VoyagerU
Phonemic Awareness
Learn About
Overview
Phonemic awareness is the understanding that spoken language is made up of a series
of individual sounds, or phonemes. Phonemic awareness and its role in learning to read
apply to all languages. For students who are learning a second language, phonemic
awareness is still a critical component of their foundation for reading because students
don’t have experience with the sounds of the new language. They must learn all the
new sounds as a first step to acquiring phonemic awareness.
English Language Learners enter school with different experiences with their native
language. Just like native English speakers, these students have a variety of home
experiences that shape their language acquisition and development. These students
have most likely acquired their first language and can communicate well in it. However,
phonemic awareness is not a skill automatically acquired when one learns to speak.
Just as native speakers of English, students learning English will need explicit instruction
in phonemic awareness. They need to recognize and reproduce the sounds that carry
meaning in English.
Phonemic Awareness in Early Literacy
Children who are learning English as a second language have usually passed through
the normal stages of language acquisition—babbling, one-word utterances, two-word
strings, and sentences. They naturally learned to discover and produce the phonemes
of their first language, and they have learned to segment these sounds into words.
Passing through these stages does not guarantee, however, that children will have
acquired phonemic awareness.
Acquiring language takes no formal instruction, but phonemic awareness can elude
some children unless they receive formal instruction. Formal instruction should be as
individualized as possible for each student’s level of English proficiency. Students who
are at Level 1 proficiency will often need more instruction than those who are at
Level 3 proficiency.
Helping Second Language Learners Develop Phonemic Awareness
Phonemic awareness is the strongest predictor of success in learning to read. This is true
of learning to read in any language. Children who have developed the skills of phonemic
awareness are able to understand the relationship between spoken language and
written language. This makes it possible for them to learn to read.
Copyright 2007 by Voyager Expanded Learning, L.P.
1
VoyagerU
To become successful readers, however, English Language Learners must be taught
these skills explicitly and systematically. Students who are learning a second language
need to be taught how to hear the individual sounds that make up words, blend and
segment those sounds, and put those sounds back together to make words.
When developing a systematic program to teach phonemic awareness to English
Language Learners, refer to the following graphic of the Developmental Continuum
of Phonological Awareness. This graphic shows how the skills of phonemic awareness
build upon one another and the sequence in which they should be introduced and
mastered. This systematic process is critical in helping students develop the phonemic
awareness skills necessary to make sense of written language.
Developmental Continuum of Phonological Awareness
Phonemic Awareness
Blending and Segmenting Phonemes
Blending and Segmenting Syllables
Sentence Segmenting
Rhyme and Alliteration
Learn to Apply
Overview
It is clear that students who are not native English speakers come to school with a
variety of language experiences. Some students might have developed phonemic
awareness in their first language and some may still need to develop the skills. Research
indicates the highest levels of reading achievement are in programs that offer support
in students’ primary language (L1) then their second language (L2).1
A phonemic awareness program must be explicit and systematic. When designing a
program, the teacher must first assess students’ knowledge using a formal measure to
know where to begin teaching. Once a starting point is established, answers to the
following questions need to be considered:
• What are the phonological features of students’ first language?
• Are any of the phonological features the same in students’ first language
and their second language?
• What phonological features could pose a problem for students?
• What skills could transfer from students’ first language to their second language?
© Voyager Expanded Learning, L.P.
2
VoyagerU
Phonological Features of Language
When designing a phonemic awareness program for English Language Learners, the
teacher must consider the phonological features of students’ first language. The
following are some questions to consider:
• Does the language have similar features to English, such as blends and digraphs?
• Are there any sounds of the language that are similar to English sounds?
• Will any of the sounds that are similar pose a problem when teaching phonemic
awareness in English?
These are only a sample of questions that may need to be answered to design an
effective program. The teacher should do as much research as possible into students’
first language. If resources are available to teach in students’ first language, the task of
learning about that language will be much simpler. If teaching resources are not
available in the students’ first language, the teacher will need to have a basic
understanding of their first language to know what problems a student may encounter
with particular sounds when learning English. For example, a Spanish-speaking student
may have problems pronouncing b, d, or g in the final position in a word because it is
rare that these voiced consonants are in the final position in Spanish.
Transfer, as related to language learning, is defined as the person’s use of knowledge
of his or her native language in the study of a new language.2 Phonemic awareness
skills have a high rate of transfer between languages. This is because once students
learn how to recognize rhyme, segment sentences, blend and segment syllables, and
blend and segment at the phoneme level in any language, the actual skills do not have
to be taught again. Only the new sounds need to be learned. So although students
learning English may have difficulty with individual sounds and their pronunciation,
students who have acquired phonemic awareness have a basic understanding that
sounds carry meaning and are able to do tasks such as rhyming.
Program Design
Explicit, systematic instruction in phonemic awareness is crucial in helping students
acquire their second language. When designing a program, the teacher should begin
by assessing students’ skill level. Then the teacher should think about the following
features of effective phonemic awareness instruction:
• Phonemic awareness instruction is only one component of reading instruction.
• Students should be engaged in direct instruction in phonemic awareness for only
10–15 minutes a day.
• Small-group instruction is more effective than working with the entire class.
• Phonemic awareness skills are taught explicitly. The teacher models the skills he
or she wants students to perform before asking them to demonstrate the skill.
• Instruction focuses on a few types of phonemic awareness skills. Phonemic
awareness involves many skills, but research has shown that blending and
segmenting at the phoneme level must be taught.
© Voyager Expanded Learning, L.P.
3
VoyagerU
• Manipulatives, such as tokens or letter tiles, can increase the effectiveness of
phonemic awareness activities once students have learned the concept of
segmenting and manipulating sounds.3
Analyzing the Activities
Student activities need to directly teach phonemic awareness skills. The activities should
include many songs, poems, chants, and rhymes. These will not only help students
develop phonemic awareness, but also acquire language. Using small-group instruction
to focus on phonemic awareness skills will enable the teacher to monitor progress of
individual students and provide intervention when necessary. The following activities,
located in Phonemic Awareness, Learn to Apply, should be used with English Language
Learners as well.
© Voyager Expanded Learning, L.P.
4
VoyagerU
Awareness of Gross Differences
This phonological awareness skill involves both word and sound discrimination. Students
are asked to determine if two words or sounds are the same or different. Or, given the
choice of three, students might be asked to identify the word or sound that is different.
Example Activity
Introduce the Task
I will say two words. Listen to the words and tell me if the words
are the same or different. If I said cat–hug, you would say the
words were different.
Present the Activity
Now you try some.
1. pet–hug
6. toad–band
2. tree–tree
7. nose–moon
3. sun–net
8. word–word
4. wag–mess
9. run–hat
5. dog–dog
10. red–red
This same format can be used to present pairs of phonemes that are the same or
different—for example, /t/–/k/ (different) or /p/–/p/ (same).
The words used in this activity determine the level of difficulty. In the model, the words
that are different are entirely different. They share none of the same phonemes. As
students’ ability to hear sounds develops, move gradually to pairs of words that have
one phoneme in common—for example, run–rake; cook–like; meet–feel. Finally, move
to minimal pairs, words that are the same except for one phoneme—for example,
pants–plants; beat–bean; rug–rag.
© Voyager Expanded Learning, L.P.
5
VoyagerU
Distinguishing Words—Oddity Task
Example Activity
Introduce the Task
I will say three words. Two of them are the same. One is different.
Listen to the words and tell me which word is different. If I said
fun–frog–fun, you would tell me that frog is different.
Present the Activity
Listen carefully to the words and tell me which one is different.
1. box–bird–bird
7.
run–run–bike
2. vet–van–vet
8.
tell–fall–fall
3. pear–pear–pat
9.
mess–kick–kick
4. ant–cat–ant
10.
soap–too–soap
5. red–red–dot
11.
one–two–one
6. car–camp–car
12.
slip–slip–slide
This format also can be used to present individual phonemes. Have students tell which is
different—for example, /b/–/b/–/r/.
As with the previous activity, the level of difficulty is determined by the degree of
difference or similarity in the sounds or words presented. It is more difficult to hear the
different sound in the set /j/–/j/–/ch/ than in the set /j/–/j/–/m/. Similarly, it is more difficult
to identify the word that is different in the set bed–beard–bed than the word that is
different in the set bed–rug–bed.
© Voyager Expanded Learning, L.P.
6
VoyagerU
Rhyme
In planning activities that involve rhyme, remember that it is easier to recognize rhyming
words than it is to generate rhyming words. The first two model activities involve rhyme
recognition.
When students’ rhyme recognition has been established, move on to activities that
involve generating rhymes. This is an opportunity for games and word play.
Recognizing Rhyme
Example Activity
Introduce the Task
Rhyming words sound the same at the end. Look and book
are rhyming words. Bug and rug are rhyming words, too. But
not all words are rhyming words. Dog and door do not rhyme
because dog ends with /og/ and door ends with /or/.
Present the Activity
I will say some words. You tell me if the words rhyme.
sand–hand
box–fox
hug–bug
miss–tag
door–wish
pig–wig
late–wait
clock–rock
wood–meet
bug–cup
fun–sun
fish–dish
© Voyager Expanded Learning, L.P.
7
VoyagerU
Recognizing Rhyme—Oddity Task
Example Activity
Introduce the Task
Remember that rhyming words sound the same at the end.
Wing, sing, and thing are rhyming words. They end with /ing/.
I will say four words. Three of them rhyme, and one does not.
I want you to tell me which word does not rhyme. If I said
bug–rug–hug–feet, you would say feet. Feet is the word that
doesn’t rhyme. Feet ends with /eat/. All of the other words end
with /ug/.
Present the Activity
I will say some words. Tell me the word that does not rhyme.
band–sand–stand–hop
try–bake–why–fly
cat–hat–pig–sat
corn–horn–worn–book
tag–way–bag–wag
park–mark–line–bark
like–rose–nose–toes
see–bee–tree–thing
bear–hair–wear–hurt
© Voyager Expanded Learning, L.P.
8
VoyagerU
Producing Rhymes
Example Activity
Introduce the Task
We will make up some rhymes together. I will say a sentence
about an animal, and I want you to finish the sentence with a
word that rhymes with the animal name. If I said, “I saw a cat
wearing a ___,” you might finish the sentence with hat,
because hat rhymes with cat. “I saw a cat wearing a hat.”
Present the Activity
I’ll say a sentence about an animal. When I point to you, I
want you to finish my sentence with a word that rhymes with
the animal name.
I saw a fox hiding in a ___. (box)
I saw a pig wearing a ___. (wig)
I saw a whale waving its ___. (tail)
I saw a bear sitting in a ___. (chair)
I saw an ox wearing green ___. (socks)
I saw a frog sitting on a ___. (log)
I saw a mole digging a ___. (hole)
I saw a duck driving a ___. (truck)
I saw a sheep trying to ___. (sleep)
I saw a goat sailing a ___. (boat)
© Voyager Expanded Learning, L.P.
9
VoyagerU
Awareness of Alliteration
Nonsense sequences are an excellent way to introduce the concept of alliteration and
to encourage students to play with sounds. These activities can be used with single
consonant sounds or consonant blends. Start with a simple sequence. The sequences
can get more complicated each time the activity is revisited.
Nonsense Sequences
Example Activity
Introduce the Task
Do you know the story of Jack and the Beanstalk? There’s a giant in
that story who likes to say “Fee fie foe fum.” Let’s say that together:
Fee fie foe fum. All those words begin with /f/: Fee fie foe fum. Let’s
see if we can say those words with a different beginning sound. Let’s
try /d/: Dee die doe dum.
Present the Activity
I will say a sound. Then, we’ll say the giant’s nonsense words with that
sound at the beginning.
/t/—tee, tie, toe, tum
/ch/—chee, chie, choe, chum
/y/—yee, yie, yoe, yum
/r/—ree, rie, roe, rum
/b/—bee, bie, boe, bum
/m/—mee, mie, moe, mum
/st/—stee, stie, stoe, stum
/h/—hee, hie, hoe, hum
/n/—nee, nie, noe, num
/gr/—gree, grie, groe, grum
When students are comfortable with the concept of alliteration, engage them in
completing simple alliterative sentences. The point of such activities is for students to
think of words that fit the alliterative pattern. Don’t be concerned if a word offered
doesn’t make sense in the sentence or isn’t actually a word.
© Voyager Expanded Learning, L.P.
10
VoyagerU
Producing Alliteration
Example Activity
Introduce the Task
Listen to this sentence: Leila likes lions. Did you notice that all the
words in the sentence start with the same sound? We will make up
more sentences like that. I will say the first two words. I want you to
finish the sentence with a word that begins with the same sound.
Let’s try it. If I say, William wants ___, you would finish the sentence
with a word that starts with /www/ like William and wants. You
could say, William wants water, or William wants worms, or William
wants waffles.
Present the Activity
I’ll start the sentence. You finish it with a word that begins with the
same sound as the words I say.
Cathy cooks ___.
Sam sees ___.
Burt buys ___.
Felicia fixes ___.
Maura makes ___.
Gus gets ___.
Pat paints ___.
Tina takes ___.
Harry has ___.
Nan needs ___.
© Voyager Expanded Learning, L.P.
11
VoyagerU
Sentence Segmenting
Sentence segmenting is a preliminary task to having students segment syllables.
Ask students to clap each word as you say three- to five-word sentences.
Nonsense Sequences
Example Activity
Introduce the Task
Divide spoken sentences into individual words by clapping once for
each word heard in a sentence.
I will make some sentences. Each time I say a word, clap.
Terrell plays.
Listen.
(Clap twice.)
(Clap once.)
Bill plays ball.
Kim runs.
(Clap three times.)
(Clap twice.)
Present the Activity
I’ll say some sentences. Each time I say a word, clap.
Rose draws.
Read the book.
Go get drinks.
Stop.
Watch me.
© Voyager Expanded Learning, L.P.
12
VoyagerU
Syllable Segmenting and Blending
To segment, students break words apart into syllables. To blend syllables, students listen
as each syllable is pronounced and combine those syllables into a word.
Blending
Example Activity
Introduce the Task
Robots have a funny way of talking. They talk in syllables, not in
whole words. They don’t call themselves robots. They say ro . . . bots.
They don’t say hello. They say hel . . . lo. They are never hungry, but
they are sometimes hun . . . gry.
Present the Activity
I will say some words the way a robot would say them. You say the
words the way we say them.
pup . . . pet
mu . . . sic
pan . . . da
pen . . . cil
dol . . . phin
(puppet)
(music)
(panda)
(pencil)
(dolphin)
mag . . . a . . . zine
va . . . nil . . . la
(vanilla)
ex . . . er . . . cise
spa . . . ghet . . . ti
noo . . . dle
© Voyager Expanded Learning, L.P.
(magazine)
(exercise)
(spaghetti)
(noodle)
13
VoyagerU
Segmenting
Example Activity
Introduce the Task
Substitute the first names of students in your group for the names in
the model script.
Names are not all the same length. Tim is a short name. Say the
name and clap the syllable. Tim. The name Tim has just one part.
That part is called a syllable. Jessica is a longer name. Say the
name and clap the syllables. Jes-si-ca. The name Jessica has
three syllables.
Present the Activity
Let’s count the syllables in everyone’s name. Say a students’ name.
Repeat it, clapping the syllables. How many syllables did you hear?
Now let’s take turns saying our names and clapping the syllables.
Say your first and last name. Have students clap and count the
syllables in their first and last names. Students may snap or stomp
syllables as an alternative.
© Voyager Expanded Learning, L.P.
14
VoyagerU
Segmentation of Onset and Rime
With segmentation of onset and rime, students move one step closer to segmenting
individual phonemes. When introducing this task, present only words whose rimes are
words on their own, such as ear in hear or art in chart. This will help students separate
the sounds of words from their meanings. Begin with easy consonant onsets with
continuant phonemes—/s/, /z/, /f/, /v/, /th/, /TH/, and /sh/—and move to harder
consonant onsets with noncontinuant phonemes, or stop sounds—/p/, /b/, /t/, /d/, /k/,
/g/, and /j/.
Example Activity
Introduce the Task
Sometimes when you take away the first sounds in a word, you end
up with a different word. Listen: s-s-s-s-and . . . and . . . s-s-s-s-and . . .
and. Now say it with me: s-s-s-s-and . . . and . . . s-s-s-s-and . . . and.
When you take away /sss/ from sand, you get and. Let’s try another
one: f-f-f-f-ox . . . ox . . . f-f-f-f-ox . . . ox. Say it with me: f-f-f-f-ox . . . ox . . .
f-f-f-f-ox . . . ox. What sound do you take away from fox to get ox? You
take away /f/.
Present the Activity
I will say two words. You will say them after me. Then, tell me the
sound that’s taken away from the first word to get the second word.
farm . . . arm (/f/)
hand . . . and (/h/)
vat . . . at (/v/)
sold . . . old (/s/)
rice . . . ice (/r/)
shark . . . ark (/sh/)
mask . . . ask (/m/)
near . . . ear (/n/)
think . . . ink (/th/)
fair . . . air (/f/)
ball . . . all (/b/)
chin . . . in (/ch/)
© Voyager Expanded Learning, L.P.
15
VoyagerU
Example Activity
Introduce the Task
I’ll say a word. You will say the first sound or sounds in the word and
then the rest of the word. If I said part, you would say /p/ . . . art.
If I said start, you would say /st/ . . . art. Let’s try it together.
Part . . . /p/ . . . art. Start . . . /st/ . . . art.
Present the Activity
I will say a word. Then, you will say the first part of the word and the
rest of the word.
hit
feel
wheat
pitch
pup
flat
slice
plant
grape
brick
thin
cart
© Voyager Expanded Learning, L.P.
16
VoyagerU
Phoneme Blending and Segmentation
In blending phonemes, students listen to a sequence of separately spoken phonemes,
then combine the phonemes to form a word. (What word is /b/ /i/ /g/? /b/ /i/ /g/ is
big). In segmentation a word is broken into its separate sounds. Students say each
sound as they tap it or count it. (How many sounds are in grab? /g/ /r/ /a/ /b/ has
four sounds.)
Blending
When playing this game with English Language Learners you will need to use clues
to words that are familiar to them. You will need to modify this activity for your
individual students.
Example Activity
Introduce the Task
We will play a guessing game. I’ll think of something and give you
a clue. Then, I’ll tell you the sounds in its name. You tell me what the name
is. Let’s try one together. I’m thinking of a tree. Its name is /oa/ . . . /k/.
What kind of tree is it? If you guessed oak, you are right! /oa/ . . . /k/ is oak.
Present the Activity
I’ll give you a clue, then say the sounds in the name. You tell me what I’m
thinking of.
I’m thinking of . . .
(red)
a color. Its name is /r/ . . . /e/ . . . /d/.
a farm animal. Its name is /k/ . . . /ou/.
(cow)
a wild animal. Its name is /b/ . . . /ai/ . . . /r/.
(bear)
a sea animal. Its name is /hw/ . . . /ai/ . . . /l/.
a fruit. Its name is /p/ . . . /l/ . . . /u/ . . . /m/.
a bug. Its name is /a/ . . . /n/ . . . /t/.
(plum)
(ant)
a flower. Its name is /r/ . . . /oa/ . . . /z/.
a food. Its name is /k/ . . . /ai/ . . . /k/.
(whale)
(rose)
(cake)
a place. Its name is /s/ . . . /k/ . . . /oo/ . . . /l/.
a number. Its name is /f/ . . . /ie/ . . . /v/.
© Voyager Expanded Learning, L.P.
(school)
(five)
17
VoyagerU
Segmentation
Example Activity
Introduce the Task
Words are made up of sounds strung together. We will practice hearing and
saying the sounds in words. Let’s try it. Say the word no. No has two sounds:
/n/. . . /oa/. No . . . nnnooo . . . /n/. . . /oa/. Say it with me: No . . . nnnooo . . .
/n/. . . /oa/.
Present the Activity
I’ll say a word three times. First, I’ll say it in the regular way. Then, I’ll stretch
it out. Then, I’ll say the two sounds in the word. I want you to say the word
after me just the way I say it.
When you say the words a second time, elongate continuant consonant
sounds and vowel sounds and repeat consonant sounds that are stop
sounds three times.
Consonant–Long Vowel
my . . . my . . . /m/ . . . /ie/
toe . . . toe . . . /t/ . . . /oa/
say . . . say . . . /s/. . . /ai/
show . . . show . . . /sh/ . . . /oa/
Long Vowel–Consonant
oak . . . oak . . . /oa/ . . . /k/
ape . . . ape . . . /ai/ . . . /p/
ice . . . ice . . . /ie/ . . . /s/
each . . . each . . . /ea/ . . . /ch/
Short Vowel–Consonant
odd . . . odd . . . /o/ . . . /d/
edge . . . edge . . . /e/ . . . /j/
up . . . up . . . /u/ . . . /p/
itch . . . itch . . . /i/ . . . /ch/
This activity may be difficult for students who are still having trouble with medial sounds.
Modeling will help them.
© Voyager Expanded Learning, L.P.
18
VoyagerU
Phoneme Isolation (Auditory)
A phoneme is the smallest part of spoken language that makes a difference in the
meaning of words. English has about 40 phonemes. A few words, such as a or oh have
only one phoneme. Most words, however, have more than one phoneme. If has two
phonemes /i/ /f/. The word check has three phonemes, /ch/ /e/ /k/. To be an effective
reader, students must be taught the sounds of all the phonemes.
Example Activity
Introduce the Task
Sometimes you can add just one sound to a word and turn it into a
whole different word. You can add /s/ to the beginning of top and
get the word stop: /s/ . . . top . . . stop. You can add /t/ to the end of
bell and get the word belt: bell . . . /t/ . . . belt.
Present the Activity
What word do you get when you add . . .
/b/ to the beginning of lock? (block)
/g/ to the beginning of row? (grow)
/d/ to the beginning of rag? (drag)
/s/ to the beginning of no? (snow)
/m/ to the end of far? (farm)
/t/ to the end of day? (date)
/d/ to the end of toe? (toad)
/m/ to the end of tie? (time)
/ch/ to the end of bee? (beach)
© Voyager Expanded Learning, L.P.
19
VoyagerU
Deleting Phonemes
Example Activity
Introduce the Task
You can take a sound away from a word and get a whole new word.
If you say train without /n/, it’s tray. If you say train without /t/, it’s rain.
Present the Activity
Let’s see what happens when we take sounds away from words.
Say stop without /s/. (top)
Say plant without /t/. (plan)
Say brain without /b/. (rain)
Say grows without /g/. (rose)
Say plate without /p/. (late)
Say beach without /ch/. (bee)
When students are comfortable deleting beginning and ending
sounds, revisit the activity and have them practice deleting
internal sounds.
Say stay without /t/. (say)
Say pest without /s/. (pet)
Say frog without /r/. (fog)
Say snack without /n/. (sack)
Say sand without /n/. (sad)
Say glue without /l/. (goo)
Deletion activities can be adapted for use with letter tiles. Help students spell a word
and say the word aloud. Then, say a word formed by deleting one of the sounds. Have
students remove the letter that corresponds to that sound. When using letter tiles, be
careful to use word pairs where there are no spelling changes.
west–wet
plate–late
mash–ash
grub–rub
stand–sand
tent–ten
slow–low
chair–air
start–star
chart–art
© Voyager Expanded Learning, L.P.
20
VoyagerU
Substituting Phonemes
Example Activity
Materials
In this activity, students use colored disks to indicate which sound
changes. Each student should have three disks—one red, one yellow,
and one blue. Have students put their disks in color order—red,
yellow, blue—in front of them on the table or desk.
Introduce the Task
Changing just one sound can make a new word. I will say two words.
They are alike except for one sound. Point to one of your disks to
tell me if the beginning sound, the middle sound, or the ending
sound is different.
Let’s try it. If I said sun–run, you would point to the first disk, the red one,
because in sun–run the first sound is different. If I said sit–sick, you would
point to the last disk, the blue one, because in sit–sick the last sound is
different. If I said gate–goat, you would point to the middle disk, the
yellow one, because in gate–goat the middle sound is different.
Present the Activity
Listen to the two words I say. They are the same except for one sound.
Show me, by pointing to one of your disks, if the beginning sound, the
middle sound, or the ending sound is different.
well–shell
wait–wake
tell–tall
made–shade
bat–bag
tame–tape
When revisiting the activity, have students work with four-phoneme words.
slip–snip
spell–smell
bent–belt
paste–pest
tent–tend
grows–throws
© Voyager Expanded Learning, L.P.
21
VoyagerU
Switching Phonemes
Example Activity
Materials
In this activity, students use colored disks to indicate which sounds
switch position. Each student should have four disks—one red, one
yellow, one blue, and one green. Have students put their disks in color
order—red, yellow, blue, green—in front of them on the table or desk.
Introduce the Task
Two different words can be made up of the same sounds in different
order. If you take the first sound in tan and put it at the end of the
word, you get ant.
I will say a word. Move your disks to show how many sounds you
hear in the word. If I said clay, you would move three disks—red,
yellow, blue—because clay has three sounds: /k/ . . . /l/ . . . /ai/. The
word lake has the same sounds as clay but in different order. If I said
lake after clay, you would move the first disk, the red one, to the end
because the first sound in clay—/k/. . . /l/. . . /ai/—is the last sound in
lake—/l/. . . /ai/. . . /k/.
Present the Activity
Listen to the first word and move your disks to show how many sounds
you hear. Then, listen to the second word and move your disks to
show how the sounds change position.
drain–rained
drop–prod
meet–team
flow–loaf
mug–gum
chin–inch
try–right
shop–hops
trap–wrapped
© Voyager Expanded Learning, L.P.
22
VoyagerU
Phoneme Isolation (Visual)
After the phonemes have been introduced auditorially, they need to be connected
with the visual cues of the letters. However, remember that once you add letters to
the activity, you are not only doing a phonemic awareness activity, but also a
phonics activity.
Visual
Example Activity
Present the Activity
Step 1
Show the letter pair card. What is the name of this letter?
We need to know the sounds of letters to read words.
Today you will learn the sound for this letter. The sound for the letter
is /
/. When you say /
/, (insert the sound
production cue from the Sound Production Cues card).
Step 2
What is the sound for this letter? Show the lowercase letter as all
students respond. Repeat with the capital letter as all students respond.
Step 3
Call on individual students to say the sound. What is the sound for
this letter?
© Voyager Expanded Learning, L.P.
23
VoyagerU
Endnotes
1
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in
young children. Washington, DC: National Academy Press.
2
Kress, J. E. (1993). The ESL teacher’s book of lists. San Francisco: Jossey-Bass.
3
Institute for the Development of Educational Achievement. (n.d.) Teaching phonemic
awareness: Critical features of phonemic awareness instruction. Retrieved October 2,
2006, from http://reading.uoregon.edu/pa/pa_features.php
© Voyager Expanded Learning, L.P.
24