Summary of Content Knowledge

Phonemic awareness focuses on a student's ability to hear, identify, and manipulate individual sounds in words. For example, a student has phonemic awareness if they are able to separate the spoken word "cat" into 3 individual phonemes, /c/a/t/. Before children are able to read print they need to become aware of how the sounds in words work. Phonemic awareness is not only the ability to recognize that words are made up of small sounds but also the ability to break down, manipulate, and blend phonemes. The three main aspects of phonemic awareness include: syllables, rhymes, and beginning sounds. Having a good grasp on phonemic awareness skills will help students in their ability to read greatly. Phonemic awareness works on mapping to print which is this connection between the phoneme and the grapheme. The alphabetic principle is another important part of this process. This is where students can identify that each phoneme is represented by a grapheme.

Apps

Endless Alphabet

This app is highly interactive. Each word features an interactive puzzle game with a picture animation demonstrating the definition. Students are actively engaged while using this app. Students hear the sounds as they build a variety of words.

With students, I would suggest using this app for more of an at home activity, rather than spending time with it in the classroom, as I believe the strategies I have described for phonemic awareness are extremely engaging and fun for children without the use of technology.

Reading Raven

This app is adjustable to a students ability and is a multi-sensory app that engages students while they are learning. With this app students practice; recognizing letters, tracing letters, building words, identifying words, reading words, tracing words, and reading sentences. Children are able to make strong connections between written and spoken language and are exposed to early practice in reading comprehension.

This is another app that I would suggest for parents to use with their children at home. I also would periodically use this app for centers during reading time but it would not be one I would use routinely. Students will develop their phonemic awareness skills with practice on this app.

Reading For All Learners

This app is great for students K-3rd grade. With many different ways to differentiate the material, students are able to practice their skills at the appropriate level. There are easy to administer assessments to track student progress and has great interactive features, such as helping a student figure out a word they do not know by sounding it out. Students will be engaged with the fun and interactive story lines provided by this app.

With students I would use this app as a "homework" assignment and assign stories for students to read at home. Students will then also complete an assessment that will allow me to continually track their progress in phonemic awareness. With the use of the strategies included on this page and the use of at home apps, students phonemic awareness skills are bound to excel.

Website

http://www.readingrockets.org/teaching/reading-basics/phonemic

This website is full of research, strategies, and other useful information for teaching and understanding the importance of phonemic awareness. In the future, I will refer back to this website to find useful research or strategies to use in my classroom to help students improve on their phonemic awareness skills.

Artifact

This bookmark is a great tool and resource for students to use while reading. It contains 8 different strategies for students to use when they are stuck on a word in their book. This bookmark is perfect for all students to have nearby when reading to self.

Strategies

The Listening Game

Students lie on the ground quietly for 5-10 minutes, great to do after lunch or gym class since this helps the students unwind, students and teacher become "sound spotters". With eyes closed and ears open, teacher asks, "who can spot a sound with their ears?". Students then list off different sounds they hear such as the air conditioner, teachers talking, doors closing, etc. The teacher and students discuss the different sounds they hear. Important: do not use eyes, use ears only!

"Moo, Moo" Where Are You?

Students sit in a circle and one student lies in the middle of the circle with their eyes closed. Another student goes somewhere in the room and says, "moo" or a different animal noise. The student in the middle of the circle then points in the direction they think the student making the animal noise is. Once the students points in the correct direction they now get to go somewhere in the room and make a different animal noise. This helps students to listen closely for sounds and where sounds are coming from. It also prepares their ears to listen closely to sounds in words.

In My Box

Get a small box and place some pictures in it with pairs of familiar words that rhyme (like box/socks, cat/hat, or chair/bear). Use enough pictures so that everyone in your class has a turn. Sit in a circle with your students. Start with a child you know is strong in rhyming. Hold the box and choose a picture. If the picture shows a cat, say “In my box, there’s a cat”. Call on him or her to come up with a rhyming word. The child might say, “In my box, there’s a hat” (or some other rhyming word). After he or she answers with a rhyming word, hand him or her the box. Now he or she gets to choose a card and continue the play. This is a great strategy to use once children are familiar with rhymes.

Bippity Boppity Bumble Bee

Sit in a circle with your students. The teacher begins the chant and walks around to a child: Teacher: “Bippity Boppity Bumble Bee, Will You Say Your Name For Me?” The child responds, “Jennifer.” Teacher: ”Let’s all say it.” The class says her name out loud, while clapping once for each syllable. Teacher: “Let’s all whisper it.” And the class whispers her name, while quiet-clapping the syllables again, once per syllable. Teacher and class: “Bippity Boppity Bumble Bee, Thank You For Saying Your Name For Me!” Repeat with another student and his/her name. As students become familiar with the game, you can allow students to take on the “teacher” role.

Old MacDonald

Begin by singing "old macdonald had a farm. E-I-E-I-O" then continue on but with an animal the students are not expecting. "And on his farm he had a /ti/ /ger/ E-I-E-I-O" The students think it is hilarious, but realize they have mentally put the word together to figure out what animal you are talking about. Then show the students a picture of a tiger. This is a great strategy to use after students have had plenty of practice listening to syllables and putting them together in words. Students should also be extremely familiar with the song "Old MacDonald" before using this strategy.

References

http://www.k12reader.com/what-is-phonemic-awarenes/

http://www.earlychildhoodteacher.org/blog/5-quick-easy-and-fun-phonemic-awareness-activities/