan?”)
Silly Sentences
Create alliteration sentences using names of students in the classroom.
Create one sentence a day as a simple modeled writing activity. Add appropriate illustrations to help students ‘reread’ the sentences. Place sentence strips on a ring and leave in library center for students read. (BELS book pg. 67)
Picture Sound Sorts
INPUT/MODELING: Model identifying the first sound in the ‘guide’ pictures in set 1 and lay them out on the table. (Follow the example of the PALS Beginning Sound Awareness task.) Choose one other card and isolate the beginning sound. ‘Think Aloud” as you place the card under the picture that has the same beginning sound.
GUIDED PRACTICE: Go through the rest of the stack of picture cards in set 1 and make sure each student can identify the pictures. Give each child one card, have them isolate the beginning sound, and place the card in the correct column. Pass them out again and have the students try isolating the sounds with a different card. Once you feel the students understand the task, try it with the next set of cards.
Onset/Rime
Phoneme segmenting: verbally separate onset and rime with motions—onset (right hand out); rime (left hand out) and (hands together) ‘word’
Beginning Sound Sort
Phoneme identification: sorting 3-d objects
Collect objects that begin with the ‘s’ sound (soap, sunshine, sand [in a small container], spoon and other random objects. MODEL how to sort objects: Begins with ‘s’ sound & doesn’t begin with ‘s’ sound. Once that has been established, add another group of objects that all begin with the same sound. NOTE: Use no more than 3 ‘sounds’ at a time.