Major explore studies have shown the benefits of systematic, explicit phonics study in early grades (Adams, 1990; Beck & Juel, 1995; Chall, 1996; Chall & Popp, 1996) think using the following phonological and phonemic awareness activities either in a one-on-one framework or in whole class instruction.
Assessing Phonological Instruction
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Phonological awareness is the comprehension of the separate ways that spoken language can be broken into smaller components. Segmentation tasks consist of identifying phonemes in whole words as illustrated in the phonological activities below:
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1. Segmentation tasks. Students count syllables and phonemes (tapping tasks, syllable or phonemes)
2. Identifying syllables and phonemes. Example: first part of carpet
3. Students provide the missing syllables and phonemes (c) at ca(t)
Blending Tasks
1. Students blend syllbles. Example: car-pet.
2. Students blend phonemes. Example: c-a-t
Rhyming Tasks
1. Students rhymes word with pictures
2. Rhyme production. Example: day and say
3. Odd rhyme out. Students recognize which rhyme does not belong. Example: mad-cap-sap-tap
Manipulating Tasks
1. Deleting phonemes. Students say "cat" without the "c"
2. Adding phonemes. Students say "mee" and "t" (meet)
3. Substitution. Pupil put "c" for "p" in "cat"
Phonological and Phonemics Awareness Assessment
Teacher can do any one of the following activities especially for helping dyslexics. By using a test of phonological awareness, the trainer can provide phonemic awareness strategies in a future lesson plan.
1. How many letters are in the alphabet?
2. Say the alphabet in order - note where the sequencing breaks down.
3. Present lower case letters randomly. Ask pupil to name the letters and to name the sounds.
4. Vowels. Ask the students the names and sounds of the vowels. Elicit the vowel sounds and names by describing or showing pictures of words with introductory vowel sounds such as astronaut, elephant, igloo, olive, umbrella.
5. Ask students to write the lower case letters.
Ask students to read three letter words (Cvc). Present each column at a time
Example:
* sob
* cat
* cut
* mum
Target: Students should read these words within 30 seconds.
6. Students should read long vowel words mixed with short vowel words.
* note
* tap
* beg
* seem
Again, the target time should be 30 minutes
7. Sentence in increasing length and difficulty.
8. Students find the missing letter in four separate alphabet sequences
9. trainer says sound, Pupil says the name. trainer says the name, students says the sound.
10. Phonic drill. Drill the reading of discrete combinations for the pupose of automaticity. Use the same endings and add separate beginning sounds. Later incorporate the separate ending sounds.
-ad -ag
-am -an -ap -at -ack
11. Spelling - dictation.
Dictate the following words. The students have 30 minutes in which to write them.
* nod
* feel
* wise
* hug
* cake
* zoo
* yet
* line
* have
* six
* rope
* mice
* job
* huge
* quack
Ongoing phonemic and phonological awareness assessments provide teachers with clear facts about students' reading capability levels and expand and especially, can help teachers recognize those students in need of supplemental phonemic and phonological awareness lesson plans.
Phonological and Phonemic Awareness episode Plans
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