Phonemic Awareness

http://teams.lacoe.edu/DOCUMENTATION/classrooms/patti/k-1/activities/phonemic.html
This website breaks down phonemic awareness into activities into five sections. They are listed as Rhyming word activities, teaching syllable segmentation, teaching beginning sound substitution, teaching sound isolation and teaching phonemic segmentation. Giving student’s activities to learn especially that are interactive and fun can help build their language and speech. These help you learn how to form sounds and how the sound within the words are formed. Using words that are relevant to the topic or that are easy to connect to the literacy is an even better way to use these activities. Yopp Yopp argued that phonemic awareness instruction for young children should be playful and engaging, interactive and social, and should stimulate curiosity and experimentation with language. This website shows exactly this and that is can be accomplished which can lead to the students being successful.
1. Snap and Clap Rhymes
· Begin with a simple clap and snap rhythm.
· Get more complex as children move along in rhyming.
Clap Clap
Snap fall
Clap Clap
Snap ball
Clap Clap
Snap hall
Clap Clap
Snap small
2. A variation is the "I say, You say" game:
I say fat.
You say _____.
I say red.
You say _____.
3. Rhyming Word Sit Down
· Children walk around in a big circle taking one step each time a rhyming word is said by the teacher.
· When the teacher says a word that doesn't rhyme, the children sit down:
she
tree
flea
spree
key
bee
sea
went
4. Rhyming words in songs, poems, and big books
· As you do shared reading with the students, pause at the end of phrases and let the students supply the rhyming words.
· After you have read the poem together ask students to find the rhyming words.
· Generate other words that rhyme with these rhyming words.
5. Silly Rhymes Big Book
· Use rimes (roots of word families) and rhyme charts around the classroom to create silly poems with the class.
· Write the one line rhyme with the whole class in big letters on large chart paper (Shared Writing).
· Read aloud several times.
· Use different voices. Have children sound and clap words.
6. Have a child illustrate the rhyme.
7. Repeat each week for another set of rimes.
By: Courtney Kagan


http://www.readingrockets.org/article/388
This website deals with reading and helping those who struggle to become better readers. I was able to find a article in Reading Rockets about phonemic awareness that goes in to detail about different aspect of phonemic awareness and different activities that teachers can use to help teacher their students. The article gives teachers instruction on specific guidelines that should be included in phonemic awareness activities so that they are able to effectively teach their students. It also gives a lot of books that are helpful in developing phonemic awareness and different aspects of phonemic awareness such as “There’s a Wocket In My Pocket” by Dr. Seuss, in which the initial sounds of everyday objects are substituted as a child talks about the strange creatures in the house. For example, a “zamp in the lamp”. The article gives a variety of examples and information for teachers to use for phonemic awareness and can be very helpful in developing ELL’s phonemic awareness.
By: Mary Rice


http://www.time4learning.com/readingpyramid/awareness.htm
Time 4 Learning is a website that is commonly used for students who are home-schooled or need extra practice outside of school. This site has been structured around the various levels of reading skills and includes a pyramid of abilities so that parents can focus on the specific goals of their child. This Reading Skills Pyramid includes the concept of phonemic awareness and provides information and ideas of how to teach children phonemes and introduce the idea of reading. The site explains what phonemic awareness is and why this pre-reading skill is crucial to the overall literacy development of a child. After scrolling down through the information page, the site also lists various tabs under “Reading & Reading Skills” that help provide parents with the tools necessary to help their children succeed. Under the Phonics curriculum tab, the site incorporates Pre-Reading Activities for Students, Early Reading Activities for Students, and Advanced Phonics for 1st and 2nd Graders. This site is beneficial because it provides phonemic use for students of various ages at various levels. Such a website would definitely be useful to ELLs because it would provide them extra practice on mastering phonemic skills in English.
By: Melissa Berger


http://aability.com/pagames.php
This site gives a little background knowledge on how a set of listening skills, or phonemic awareness, predicts who will be successful in learning to read. It discusses how vital these skills are and how children can be successful if they have acquire them, or they can be unsuccessful if they are unable to acquire them. It states activities parents can do with their child at home for development of these skills. Some activities the website listed are under Games to Go, easier games for beginners that are great for car rides or standing in a line, and Block Challenges, more advanced games for advanced learners where they use colored blocks to represent speech sounds. For Games to Go, a game to play would be to say a poem they know, such as "Jack and Jill went up the hill," but you could replace "hill" with "pickle." You then would proceed to ask what the error in the first line of the poem was, and they will hopefully be able to answer. You could also say words in the wrong order and swap sounds in the game to help with developing their phonemic awareness. Other beginning level games would include make a rhyme, blending sounds together, and match first sounds. A more advanced game for learners under Block Challenges is "What Changed? First or Last?" With this game you will need one-inch cubes of four or five different colors. Read the directions before beginning the game 1. Ask your child to show you, with blocks, a two-sound syllable. For example:You say ‘she’ -- and the child lines up two different colored blocks, one for ’sh’ and a second one for ’ee.’2. Then change one of the sounds. For example:* You could say "If this [block arrangement ] is ‘she’, show me ‘shy.’" (You changed the second sound: sh-e --> sh-y.)* Or instead, you could say "If this is ‘she’, show me ‘fee’" (You changed the first sound: sh-e --> f-ee.)3. The child changes one of the colored blocks -- the first or the second one-- to show which sound has changed.HINT: S-t-r-e-t-ch the sounds at first to help your child learn the game:"Sh-h-h-h-e-e-e-e-e --> Sh-h-h-h-y-y-y-y-y." There are many other games similar to the activity above to help more advanced students develop their phonemic awareness. The webpage is a great resource for new parents to take into account as they are raising their child and they begin to speak. It is also great for ESL teachers and students in order to help build the ESL student's phonemic awareness.
By:Morgan Smith