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Teaching Phonemic Awareness

Bridgette Buhlman
CIL 610

What is it phonemic awareness and why is it important?


Phonemic awareness is the ability to detect, identify, and manipulate
phonemes in spoken words. It is the most sophisticated and essential level of
phonological awareness.
Phoneme blending and segmenting are the most critical phonological skills.
Segmenting words into phonemes and blending phonemes into words
contributes more to learning to read and spell well than any other phonological
awareness skills.

What is phoneme blending?


Given a word, separated into phonemes, student combines the sounds to form
a whole word. Ex: What word is /b/ /i/ /g/? (big)

What is phoneme segmenting?


Given a whole word, student separates the word into individual phonemes and
says each sound. Ex: How many sounds are in big? Can you say them sound by
sound? (/b/ /i/ /g/)

What is phoneme isolation?


Given a word, student can isolate the beginning, middle and end sound.

Elkonin/Sound Boxes- Push-and-Say


What is it?

This strategy is designed to assist children with their development of


identifying sequential phoneme segments within a word as well as recognizing
positional sounds within a word. The instructor verbally dictates a word, and
the student segments the sounds in a sequential fashion (B, M, E).

What are the pros?

Visual representation of picture and/or sounds, tactile

What are the cons?

Too many movements for some students: remember word, segment sounds, say
sounds, push sounds/manipulatives etc.

Ideas for differentiation


Number of phonemes, pictures vs. no pictures, incorporates letter
cards/spelling (becomes phonics instruction).

Strategy Variation- Tap and Say (arm)


What is it?

Given a word, students segment the word tapping three locations on the arm
to indicate beginning sound (shoulder), middle sound (inside elbow) and ending
sound (wrist). Teacher can then ask students to identify beginning, middle
and end sounds in the word if appropriate.

What are the pros?


Interactive, helps clarify confusion due to terminology/vocabulary,
kinesthetic; teacher can use this strategy to assess blending, segmenting and
isolation.

What are the cons?


Only 2-3 phoneme words

Ideas for differentiation


Move to 4 phoneme Elkonin/Sound Boxes or next level phonemic/phonics skill.

Transition: Phonemic Awareness to Phonics


Phonemic awareness should begin with sounds in spoken words with no letters
present. Over time, print can be added to phonemic awareness activities. As
students learn to identify some letters, these letters can be used to show
how the alphabet represents speech sounds. This gives children opportunities
to understand and apply the alphabetic principleunderstanding that the
sounds within spoken words are represented in writing by letters, and that
those letters represent the sounds rather consistently.

References
Diller, D. (2007). Making the most of small groups: Differentiation for all .
Stenhouse.

Honig, B., Diamond, L., & Gutlohn, L. (2013). Teaching reading sourcebook: For

kindergarten through eighth grade (2nd ed.). Novato, CA: Arena Press.

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