Phonemic Awareness Tasks
Sound Matching: Ability to provide words that have the same sound in the beginning, middle, or end of the word.
Ex) What's another word that starts the same way as ridiculous. A correct response would be Ron or RonwentonavacationandImdoingallthework.
Sound Isolation: Identify which sound occurs in the middle, beginning or end.
Ex) Which word starts with Cat, Cashmere, and Catharsis. The correct answer is /c/
Sound Blending: Manipulate individual sounds by combining them to form a word.
Ex) What word is made of /s/, /a/, /t/. The correct answer is sat.
Sound Substitution: Substitute a sound for another.
Ex) Song like I like to eat apples. In this song, we're substituting vowels of eat and apples with different vowels. Please don't watch this entire song.
Sound Deletion: Removing a sound and the student says the new word with omission.
Ex) Brain. Take away the B. The correct answer is Rain
Sound Segmentation: Must ID each separate sound in a word. Correct answer for dad is /d/, /a/, /d/
Sound Matching: Ability to provide words that have the same sound in the beginning, middle, or end of the word.
Ex) What's another word that starts the same way as ridiculous. A correct response would be Ron or RonwentonavacationandImdoingallthework.
Sound Isolation: Identify which sound occurs in the middle, beginning or end.
Ex) Which word starts with Cat, Cashmere, and Catharsis. The correct answer is /c/
Sound Blending: Manipulate individual sounds by combining them to form a word.
Ex) What word is made of /s/, /a/, /t/. The correct answer is sat.
Sound Substitution: Substitute a sound for another.
Ex) Song like I like to eat apples. In this song, we're substituting vowels of eat and apples with different vowels. Please don't watch this entire song.
Sound Deletion: Removing a sound and the student says the new word with omission.
Ex) Brain. Take away the B. The correct answer is Rain
Sound Segmentation: Must ID each separate sound in a word. Correct answer for dad is /d/, /a/, /d/
Definitions
(You should know what all of these mean and how to apply them. If you barely know the meaning, study them. It's not enough that you define them, you have to implement them. )
Alphabetic principle: Speech sounds are represented by letters. Symbols represent sounds (phonemes).
Phoneme: A speech sound. Smallest unit of speech
Ex) All these letters /v/, /e/, /s/, /t/ are the sounds you may ask students to segment.
The phonetic alphabet: Each phoneme is always represented by the same phonemic symbol.
Ex) /e/ always represents a "long a". This sound is represented by different graphemes like ay in day and ei in sleigh.
/b/ always represents a "b" sound. This sound can be used in words like breaking and bad
Extra credit, look at this website.
The grahpeme alphabet: English letters that represent phonemes.
Ex) Phoneme /k/ can be the grapheme k in Kit Kat or it could be represented by the grapheme ck in luck or truck. Think of graphemes being actually spelled out and that should help ya.
Vowels: A, e, i, o, u. Long vowels say their own names; short ones don't.
Consonants: When airflow is obstructed by mouth, lips, teeth, or beef jerky.
Onsets and Rimes: Occur in syllables. Onset is the beginning sound and rimes is the ending sound.
Ex) Luck. L is the onset and uck is the rimes. Rimes are like rhymes... whoa, I just had a Bill moment.
Phonograms: A grapheme which represents a phoneme or combination of phonemes.
Ex) "igh" is an English-language phonogram that represents the hard "I" sound in "high". Whereas the word phonemes refers to the sounds, the word phonogram refers to the letter(s) that represent that sound.
Blends: Combined sounds of two or three sounds.
Ex) Bl in blend and Spr in spruce.
Digraph: Combinations of letters that make a unique sound very different than what they'd normally sound like together.
Ex) Ph in digraph and Ce in spruce.
Diphthong: Glided sounds. Your tongue starts in one position and quickly goes to another.
Ex) oy in Boy and Toy.
(You should know what all of these mean and how to apply them. If you barely know the meaning, study them. It's not enough that you define them, you have to implement them. )
Alphabetic principle: Speech sounds are represented by letters. Symbols represent sounds (phonemes).
Phoneme: A speech sound. Smallest unit of speech
Ex) All these letters /v/, /e/, /s/, /t/ are the sounds you may ask students to segment.
The phonetic alphabet: Each phoneme is always represented by the same phonemic symbol.
Ex) /e/ always represents a "long a". This sound is represented by different graphemes like ay in day and ei in sleigh.
/b/ always represents a "b" sound. This sound can be used in words like breaking and bad
Extra credit, look at this website.
The grahpeme alphabet: English letters that represent phonemes.
Ex) Phoneme /k/ can be the grapheme k in Kit Kat or it could be represented by the grapheme ck in luck or truck. Think of graphemes being actually spelled out and that should help ya.
Vowels: A, e, i, o, u. Long vowels say their own names; short ones don't.
Consonants: When airflow is obstructed by mouth, lips, teeth, or beef jerky.
Onsets and Rimes: Occur in syllables. Onset is the beginning sound and rimes is the ending sound.
Ex) Luck. L is the onset and uck is the rimes. Rimes are like rhymes... whoa, I just had a Bill moment.
Phonograms: A grapheme which represents a phoneme or combination of phonemes.
Ex) "igh" is an English-language phonogram that represents the hard "I" sound in "high". Whereas the word phonemes refers to the sounds, the word phonogram refers to the letter(s) that represent that sound.
Blends: Combined sounds of two or three sounds.
Ex) Bl in blend and Spr in spruce.
Digraph: Combinations of letters that make a unique sound very different than what they'd normally sound like together.
Ex) Ph in digraph and Ce in spruce.
Diphthong: Glided sounds. Your tongue starts in one position and quickly goes to another.
Ex) oy in Boy and Toy.
Assessment of Phonemic Awareness
Yopp-Singer Test of phoneme awareness:
Teacher says 22 words and the student must use sound segmentation for each word. Sound segmentation is the most difficult task, and the teacher can tweak the test to have the student use sound isolation or any of the phonemic awareness tasks you have read earlier.
Yopp-Singer Test of phoneme awareness:
Teacher says 22 words and the student must use sound segmentation for each word. Sound segmentation is the most difficult task, and the teacher can tweak the test to have the student use sound isolation or any of the phonemic awareness tasks you have read earlier.
Teaching Phonemic Awareness:
(A good site to check out would be this)
Implicit (Indirect) Teaching:
Alliteration and Tongue Twisters: Alliteration is when words begin with the same consonants (ie. Peter Piper picked a pickle). Tongue twisters usually have a lot of alliterations.
Books with wordplay: Books with alliteration or assonance (Partial rhyme where the stressed vowel sounds are similar [ie son and won]). You can make questions about the text, like let's find all the words with "P".
Rhyming Games: Have students chant rhyming words and then generate new rhyming words.
Songs and chants: Songs with alteration, rhyming, assonance.
Explicit (Direct) Teaching:
(Most students come to class with phonemic awareness. Those without it will need direct instruction. Sounds like something important to know)
These start with easy tasks and go onto more difficult tasks
Sound Matching: Provide a sound and ask students to generate the same words with a /p/ sound. You can vary this task, asking students to look for different objects.
Sound isolation: Opposite of sound matching. You provide a list of words and ask for their middle sounds (ie. cat, hat, heat, paint, faint), or ask for their beginning sound.
Sound Blending: Make individual sounds and ask students to blend them together. /c/, /a/, /t/ make what word, or what word can you make out of /t/, /i/, /p/. Students might say pit, or something that upsets Joey when people don't leave one after he works all day.
Sound Substitution: Ask students to substitute one sound for another. Have a list of words and then have students substitute the first letter with something else. Ex) Let's replace the beginning words of these words with P: San Francisco, Giants, Forty Niners becomes Pan Prancisco, Piants, and Porty Piners.
Sound Deletion: Find words that work even if you delete a letter.
Ex) Black; let's take away the /b/. Lack! Track; let's take away the /t/. Rack!
Segmentation: Teacher starts off with words that have two sounds. Model and say the word (ie. See. /s/, /e/). Student repeats the process. After mastery, move onto words with three sounds and then to words with small differences (lick, pick, trick).
(A good site to check out would be this)
Implicit (Indirect) Teaching:
Alliteration and Tongue Twisters: Alliteration is when words begin with the same consonants (ie. Peter Piper picked a pickle). Tongue twisters usually have a lot of alliterations.
Books with wordplay: Books with alliteration or assonance (Partial rhyme where the stressed vowel sounds are similar [ie son and won]). You can make questions about the text, like let's find all the words with "P".
Rhyming Games: Have students chant rhyming words and then generate new rhyming words.
Songs and chants: Songs with alteration, rhyming, assonance.
Explicit (Direct) Teaching:
(Most students come to class with phonemic awareness. Those without it will need direct instruction. Sounds like something important to know)
These start with easy tasks and go onto more difficult tasks
Sound Matching: Provide a sound and ask students to generate the same words with a /p/ sound. You can vary this task, asking students to look for different objects.
Sound isolation: Opposite of sound matching. You provide a list of words and ask for their middle sounds (ie. cat, hat, heat, paint, faint), or ask for their beginning sound.
Sound Blending: Make individual sounds and ask students to blend them together. /c/, /a/, /t/ make what word, or what word can you make out of /t/, /i/, /p/. Students might say pit, or something that upsets Joey when people don't leave one after he works all day.
Sound Substitution: Ask students to substitute one sound for another. Have a list of words and then have students substitute the first letter with something else. Ex) Let's replace the beginning words of these words with P: San Francisco, Giants, Forty Niners becomes Pan Prancisco, Piants, and Porty Piners.
Sound Deletion: Find words that work even if you delete a letter.
Ex) Black; let's take away the /b/. Lack! Track; let's take away the /t/. Rack!
Segmentation: Teacher starts off with words that have two sounds. Model and say the word (ie. See. /s/, /e/). Student repeats the process. After mastery, move onto words with three sounds and then to words with small differences (lick, pick, trick).
Additional Information
Phonological Awareness and everything underneath it: Understanding phonological awareness, phonemic awareness, and phonics
9. Mr. Zayn is a second grade teacher. Five of his students are having difficulty learning the corresponding sounds that go with the consonants at the end of words. The first thing he should do for these students is:
a. Begin planning a series of direct, explicit lessons that will teach them consonant blends and consonant digraphs.
b. Administer a test of concepts about print.
c. Decide whether or not it is important for this group of children to be taught phonics.
d. Do a thorough assessment to see if they can hear the individual sounds that occur at the end of words.
10. Mr. Styles sang, "Who has the /p/ word to share with us?" as his students looked at the stuffed animals he gave them. Kevin, who had a penguin, said, "I do, Mr. Styles!" This is an example of:
a. A child who can successfully do sound matching tasks, and is developing phonemic awareness.
b. Automaticity, in this case, automaticity of memory.
c. A teacher who facilitates reading comprehension before students read, while they read, and after they read.
d. A phonics lesson that is highly motivational.
11. Mr. Punk was a student teacher in a second grade classroom. He told his supervisor that the next time he visited he would teach a lesson on consonant blends. Mr. Punk was working on ph as in graph, ch as in much, and sh as in bush. He carefully told his students that these letter combinations made a blended sound, with each letter making a sound. His supervisor had a shocked look on her face because:
a. He failed to include an anticipatory set in his lesson
b. These letters aren't consonant blends, they are consonant digraphs and each pair of letters makes only one sound.
c. These letters aren't consonant blends, they are consonant diphthongs and each pair of letters makes a glided vowel sound.
d. Ph as in graph and ch as in much should never be taught together in the same lesson.
12. A test of phonemic awareness could ask students to perform any of the following tasks: sound matching, sound isolation, sound blending, sound addition and substitution, and sound segmentation. Why might a teacher want to start with a test of sound segmentation?
a. A test of sound segmentation is easy to develop.
b. This is the easiest of the phonemic awareness tasks.
c. This is the most difficult of the phonemic awareness tasks.
d. Because the other choice, to start with sound matching, requires the use of words with three and four syllables.
a. Begin planning a series of direct, explicit lessons that will teach them consonant blends and consonant digraphs.
b. Administer a test of concepts about print.
c. Decide whether or not it is important for this group of children to be taught phonics.
d. Do a thorough assessment to see if they can hear the individual sounds that occur at the end of words.
10. Mr. Styles sang, "Who has the /p/ word to share with us?" as his students looked at the stuffed animals he gave them. Kevin, who had a penguin, said, "I do, Mr. Styles!" This is an example of:
a. A child who can successfully do sound matching tasks, and is developing phonemic awareness.
b. Automaticity, in this case, automaticity of memory.
c. A teacher who facilitates reading comprehension before students read, while they read, and after they read.
d. A phonics lesson that is highly motivational.
11. Mr. Punk was a student teacher in a second grade classroom. He told his supervisor that the next time he visited he would teach a lesson on consonant blends. Mr. Punk was working on ph as in graph, ch as in much, and sh as in bush. He carefully told his students that these letter combinations made a blended sound, with each letter making a sound. His supervisor had a shocked look on her face because:
a. He failed to include an anticipatory set in his lesson
b. These letters aren't consonant blends, they are consonant digraphs and each pair of letters makes only one sound.
c. These letters aren't consonant blends, they are consonant diphthongs and each pair of letters makes a glided vowel sound.
d. Ph as in graph and ch as in much should never be taught together in the same lesson.
12. A test of phonemic awareness could ask students to perform any of the following tasks: sound matching, sound isolation, sound blending, sound addition and substitution, and sound segmentation. Why might a teacher want to start with a test of sound segmentation?
a. A test of sound segmentation is easy to develop.
b. This is the easiest of the phonemic awareness tasks.
c. This is the most difficult of the phonemic awareness tasks.
d. Because the other choice, to start with sound matching, requires the use of words with three and four syllables.