“Patti’s Activities”
http://teams.lacoe.edu/DOCUMENTATION/classrooms/patti/k-1/activities/phonemic.html
Learning more about phonemics has really opened my eyes these past couple of weeks. I wasn’t too familiar with the term before, and I love the idea of teaching children different ways to build their phonemic skills, including rhyming, syllable segmentation, etc. These types of activities are the foundation of literacy skills, and crucial to the learning process. The website I chose this time is less interactive for children, but it does give a variety of different activities that could be used with children in building phonemic skills.
The first thing I noticed, on the Home Page was that there are activities for both Kinder-1st grade, as well as 2nd-3rd so that as the students progress, they have different kinds of activities to be able to work with. Some of the areas focused on include Rhyming, Syllable Segmentation, Beginning Sound Substitution, Sound Isolation, and Phonemic Segmentation, and I will discuss a couple of them.
The rhyming activities seem to really engage the students, creating a fun and entertaining environment. There are games requiring rhythm, and paying close attention to the words they are hearing. For example, one game asks that the students clap twice, snap once, and then say a word. They then repeat the process, using a rhyming word. It seems like a fun idea, and the only negative would be getting all of the children to be able to clap and snap together. Another fun idea involves the children walking around in a circle with the teacher saying words in a sequence. When the children realize that a word doesn’t rhyme they immediately sit down. While this doesn’t require the students to make up their own words, it allows them to work on paying attention and recognizing things that don’t fit. Another variation could be asking them to think of words on their own, and when they cannot think of one, they could also sit down.
In teaching sound isolation, a fun and creative idea was singing to the tune of “Old Macdonald.” It’s a song that mostly all children are taught growing up, and changing it up a little bit could be exciting. What I like about this particular activity is that the teacher allows the students to come up with the answers themselves. She will ask, for example, “What is the first sound in these three words… bat.. ball… baby?” And the students think, then respond “B!” So they then sing, “With a –b- -b- here, and a –b- -b- there, here a –b-, there a –b-, everywhere a –b- -b-!” They can then make it more challenging by asking for middle and end sounds, rather than just the beginning.
Finally, a simple yet effective activity for phonemic segmentation is to give the children each a rubber band. As the teacher gives them a word, they slowly sound the word out, stretching out the rubber band for every sound in that word. This allows them to focus on each and every sound individually within a word, which could in the long run, help them to sound out words themselves while reading.
Each of these different activities seem fun and exciting. They engage the children, making them want to learn, and proving very beneficial. Again, phonemic skills are essential to building literacy, and could even make the children more social, as they are forced to become engaged in various activities with their peers!
Evaluated by: Kayla Acosta
http://www.k-3learningpages.net/web%20phonemic%20awareness.htm
This website was one that I found through much networking. It’s almost like a hole in the wall restaurant you just happen to try. It’s actually an awesome website. It gives you a general idea about phonemic awareness, why it’s important and then it provides a lot of links for further curiosity on the subject. There are links for games, literature, and documents that help parents or teachers with their approach for teaching reading. Yopp & Yopp explain, “teachers should consider various dimensions of phonemic awareness instruction when planning and designing learning activities.” It’s important to have a diverse lesson plan when teaching these different aspects of literacy. To me this would be the most fun to plan because rhyming is one of my favorites and kids love it too. This is a great website it is a place for teachers to have a source for ideas of games in the classroom, for the computer and even at home.
According to this article http://www.reading.org/downloads/positions/ps1025_phonemic.pdf
“phonemic awareness abilities in kindergarten…appear to be the best single predictor of successful reading acquisition.” So maybe it would be of benefit to students if we focus on phonemic awareness early and engage them in activities such as these that teach about rhyme, beginning sounds, and syllables. This website is good because different children may need different forms of phonemic awareness instruction and experiences so this site provides a variety of ‘experiences.’
A child's level of phonemic awareness on entering school is widely held to be the strongest single determinant of the success that she or he will experience in learning to read — or, conversely, the likelihood that she or he will fail (Adams, 1990; Stanovich, 1986).
http://www.k-3learningpages.net/web%20phonemic%20awareness.htm
This website includes several articles about phonemic awareness. It also includes other resources, lessons, and activities that can be done to encourage a child’s development in phonemic awareness. One of the activities that I liked showed ways for students to focus on the sounds rather than text. It includes gestures that accompany the different phonemes. Below is a list of phonemes as well as their corresponding gesture.
| Phoneme | Hand gestures (all objects mentioned are imagined, not actual) |
| /A/ | Fonzie's thumbs up |
| /a/ | Rub beside eyes with fists |
| /b/ | Pat chest for heartbeat; beat drum |
| /k/ | Squeeze nutcracker; swing golf club; pull down index finger to click camera |
| /d/ | Knock on door; dribble basketball |
| /E/ | Raise open hands for shriek |
| /e/ | Push elbows back as a rocking chair; open creaky door; cup hand behind ear |
| /f/ | Claw like angry cat; brush clothing with clothes brush; swirl open hand for electric fan |
| /g/ | Clap hand vertically for croaking frog, raise glass for gulping milk |
| /h/ | Pump arms for panting runner; breathe on cupped hand; nod head like tired dog |
| /I/ | Raise hand in a salute as in "Aye, aye, Captain"; Point thumb toward yourself |
| /i/ | Hold out separated sticky fingers |
| /j/ | Scrub with scrubbrush; file with wood rasp; twirl jump rope |
| /l/ | Raise light saber; lick a lollypop |
| /m/ | Rub tummy (mmm good); zip up lips (can’t talk! MMM!!) |
| /n/ | Drive motorboat |
| /O/ | Nod for "Oh, I see" |
| /o/ | Press thumb for tongue depresser; wipe forehead with back of hand; cover mouth for yawn |
| /p/ | Pop fingers open for popcorn; touch fingers on open hand for water drip; skip stone ; pop soap bubbles |
| /kw/ | Type with two fingers; make a duck with your hands. |
| /r/ | Start a chain saw; clench teeth for growling dog |
| /s/ | Puncture a flat tire; spray hairspray; swirl frying pan for sizzling bacon; undulate hand from side to side for snake; strike down with two fingers for fangs of snake |
| /t/ | Make a pendulum finger for ticking clock; tap watch; listen to watch |
| /U/ | Point like Uncle Sam: "We want you." |
| /u/ | Pretend to punch your stomach; pull chain on foghorn |
| /v/ | Pretend to shave with electric shaver; extend arms for airplane; push vacuum cleaner |
| /w/ | Twirl a lariat; cast a fly rod; move from side to side like washing machine |
| /ks/ or /gz/ | Open a soda can; squeeze a grease gun |
| /y/ | Slap the side of your leg to spur a horse, "Yah." |
| /z/ | Zip up a coat, buzzing bee |
| /OO/ | Raise hands with fingers pointed down like ghost, howling wolf |
| /oo/ | Curl arms to lift weights; pull fists down for chin-up |
| /oi/ | Seal, spring |
| /ou/ | Squeeze upper arm after inoculation |
| /aw/ | Flap wings like crow |
| /ar/ | Shift grinding gears |
| /sh/ | Finger to lips for "Be quiet"; wave hose to water the lawn |
| /hw/ | Blow out candle held in hand |
| /ch/ | Revolve fists alternately for wheels of steam train; steer antique car |
| /th/ or /th/ | Peel tape, wet shoes |
| /ng/ | Strike a gong with two hands; pluck string bass |
| /zh/ | Saw a board, sander |
(http://www.auburn.edu/~murraba/gestures.html)
I really like the fact that this resource is sound-intensive and doesn’t rely too heavily on text because this stresses the importance of phonemes and how they make up not only words, but the sounds we hear all around us—from the buzzing of a bee, to blowing out a candle. It also helps students by engaging them in a kinesthetic manner. By allowing them to get up and play a game that involves them acting out sounds, they are more likely to remember the activity and actively explore sounds around them that they can try and reproduce with speech when they’re at home or outside of the classroom, which I find very beneficial.
http://www.k-3learningpages.net/web%20phonemic%20awareness.htm (the original website) does a great job of encompassing resources for teachers, activities for them to do with children, and interactive games for students in the Online Games section. These games work to help students build on their knowledge base of rhyming, consonants, sounds of letters, and sounds through online interaction so children can work at their own pace while not feeling drilled.
-by Karynna Garcia
http://www.emints.org/ethemes/resources/S00001851.shtml
Emints.org is a very handy website for teachers who are interested in teaching phonemics. When you first enter this site, you will see many links with titles, and these links are what the teacher will use to enhance a child’s phonemic abilities. What I like most about this website is that it provides a huge amount of links to games and teaching strategies that a teacher may want to use in the classroom. What I saw most on this website where the strategies and lessons a teacher wound want to use in their class rooms. An example of one of the games this website provides is quite similar to duck duck goose. In this game a child is chosen and another child must rhyme his or her name with a word, such as mike and bike. By using rhyme in a game setting, the child learns to relate the names of their classmates to everyday objects they encounter. Another example of a rhyming name game that this website provides is known as phoneme segregation. In this activity the teacher has each child’s name written on paper, but each letter separated, the teacher than demonstrates to the class how you separate the letters of the name and how each sounds come together. By doing this the child also learn the name of his or her class mates and at the same time is being introduce to phonemes. One can see how these games promote phonemic awareness, but at the same time these games may be very difficult because some children have unique names. But the point of this website is to give teachers ideas and strategies to use in their classrooms to promote phonemic awareness. As a teacher I would use many of the strategies provided by this website, using games that deal with rhymes and using the alphabet to enhance the children’s phonemic skills. Also a handy thing this website provides are work sheets that deal with phonemes and a teacher can use these to pass out for homework, or in class activities.
By-Michael Dang
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