Phonemic awareness

Phonemic Awareness

Presented by: Elenita S. Veloso

What is Phonemic Awareness?

It is the understanding that words are made up of SOUNDS or PHONEMES. It refers to the ability to focus and manipulate phonemes in spoken words.It deals only with speech sounds and is a pre- requisite to Phonics instruction.The English Language has 51 phonemes in spoken speech.

PhonemesAre the sounds that made up of spoken words. They are the smallest segments of sounds within spoken language.Represented in written language by GRAPHEMES

Why is Phonemic Awareness Important?

Phonemic awareness instruction helps children learn to read

Phonemic awareness instructionhelps children learn to spell

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3 Ways Phonemic Awareness is important in acquiring

accurate word reading skills:

PA helps children understand the alphabetic principle

PA helps children notice the regular ways that letters represent sounds in words

PA makes it possible to generate possibilities for words in context that are only partially sounded out

Phonemic Awareness Phonics

Phonemic Awareness

Auditory

Speech Based

Speech Sounds to Letters

Phonemes

Phoneme Discrimination

Phonics

Visual

Print Based

Letters have Sounds

Letter Pronunciations

Letter and Word Identification

LEVELS OF PHONEMIC AWARENESS

LEVEL 1: RHYTHM AND RHYME

LEVEL 2: PARTS OF A WORD

LEVEL 3: SEQUENCE OF SOUNDS

LEVEL 4: SEPARATION OF SOUNDS

LEVEL 5: MANIPULATION OF SOUNDS

LEVEL 6: TRANSITION INTO WRITTEN LANGUAGE

LEVEL 1: RHYTHM AND RHYME

Hearing and identifying similar words pattern (rhymes and alliterations)

Listening for detecting spoken syllables (syllable counting)

Pail - Tail Red- BedCake - Make

Pat- MatCall- Ball

RHYMES

beautiful= beau- ti- fulcamel= ca- mel

banana= ba- na- na

juice= juice

LEVEL 2: PARTS OF A WORD Identifying onset and rimes (syllable

splitting)Blending individuals sounds to form a word

(Phoneme Blending)

PHONEME BLENDING

after hearing /c/ /a/ /t/ said in a stretched pronunciation, the child says cat.

Identifying Onsets and Rimes (syllable splitting)

Example:cat c – at

sock s – ock

Syllables ta…ble= table

LEVEL 3: SEQUENCE OF SOUNDSIdentifying where a given sound is heard in

a word (approximation)Identifying the beginning, middle, and

ending sounds in a word (phoneme isolation)

"What is the beginning sound in neck?" "What is the ending sound in jog?""What sound do you hear in the middle of kitten?"

LEVEL 4: SEPARATION OF SOUNDS

Counting the number of phonemes in word (phoneme counting)

Identifying individual sounds within a word (phoneme segmentation)

"How many sounds do you hear in the word dog?"

"What sounds do you hear in the word man?"

Replace /b/ in the word bat with /c/

Replace /i/ in the word sit with /a/What is scare without /s/?What is part without /r/?

LEVEL 5: MANIPULATION OF SOUNDS

Substituting beginning, middle, and ending sounds of word (phoneme substitution)

Omitting beginning, middle, and ending sounds of a word (phoneme deletion)

LEVEL 6: TRANSITION INTO WRITTEN LANGUAGE

Matching sounds to lettersSyllable SplittingPhoneme Blending Phoneme SubstitutionsPhoneme IsolationPhoneme Deletion

Phonemic Awareness

Task

Phoneme IsolationRecognizing individual sounds in words.

EXAMPLES “Tell me the first sound in sun” (/s/)

“Tell me the last sound in cat” (/t/)

Phoneme Identification

Recognizing the common sound in different words.

EXAMPLES “ Tell me the sound that is the same in bike,

boy, bell” /b/ “ Tell me the sound that is the same in hop, lip,

mop” /p/

Phoneme Categorization

Recognizing the word with the odd sound in a sequence of 3 to 4 words.

EXAMPLES“Tell me the word that does not belong” Bus, bun, rug (rug) Mat, men, big, mop (big)

Phoneme BlendingListening to a sequence of separately spoken sounds and combining them to form a recognizable word.

EXAMPLESWhat word is /h/ /a/ /t/ hatWhat word is /s/ /k/ /uw/ /l/ school

Phoneme Segmentation

Breaking a word into its sounds by tapping out or counting the sounds or by pronouncing or positioning a marker for each sound.

EXAMPLEHow many sounds/ phonemes do you hear in:Bell three (3) /b/ /e/ /l/Write three (3) /r/ /ay/ /t/

Phoneme Manipulation

A. PHONEME DELETION- stating the word that remains when a specified phoneme is removed.

EXAMPLE: “what is smile without /s/?” mileB. PHONEME ADDITION- stating the word that is formed when a specified phoneme is added.EXAMPLE: “what is pot with /s/ at the beginning?” spot

Phoneme ManipulationC. PHONEME SUBSTITUTION- stating a word that is formed when a specified phoneme is replaced by another phoneme.

EXAMPLE:

Replace /e/ in the word set with /i/ it will become sit

Substitute /g/ in the word flag with /t/ it will become flat

Thank You!!

A Teaching Module on

Assessment in Phonemic

AwarenessPresented by: Arlene L. Acas

INTRODUCTIONResearch have proven that Phonemic

Awareness (PA) is powerful predictor of children’s reading performance. It being so, keeping track of their learning during and after PA instruction is needed a necessity. Assessment tools used are either formal or informal in nature. Informal Assessment is built- in into daily activities in natural and enjoyable ways. This module attempts to immerse teachers into a variety of a tool to assess Phonemic Awareness.

OBJECTIVESDiscover the value of informal assessments in identifying learner’s strengths and weaknesses with end in view of organizing better instruction in Phonemic awareness.Familiarize oneself with useful tool in assessing Phonemic AwarenessGain experience in taking, conducting, and constructing informal assessment tool in Phonemic Awareness.Acquire mastery of PA learning tasks and levels.

PHONEMIC AWARENESS ASSESSMENT

DIRECTIONS1. Analyze and answer each item below then

opposite your answer, indicate the phonemic task being assess.

EXAMPLE“Tell me the last sound in take. /k/- Phoneme Isolation


1. Tell me the last sound in big.

2. Tell me the sound that is the same in bus, big, ball.

3. Which word does not belong: mat, boy, men.

4. What words is /s/ /k/ /uw/ /l/?

1. /g/- (Phoneme Isolation)

2. /b/ - (Phoneme Identification)

3. /boy/ - (Phoneme Categorization)

4. School- Phoneme Blending)


5. How many sounds are there in cake?

6. What is smile without /s/?

7. What is pot with /s/ at the beginning?

8. What will become of house if you change h to m?

5. Three (3)- (Phoneme Segmentation)

6. Mile- (Phoneme Manipulation – deletion)

7. Spot – (Phoneme Manipulation- addition)

8. Mouse – (Phoneme manipulation- substitution)

REVIEW: THE FIVE LEVELS OF PHONEMIC AWARENESS

LEVEL1: Rhythm and Rhyme- Children develop an “ear” for language.

LEVEL 2: Parts of a Word- Children listen to sounds within words: words, syllables, onsets and rimes, and phonemes.

LEVEL 3: Sequence of Sounds- Children direct attention to specific positions of sounds within the word.

LEVEL 4: Separation of Sounds- Children at their level acquired a good sense to divide words into separate sounds or phonemes.

LEVEL 5: Manipulation of Sounds- Children manipulate sounds within words; adding, exchanging deleting or transporting phonemes to form new words.

PHONEMIC AWARENESS

EXERCISE

ROBOT

1. Do you hear the /b/ sound at the beginning (B), middle (M), end (E) of _______.

BANANA CRIB

M B EPA LEVEL:

ANSWER:

3 PA TASK: PHONEME ISOLATION

PHONEMIC AWARENESS EXERCISE

2. Replace the first sound in pail with /s/.

What is the word?

ANSWER: sail PA LEVEL:

PA TASK:

5Phoneme Manipulation- substitution

PHONEMIC AWARENESS

EXERCISE3. How many sounds are there in the word neigh?

ANSWER: PA LEVEL:

PA TASK:

2Phoneme Segmentation

2

PHONEMIC AWARENESS

EXERCISE4. Add another word that rhymes with the word pairs

bake, lake, _______ goat, boat, _____________

ANSWER:PA LEVEL:

PA TASK:

lake - coat

Phoneme Identification1

PHONEMIC AWARENESS

EXERCISE5. Supply three consonant sounds to form the – ake word family.

ANSWER: PA LEVEL:

PA TASK: c

Phoneme Manipulation- Phoneme Addition

5bf

akeakeake

Thank You!!

WORKSHOPMARY GRACE A. SILAN

Blending/ Clapping Syllables/ Segmenting

A. DIRECTION: Blend the sounds together, and then state the word formed.

1. /s/ /ē/ The word is ____________.

2. /m/ /ae/ /k/The word is ____________.

3. /t/ /a/ /n/ The word is ____________.

4. /l/ /i/ /p/ /s/The word is ____________.

5. /g/ /o/ /l/ /d/ The word is ____________.

SEEMAKETANLIPSGOLD

Blending/ Clapping Syllables/ Segmenting

6. /t/ /a/ /g/ The word is __________.

7. /p/ /i/ /g/ The word is __________.

8. /g/ /i/ /r/ /l/ The word is __________.

9. /g/ /a/ /r/ /d/ /e/ /n/ The word is __________.

10. /m/ /u/ /g/ The word is __________.

TAGPIGGIRL

GARDENMUG

B. Direction: Clap how many syllable or word parts you hear in each word. Example: Apple (clap two times)1. Pencil

2. Cat

3. Book

4. Elephant

5. Jacket

6. Jelly

7. Jungle

8. Jeepney

9. Mother

10. Governor

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C.1 DIRECTION: Break the word into parts you hear each word.Example: sat /s/ /a/ /t/

1.So2. Like

3. Mad

4. Cups

5. Fin

/s/ /ō/

/m/ /a/ /d//l/ /i/ /k/

/k/ /u/ /p/ /s//f/ /i/ /n/

C.1 DIRECTION: Write the number of a sounds you hear in each word.1. Pencil _________2. Bell _________3. Lemon_________4. Lamp _________5. Medal _________

/p/ /e/ /n/ /c/ /i/ /l//b/ /e/ /l/

/l/ /e/ /m/ /o/ /n//l/ /a/ /m/ /p//m/ /e/ /d/ /a/ /l/

YOPP- SINGER TEST OF PHONEME

SEGMENTATIONDIRECTION

I am going to say a word and I want you to break the word apart. Tell each sounds in order.

Example:

I say “old”, you should say /o/ /l/ /d/

1. Dog

2. Keep

3. Find

4. No

5. She

6. Wave

7. Green

8. That

9. Red

10.Me

11. Sat

12. Lay

13. Race

14. Zoo

15. Three

16. Job

17. In

18. At

19. Top

20. Ice

GROUP ACTIVITYDIRECTION:

CONSTRACT A FIVE- ITEM- ASSESSMENT SIMILAR TO ACTIVITY NO. 1. CHOOSE THE PA TASK YOU PREFER.

Thank You!!

Phonemic awareness

Education