How to Teach Phonological Awareness Including Phonemic Awareness

Question 1

How can you teach phonological awareness of larger units of language?

Answer 1

(1) Word Analysis
(2)Syllable Awareness
(3) Word Blending
(4) Syllable Blending
(5) Onset & rime Blending

Question 2

Word Awareness

Answer 2

being aware that sentences are made up of words. Being able to identity how many words a sentence has.

Question 3

Syllable Awareness

Answer 3

clap hands as they say each syllable. make pronunciation of syllables distorted and uttered slowly and distinctly

Question 4

Word Blending

Answer 4

combining two single syllable words to make compound words like “cow” + “boy” = “cowboy”

Question 5

Syllable Blending

Answer 5

blend two syllables into a word. “sis” + “ter” = “sister”

Question 6

Onset and Rime Blending

Answer 6

In an onset and rime task, teacher says the onset, such as /b/, and the rime, -ank. The children put them together to say “bank”

Question 7

Direct teaching of Phonemic Awareness lessons consists of lessons focusing on one of the tasks below:

Answer 7

(1)sound isolation
(2)sound identity
(3)sound blending
(4)sound substitution
(5)sound deletion
(6)sound segmentation

Question 8

Sound Isolation

Answer 8

children are given a word and must identify which sound occurs at the beginning, middle, or end of the word

Question 9

Sound Identity

Answer 9

teacher uses a set of words that share either the same beginning, middle or end sound. For example, lake, light, and low and ask what sound is the same in those 3 words? the beginning /l/

Question 10

Sound Blending

Answer 10

teacher says the sounds with only brief pauses in between each sound. The children then guess the word. I’m thinking of a word the sounds are /b/,/a/,/t/

Question 11

Sound Substitution

Answer 11

teacher asks the children to substitute one sound for another. cat, cat, cat to bat,bat,bat, to hat hat hat. be, bo, ba, bu, bi to ke,ko, ka, ku, ki

Question 12

Sound Deletion

Answer 12

sound deletion works best with constonant blends. To aviod using nonsense words, identify words beginning with blends that will generate anew word if one soun is deleted. snail take away the s and we have? nail

Question 13

sound segmentation

Answer 13

*most difficult of phonemic awareness tasks. Children are challenged to isolate and identify the sounds in a spoken word. ? cab-> begining/c/ /a/ middle/b/ end sound

Question 14

Phonological Awareness

Answer 14

the knowledge that oral English is composed of smaller units. A child who has phonological awareness can identify and manipulate sounds in many different levels of language: (1) individual sounds-that is phonemic awareness & (2) sounds in larger units of language that is words and syllables

Question 15

Phonemic awareness

Answer 15

a subcategory of phonological awareness, is the ability to distinguish the separate phonemes (sounds) in spoken word. when a child can identify duck and luck as rhyming words or that duck has 3 sounds and the are /d/, /u/, /k/, he is phonemically aware