Phonological Awareness

Kindergarten
Phonological Awareness
Phonological
awareness involves:

South Dakota  segmenting-

Standards pulling apart spoken words
into sounds

 blending-
putting sounds back together

 manipulating-
adding, deleing, and
substituting these sounds
Phonological Awareness
South Dakota Phonological
Standards awareness involves:
Students are able to  segmenting-
relate letters and pulling apart spoken words
sounds, and identify into sounds
patterns in word and
phases
 blending-
putting sounds back together

 manipulating-
adding, deleing, and
substituting these sounds
Phonemes

Phonemic awareness specifically focuses on

individual sounds (known as phonemes) in
words

Phonemes are the smallest units of sound in

spoken words

/m/ /a/ /t/

1st phoneme 2nd phoneme 3rd phoneme
What We Know from Research

 Phonological awareness instruction

improves children’s understanding of
how the words in spoken language are
represented in print.
 Phonemic awareness helps all children
learn to read
What We Know from Research

 Phonemic awareness instruction is most

effective when children are taught to use
letters to represent phonemes
 Phonemic awareness also helps
preschoolers, kindergartners, and first
graders learn to spell

Page 4 from Put Reading First Booklet

Phonological Awareness Continuum
Types Description Examples
Blending phonemes into words, /k/ /a/ /t/
Phonemes segmenting words into individual
phonemes, and manipulating /sh/ /i/ /p/
phonemes in spoken words
/s/ /t/ /o/ /p/
Blending or segmenting the initial
Onsets and consonant or consonant cluster (onset)
/m/ /ice/
and he vowel and consonant sounds
Rimes spoken after it (rime)
/sh/ /ake/
Blending syllables to say words or
Syllables segmenting spoken words into syllables
/mag/ /net/
/pa/ /per/
Segmenting sentences into spoken words
Sentence The dog ran away.
Segmentation 1 2 3 4
Producing groups of words that begin with
Alliteration the same initial sound
Ten tiny tadpoles
Rhyme Matching the ending sounds of words
cat, hat, bat, sat
Rhyme

Rhyme Match between ending sounds of words

Use Nursery Rhymes and Other

Rhymes
Ten Cats Have Hats by Jean Marzollo

One bear has a chair,

but I have a hat.
Activites focused on rhyme
Ten Cats Have Hats by Jean Marzollo

Two ducks have trucks,

but I have a hat.

Picture clue allows them to predict author’s rhyme.

Activities focused on rhyme
“The Ants Go Marching”
The ants go marching one by one,
Hurrah! Hurrah!
The ants go marching one by one,
Hurrah! Hurrah!
The ants go marching one by one,
The little one stops to have some fun,
And they all go down to the ground,
To get out of the sun.
Boom! Boom! Boom!
Activities focused on rhyme
“The Ants Go Marching”
The ants go marching two by two,
Hurrah! Hurrah!
The ants go marching two by two,
Hurrah! Hurrah!
The ants go marching two by two,
The little one stops to _____________,
And they all go down to the ground,
To get out of the sun.
Boom! Boom! Boom!
Activities focused on rhyme (oral)
“Down by the Bay”
“Did you ever see a whale with a polka dot tail?”

“The Corner Grocery Story”

“There were peas, peas walking on their knees at
the store, at the store”
“There was steak, steak, going shake shake at the
store, at the store”
Yopp & Yopp (1996). Oo-pples & boo-noo-noos: Songs & activities for phonemic
awareness. Harcourt Bace School Publishers
Alliteration

Focus on initial
Alliteration
phonemes

Steven Kellogg's alphabet book

Aster Aardvark’s
Alphabet Adventures
Alliteration-Big Books
Sentence Segmentation

Have children count words

Words in 1 2 3 4
Sentences
Say the parts of a sentence
Syllable Blending and Segmentation

Syllables Blending syllables together to

form words

Segmenting words into syllables

Activities with syllables manipulation
“Clap, Clap, Clap Your Hands” (clues)

Clap, clap, clap your hands,

Clap your hands together.
Clap, clap, clap your hands,
Clap your hands together

Snap, Snap, Snap your hands,

Snap your hands together.
Snap, Snap, Snap your hands,
Snap your hands together

continue
Activities with syllables manipulation
“Clap, Clap, Clap Your Hands” (clues)
Say, say, say these parts.
Say these parts together.
Say, say, say these parts,
Say these parts together:
Teacher moun (pause) tain (children respond, “mountain!”)
Teacher love (pause) ly (children respond, “lovely!”)
Teacher un (pause) der (children respond, “under!”)
Teacher tea (pause) cher (children respond, “teacher!”)
Activities with syllables manipulation
How Many Syllables (clues)
Tikki Tikki Tembo by Arlene Mosel

Clap syllables in names

+ picture
Tingo Tango Mango Tree by Marcia Vaughan
Iguana’s name is Sombala Bombala Rombala Roh
Flamingo’s name is Kokio Lokio Molio Koh
Parrot’s name is Dillaby Dallaby Doh
Turtle’s name is Nanaba Panaba Tanaba Goh
Bat’s name is Bitteo Biteo
Activities with syllables manipulation
“Humpty Dumpty” (clues)

Recite “Humpty Dumpty” rhyme

Humpty Dumpty broke & I have some
broken words. Let’s help put the words
back together again.

pop – si - cle
Snap the cubes together to say the entire
word.
Activities with syllables manipulation
Teacher, May We? (clues)
Teacher: “You may jump the number of
times as there are syllables (some
teachers say “beats” or “chunks” for
syllables) in the bunny.”

Students: “Teacher, may we?”

Onset-Rime
Blending and Segmentation
Onset: initial consonant or
consonant cluster of the word
Onsets
and Rime: vowel and consonants
Rimes that follow the onset

In the word ca, the /k/ is the

onset and the –at is the rime
Activities with onset-rime manipulation
Going on a Word Hunt (clues)
Teacher: Going on a word hunt!
(slap toes) (slap knees) (slap toes) (slap knees)
Students repeat
Teacher: What’s this word?
(slap toes) (slap knees) (slap toes) (slap knees)
Students repeat
Teacher: /m/ (pause) /ap/ pause
(slap toes) (slap knees)
Students repeat
Together: mmmmmmmmmmmap map!
(slide hands from toes to knee) (slap knees)
Activities with onset-rime manipulation
Make a Word (letters)

It’s a word.

It is not a word.
Phoneme Blending and
Segmentation
Listening to a sequence of
Phoneme individual sounds and
Blending combining them to pronounce
a word

Segmenting
Breaking a word into its
Words into individual sounds
Phonemes
Activities with phoneme manipulation
Cock-a-doodle-moo! (oral)

Cock-a-doodle-moo! By Bernard Most

Activities with phoneme manipulation
Bag Game (cues)
Supporting phonemic awareness
development in the classroom

Hallie Kay Yopp

Ruth Helen Yopp
The Reading Teacher
Vol.54, No. 2 October 2000
Using Songs

Tune to London Bridge

/b/ is a sound that starts these words

Ball, bounce, bear, ball, bounce, bear
/b/ is a sound that starts these words
Ball, bounce, bear and b_________.
Using Songs

Tune to “Three Blind Mice”

Buh buh buh, Buh buh, buh;

Hear how it sounds, hear how it sounds.
It starts with /b/ and it sounds like this:
Buh buh buh, Buh buh, buh
Using Songs

Tune to London Bridge

/K/ is the letter that sounds like kuh,

Sounds like kuh, sounds like kuh,
/K/ is the letter that sounds like kuh,
In words like key, cat, and car!
Using Songs

Tune to “Jimmy Cracked Corn”

Who has a /d/ word to share with us?
Who has a /d/ word to share with us?
It must start with the /d/ sounds!

Dog is a word that starts with /d/

Dog is a word that starts with /d/
Dog is a word that starts with /d/
Dog stars with the /d/ sound.
Oo-pples and Boo-noo-noos;
Songs and Activties for phonemic
Awareness
Hallie Kay Yopp
Ruth Helen Yopp
Say It and Move It
Phoneme Manipulation

Working Add /s/ to beginning of pin=spin

with Delete /t/ at beginning of trap=rap
Phonemics Substitute /i/ in lip with /a/=lap
Grouping for
Instruction

Small Teach phonological

Groups awareness, especially
phonemic awareness,
in small groups
Explicit and Systematic
Phonological Awareness Instruction
 Focus on types of phonological
awareness most closely associated with
beginning reading and spelling
achievement by linking phonemes to
print
 Teach phonological awareness explicitly
and regularly schedule instruction
Explicit and Systematic
Phonological Awareness Instruction
 During a lesson, target only one type of
phonological 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 children make the
connection between letters and sounds to read
and spell words
Ongoing Practice in
Phonological Awareness
 Provide opportunities to practice
phonological awareness with teacher
support and guidance
 Integrate practice in phonological
awareness throughout the curriculum
and school day
Word Play

Enhances phonological awareness as children

practice activities using words an concepts in
stories and books that are read aloud
 Choose one of your children’s books
 Develop a word play activity for your assigned
part
 On an index card, write title of book and
activity
 Post on the wall
Phonological Awareness
and Phonics
Phonological
Awareness Phonics

 Phonological awareness instruction helps

children make the connection between letters
and sounds
 During reading and spelling activities, children
begin to combine their knowledge of
phonological awareness and phonics
Taking a Closer Look

Phonological awareness instruction is

addressed in different types of published
programs:
 Comprehensive core reading programs
 Supplementary phonological awareness
programs
Consider Diversity:
English Language Learners
 Capitalize on native language ability
 Teach blending, segmenting, and
manipulating individual phonemes and
syllables
 Accept oral approximations
 Focus on words children already know
Progress Monitoring:
Phonological Awareness
Verify
Identify
Specify
Recognize

Results of individual administered

reading inventories can help you make
informed instructional decisions
Remember…