Phonemic Awareness


During school-wide intervention time, in grades K-1, when teachers are teaching phonemic awareness, they are focusing on the following skills:
  • concept of spoken words (clapping for each word in a sentence)
  • rhyming
  • beginning sounds
  • segmenting onset and rhyme 
  • segmenting words
  • changing words based on initial sounds
  • changing words based on ending sounds
  • blending words 
In 10 minutes, you can pack quite a bit into a phonics/phonemic awareness RTI lesson.    When students come to me we work on both phonemic awareness and some phonics.  For phonemic awareness, I use this Phonemic Awareness set from my TPT Store.

This set includes practice for the following skills:
Counting how many words are in a sentence
Beginning sounds
Ending sounds
Middle sounds
Rhyming Words
Segmenting Words
Substituting sounds

To give you an idea of how much practice their is for each skill...when beginning sounds are practiced, each day there are 15 words to practice with (different words each day). There are also six sets of words that students have to decide if they begin the with the same sound.
CVC words, CVCe words, and words with blends (truck, slide, clock, etc) are included.


Examples of Learning Targets:
1)  I can count the words in a sentence.
2)  I can identify the beginning sound of a word.
3)  I can identify the ending sound of a word.
4)  I can write the letter that corresponds to a beginning sound.
5)  I can make word families.

Students use the alphabet line that hangs in the room for support.  They also have their own Kindergarten Helper by Michelle Oaks.  This is probably my favorite TPT purchase.  Each student has their own personal anchor chart!

When we first start out we count the words in a sentence.  Students move their puff ball to mark each word.  Then we move to marking the sounds we hear in words.  This is available in my Phonemic Awareness Pack!

To practice beginning sounds I show picture cards and we do a round robin.  Students collect the cards they answer correctly.  Then they get a dry erase board, and write the beginning sound.

To practice the ending sound repeat the same process.

Then we get out the white boards and we play "show down."  As I show a picture card, students write the letter.  Students hide their answers until everyone is done, and then I point to a student to say "Show Down." Then all students share their board with the group.

We also do picture sorts with beginning sounds.

When we are practicing CVC words.  Students get picture cards and start making a list of the words.
Then they pick their favorite word (and they get another dry erase board) and make a list of words with that word family.

Last year, when I went through 6 years of data at our building, and it was the best data (and this was a challenging group of students).

Additional Resources
I made these dice from the Dollar Tree into consonants and vowels.  Students roll words...in this version, they only wrote down read words on the dry erase board.

One of my "go to" resources is always  the FCCR.  I have found so many different ways to use their ideas!  In the picture below, each student has a bag of words, and they get to "point" to the word that rhymes with the word I say.  The students love getting to use the "pointer"!  That has been a GREAT Dollar Store find :)


Another resource I like is Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills.  Not only are there TONS of ideas that can easily be used without making copies.  This sound bag idea is from the book.  I also like sending bags home, and letting students bring in objects from home.





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