Phonemic Awareness with Phonics Practice Built In

During our 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 primarily on phonemic awareness, but I also include some phonics.  For phonemic awareness, I use this Phonemic Awareness set to teach phonemic awareness. I can store everything I need for my intervention groups in a binder.  It is all organized by the phonemic
awareness skills.

In my binder, I include all the word lists (on the left) in page protectors.  Any materials for the students, I keep in the pockets.  

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.

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 also included 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.  To practice the ending sound repeat the same process.  All of these cards are included, plus additional cards to practice beginning, middle, and ending sounds, as well as rhyming.

Then they get a dry erase board, and write the beginning sound.  We also we play "show down" with the white boards.  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.  These picture cards are from my beginning sound pack.

We also do picture sorts with beginning sounds that are also included in the beginning sound pack.

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 7 years of data at our building, 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 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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