Fun With Phone Mic Awareness

7/27/2019 Fun With Phone Mic Awareness

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What is Phonemic Awareness?

Phonemic Awareness is the ability to notice, identify, and manipulate the individual

sounds (phonemes) in spoken words.

What Types of Phonemic Awareness are the Most Important to Teach?

Blending - used in reading

Segmenting - used in spelling

Strategies for Teaching Beginning Phonemic Awareness:

1. Identifying the first sound in words: This is a critical first step!Materials: Begin with a group of objects that have the same beginning sound. It is

best to start with continuous sounds such as m, s, f.

Direct Instruction: Teach names of objects first. Next, explain "The first sound in

'man' is /m/, the first sound in 'moon' is /m/." Emphasize first sound and pretend to

cover mouth for end of word.

Practice: "What is the first sound in 'moose'?"

Reinforce the concept by using objects that have different beginning sounds: cat,

moon, hat.

Additional Practice:

Guessing name or object from just the

first sound.

Guessing object by giving clues: Im thinking of something that starts with /m/

and you can see it in the sky at night. (moon)

Handing out objects or pictures and having children give them back to you and

saying the first sound.

First-Sound Bingo

2. Blending two sounds into words:

Materials: Use objects with only two sounds (phonemes) such as cow, ice, two, die,

Direct Instruction: Teach names of objects first. Next, explain, "'Cow' has two

sounds." Tap your head and say "/k/." Tap your shoulders and say "/ow/." Put yourfingers together and say cow.

Practice: "What word am I saying? /k/ /ee/" (Students say 'key') You can let the

first child to guess it correctly hold it.

Additional Practice: 2-Sound Word Bingo

/k//ow/

Fun with Phonemic AwarenessDarcie Frohardt

Co-author ofIntroduction to Letter Sounds

Butterfly Park Educational Materials, Inc.,

www.AlphabetWorkout.com

cow 1


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3. Segmenting two-sound words:

Materials: Use same objects as above.

Practice: "What are the sounds in 'cow'?" Children should tap their head

for the first sound and say "/k/," tap their shoulders for the second sound

and say "/ow/," and put their fingers together and say cow.

Additional Practice: Penny Push

4. Blending three sounds into words:

Materials: Use objects with only three sounds (phonemes)(bead, bell, bird, bug, card, cat, dog, duck, fan, fish, five)

Direct Instruction: Teach names of objects first. Next, explain "'cat' has three

sounds." Tap your head and say "/k/." Tap your shoulders and say "/a/ ." Tap

your waist and say "/t/." Put your fingers together in front and say cat.

Practice: "What word am I trying to say? /t/ /oo/ /th/? (tooth)

Additional Practice: 3-Sound Words Bingo

5. Segmenting three-sound words:

Materials: Use same objects as above.

Practice: "What are the sounds in 'duck'?" Children should respond

by tapping their head for the first sound (/d/), their shoulders for the

second sound (/u/), their waist for the third sound (/k/), and putting

their fingers together and saying duck.

Additional Practice: Penny Push

6. Segmenting and blending four-sound words with ending blends

Materials: Objects with four sounds with a blend at

the end of the word (mask, world, bolt, gift, hand)

Practice as above, using head, shoulders, waist,

and knees but shake hips on third sounds.

Penny Push

/k/ /a/ /t/

/g/ /i/ /f/

/t/

Penny Push

Penny Push

cat

gift

7. Segmenting and blending four-sound words with a blend

at the beginning of the word.

Materials: Objects with four sounds with a blend at the

the beginning of the word (block, clock, flag, troll, frog,

snake, truck, train). Practice as above but wriggle

shoulders on the second sound.

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Can You Hear?(Tune: Farmer in the Dell)

Concept: Listening for high, low, and middle sounds

Group size: Full class or small group

Materials: Xylophone or pianoProcedure:

1. Explain that sounds on the xylophone can be high, low, or somewhere

in the middle.

2. If the sound is high, reach up to the sky. Demonstrate and practice.

If the sound is low, bend down and touch your toes. Demonstrate and

practice.

If the sound is in between, tap your knees. Demonstrate and practice.

3. Sing the song to begin the game:

Can you hear whats high?

Can you hear whats low?

Can you hear whats in between?

Show me that you know.

Circle Song(Tune: Its Raining, Its Pouring)

Concept: Listening for individual words


Materials: A soft ball

Procedure:

1. Students stand in a circle.

2. The teacher selects the student who will be first in the game.

3. Sing the song:

A circle, a circle,

We are standing in a circle.

For each word in the song,

We pass the ball along.

4. Children pass the ball as each word is said.

5. When children are comfortable with the Circle Song, play the game

using any nursery rhyme or song to help children identify individual

words.

2010, Butterfly Park Educational Materials, Inc WWW.AlphabetWorkout.com

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A Tisket, A Tasket(Tune: A Tisket, A Tasket)

Concept: Beginning Sound

Group size: Full class or small groupMaterials: Picture of a basket or a real basket

Sets of objects with the same beginning sound (eg, boat, bug,

bell, banana, bird)

Procedure:

1. Explain that all the things in the basket begin with the same sound.

For example say, All the things in the basket today begin with /b/.

2. Sing:

A tisket, a tasket

I have /b/ things in my basket.

3. Model what you want the students to say:

I have bananas in my basket.

I have a ball in my basket.

I have a bird in my basket.

4. Repeat with different beginning sounds.

Hop on Board

Concept: Beginning Sound


Materials: Train engineers hat

Procedure:

1. Put on the engineers hat and explain that you are riding on the /s/

train. Children who can say a word that begins with /s/ can hop on

board.

2. Walk around the room moving your bent arms like the wheels of a

train and saying /s/, /s/, /s/... Call on children to say a word that

begins with /s/.

3. Repeat with different letter sounds.

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Popcorn Sounds

Concept: Reviewing 2-, 3-, and/or 4-Sound Words


Materials: Containers of 2-, 3-, and/or 4-sound words, pictures, or objects

Procedure:1. Students sit or stand in a circle or in rows

2. The teacher shows a word, picture, or object and says what it is.

3. For 2-sound words: The teacher points to a child and the child says

the first sound. The teacher quickly points to another child and the

child says the second sound. The teacher quickly points to another

child and the child says the word.

For 3-sound words: The teacher points to a child and the child says

the first sound. The teacher quickly points to another child and thechild says the second sound. The teacher quickly points to another

child and the child says the third sound. The teacher quickly points to

another child and the child says the word.

For 4-sound words: The teacher points to a child and the child says the

first sound. The teacher quickly points to another child and the child

says the second sound. The teacher quickly points to another child

and the child says the third sound. The teacher quickly points to

another child and the child says the fourth sound. The teacher quicklypoints to another child and the child says the word.

2010, Butterfly Park Educational Materials, Inc WWW.AlphabetWorkout.com

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How to Play Sound Bingo

Set Up

1. Copy game boards on index-weight paper. Note that each original makes two

game boards. Make a game board for each student and one extra to cut up for

calling cards.

2. Cut out the pictures on the extra game board, discarding duplicate pictures.

3. Put the pictures in a container (bag, box, etc..) to use as a drawing pile.To Play First Sound Bingo

1. Give each student a game board and a pile of pennies.

2. Before playing, make sure students know the name of each picture.

2. Take a picture card from the drawing pile and say the first sound, This word

begins with /k/. Put the penny on a picture that begins with /k/.

3. Students put a penny on the picture for the word you segmented.

To Play 2-, 3-, or 4-Sound Bingo - Version 1


2. Draw a picture card from the drawing pile and say only the sounds in the word.

3. Students put a penny on the picture for the word you segmented.To Play 2-, 3-, or 4-Sound Bingo - Version 2


2. The first player takes a card. If he/she can say the sounds in the word correctly,

he/she puts a penny on the correct picture.

3. The next student takes a turn.

How to Play Penny Push

Set Up for 2-Sound Penny Push

Copy the Penny Push boards on index-weight paper--one for each student.

To Play Penny Push1. Give each student 2 pennies to put in the circles.

2. For 2-Sound Penny Push say the word on the picture card. (car)

Students push the first penny up one row and say /k/

Students push the second penny up one row and say /ar/

3. Ask students to point to the first penny and ask What is the first sound in car? (/k/)

Ask students to point to the second penny and ask What is the last sound in

car? (/ar/)

Follow these instructions for 3-Sound and 4-Sound Penny Push using three and four

pennies respectively.

How to Use the Picture CardsSet Up for Picture Cards

Laminate the cards before cutting them out. Store each set in a different baggie.

To Use

Option 1: Teacher shows a card, all the students say the sounds in the word.

Option 2: Teacher or student takes a card, looks at the picture, and says the sounds.

Students guess what the word is.

If you have questions on these activities or on phonemic awareness in general, e-mail

me at [email protected].


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2-Sound Words Penny Push 3-Sound Words Penny Push


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4-Sound Words Penny Push


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FirstSoundand2-Sound

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bow,

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jar,arm,egg,

fur,

owl,eight,

die,ray,ice,

toe,

key,shoe,pie,cow

arm,

ice,pie,

bow,cow,

fur,boy,die,

four,jar,egg,

owl,shoe,

toe,ray,key


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bird,goat,rock,cat,man,to

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leaf,dog,

hat,can,

doll,tooth,pot,soap,

boat,mouse

cat,rat,nut,ha

t,shark,

bug,

tooth,pot,

five,pig,sock,

can,

dog,

horse,mouse,

doll


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4-SoundWordsw

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WordswithEndingBlendsBingo

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w w w A l p h a b e t W o r k o u t c o m

belt,

fist,lamp,gift,paint,sa

lt,wand,nest,

mask,quilt,

desk,wasp,chimp,

bench,milk,

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hand,vest,raft,salt,milk,nest,shelf,

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bread,

frog,clock,

broom,tr

ain,plug,snake,crab,

glass,

thread,skate,

drum,clown,

dress,shirt

cbench,gift,mask,paint,point,wasp,sand,world,

hand,vest,raft,salt,milk,nest,shelf,

lamp


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2008, Butterfly Park Educational Materials, Inc. www.AlphabetWorkout.com

2-Sound Words

arm - /ar/ /m/, bee - /b/ //, bow - /b/ //, boy - /b/ /oy/, car - /c/ /ar/, cow - /c/ /ow/,

die - /d/ //, egg - // /g/, eight - // /t/, four - /f/ /or/, fur - /f/ /ur/, ice - // /s/


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3-Sound Words

bird - /b/ /ir/ d, bell - /b/ // /l/, bat - /b/ // /t/, cat - /c/ // /t/, cap - /c/ // /p/, bug - /b/ // /g/,

dog - /d/ // /g/, chick - /ch/ // /k/, can - /c/ // /t/, fan - /f/ // /n/, duck - /d/ // /k/, doll - /d/ // /l/


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4-Sound Words with Ending Blends

belt - /b/ // /l/ /t/, bench - /b/ // /n/ /ch/ , chimp - /ch/ // /m/ /p/, desk - /d/ // /s/ /k/, fist - /f/ // /s/ /t/,

gift - /g/ // /f/ /t/, gold - /g/ // /l/ /d/, hand - /h/ // /n/ /d/, lamp - /l/ // /m/ /p/, mask - /m/ // /s/ /k/,

milk - /m/ // /l/ /k/, nest - /n/ // /s/ /t/



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2008 B tterfl Park Ed cational Materials Inc AlphabetWorko t com

4-Sound Words with Beginning Blends

block - /b/ /l/ // /k/, blouse - /b/ /l/ /ou/ /s/, bread - /b/ /r/ // /d/, bridge - /b/ /r/ // /j/,

broom - /b/ /r/ /oo/ /m/, clock - /c/ /l/ // /k/, cloud - /c/ /l/ /ou/ /d/, clown - /c/ /l/ /ow/ /n/,

crab - /c/ /r/ // /b/, dress - /d/ /r/ // /s/, drum - /d/ /r/ // /m/, flag - /f/ /l/ ///g/

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