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In this article, the authors discuss phonemic awareness and try to clear up the confusion with other terms such as, auditory discrimination, phonetics and phonics by offering definitions and examples of each. They advise that phonemic awareness instruction should be: 1) child appropriate, 2) deliberate and purposeful, and 3) only one part of a broader program of literacy. Charts are provided listing the sequence for phonemic awareness instruction along with examples of various sound manipulations and specific activities to use. The article concludes with comments and cautions that phonemic awareness instruction be offered within a linguistically rich environment where language can be explored and examined. (author/jlkrause)
In this article, the authors discuss phonemic awareness and try to clear up the confusion with other terms such as, auditory discrimination, phonetics and phonics by offering definitions and examples of each. They advise that phonemic awareness instruction should be: 1) child appropriate, 2) deliberate and purposeful, and 3) only one part of a broader program of literacy. Charts are provided listing the sequence for phonemic awareness instruction along with examples of various sound manipulations and specific activities to use. The article concludes with comments and cautions that phonemic awareness instruction be offered within a linguistically rich environment where language can be explored and examined. (author/jlkrause)
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| English Language Arts Standards |
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| Phonemic Awareness, Word Recognition and Fluency Standard |  |
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| Benchmarks (K - 3) |
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| A. | Use letter-sound correspondence knowledge and structural analysis to decode words. |
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| Grade Level Indicators (Grade Prekindergarten) |
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| 1. | Identify matching sounds and recognize rhymes in familiar stories, poems, songs and words. |
| 2. | Hear sounds in words by isolating the syllables of a word using snapping, clapping or rhythmic movement (e.g., cat, ap-ple). |
| 3. | Differentiate between sounds that are the same and different(e.g., environmental sounds, animal sounds, phonemes). |
| 4. | Recognize when words share phonemes (sounds) and repeat the common phoneme (e.g., /b/ as in Bob, ball, baby; /t/ as in Matt, kite, boat). |
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| Grade Level Indicators (Grade Kindergarten) |
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| 2. | Identify and complete rhyming words and patterns. |
| 3. | Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting. |
| 7. | Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words. |
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| Grade Level Indicators (Grade 1) |
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| 2. | Identify and say the beginning and ending sounds in words. |
| 5. | Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. |
| 6. | Blend two to four phonemes (sounds) into words. |
| 7. | Add, delete or change sounds in a given word to create new or rhyming words. |
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| Grade Level Indicators (Grade 2) |
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| 1. | Identify rhyming words with the same or different spelling patterns. |
| 3. | Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables. |
| 4. | Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. |
| 5. | Segment letter, letter blends and syllable sounds in words. |
| 6. | Distinguish and identify the beginning, middle and ending sounds in words. |
| 7. | Identify words as having either short- or long-vowel sounds. |
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| Standards for the English Language Arts |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| RESOURCE TYPE |
| Professional Resource |
| STANDARDS ALIGNMENT |
| Prekindergarten - Grade 2 |
| TOPICS |
English Language Arts --
Professional Development;
Reading;
Alphabet & Word Knowledge;
Phonology |
| KEYWORDS |
| phonemic awareness |
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Author: Hallie Kay Yopp, Ruth Helen Yopp
Publisher: International Reading Association
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