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