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Students who identify sounds in spoken words easily can learn the phonics skills that support accurate decoding and spelling, which, in turn, supports memory for written words. Early in first grade, children should be able to read and spell basic words (e.g., it, so, fit, pen ).
Phonemic awareness is crucial to students’ ability to not only sound out new words, but also to remember the words they read, spell words, and develop important sight words. Below are the phonemic awareness skills from easiest to hardest.
Also known as phonological sensitivity, phonological awareness is the global awareness of the sounds in speech, including the words in a sentence, including the syllables within a word, and what is known as the onset and the rime.
Phonological awareness activities include identifying, blending, segmenting, and manipulating syllables, onset-rime, and phonemes in words. This graphic illustrates the sequence of phonological awareness skills we teach to beginning readers.
The purpose of this article is to provide some guidelines for planning phonemic aware-ness instruction and to share 14 activities that are representative of the type of instruction appro-priate for children in preschool, kindergarten, and first-grade classrooms.
Teachers play a critical role in facilitating the acquisition of young students’ pre-reading and reading skills, which develop as children expand their phonological processing abilities through exposure to a variety spoken and written input. This guide provides information on the following areas:
This includes providing multiple models, guided practice, and independent practice of skills. When learning phonological awareness, students typically progress from recognizing whole word boundaries to segmenting and blending syllables, then onset-rime, and finally individual phonemes.
