| |
| |
Teaching Phonemic Awareness:
Critical Phonemic Awareness skills
Example Instruction: Phoneme Segmentation
Strategically Integrate Familiar and New Information
- Recycle instructional and practice examples used for blending.
Blending and segmenting are sides of the same coin. The only difference is
whether children hear or produce a segmented word. Note: A segmenting
response is more difficult for children to reproduce than a blending response.
Example: "Listen, my lion puppet likes to say the sounds in words.
The sounds in mom are /mmm/ - /ooo/ - /mmm/. Say the sounds in mom
with us. "
- Concurrently teach letter-sound correspondences for the sounds children
will be segmenting in words.
Example: Letter sound /s/ and words sun and sit. Put
down letter cards for familiar letter-sounds. Then, have children place pictures
by the letter that begins with the same sound as the picture.
Non-example: Use letter-sounds that have not been taught when teaching
first sound in pictures for phoneme isolation activities.
- Make the connections between sounds in words and sounds of letters.
Example: After children can segment the first sound, have them use letter
tiles to represent the sounds.
Non-example: Letters in mastered phonologic activities are not used. Explicit
connections between alphabetic and phonologic activities are not made.
- Use phonologic skills to teach more advanced reading skills, such as blending
letter-sounds to read words.
Example: (Give children a 3-square strip and the letter tiles for
s, u, n.) Have children do familiar tasks and blending
to teach stretched blending with letters.
 |
| |
|
