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supporting phonemic awareness development in the classroom

Definition of terms. PhonicsA way to teach reading and spelling stressing symbol-sound relationshipsPhonemeThe smallest unit of speech /f/-/l/-/i/ or /sh/-/ee/-/p/. Inventive Spelling. Definition of terms. Phonemic awarenessAwareness of the spoken language consists of a sequence of phonemes (How many sounds are in the word pig?)Auditory discriminationAbility to hear likenesses

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supporting phonemic awareness development in the classroom

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    1. Supporting phonemic awareness development in the classroom Hallie Kay Yopp Ruth Helen Yopp The Reading Teacher Vol.54, No. 2 October 2000

    3. Inventive Spelling

    4. Definition of terms Phonemic awareness Awareness of the spoken language consists of a sequence of phonemes (How many sounds are in the word pig?) Auditory discrimination Ability to hear likenesses & differences in phonemes & words

    5. Phonemic awareness Ability to generate & recognize rhyming words Count syllables Separate beginning of word from ending (st and op to make stop) Identify each of phonemes in a word

    6. What’s a teacher to do?Phonemic awareness activities Songs Chants Word-sound games Word play Nursery or Dr. Seuss rhymes Exposure to storybooks Storytelling Riddles

    7. What’s a teacher to do?Phonemic awareness activities Songs Chants Word-sound games Word play Nursery or Dr. Seuss rhymes Exposure to storybooks Storytelling Riddles

    8. What’s a teacher to do?Phonemic awareness activities Songs Chants Word-sound games Word play Nursery or Dr. Seuss rhymes Exposure to storybooks Storytelling Riddles

    9. Sequence for phonemic awareness instruction Activities that focus on rhyme Activites that focus on syllable units Activities that focus on onset & rime Activities that focus on phonemes Let’s think of something that rhymes with cow Clap twice for Harry’s name. Har (clap)-ry (clap) Say just the first part of brown (br) Let’s put these counds together /ch/-/a/-/n/ (chairn

    10. Activites focused on rhyme (oral) The Hungry Thing by Jan Slepian & Ann Seidler

    11. Activites focused on rhyme (oral) The Hungry Thing by Jan Slepian & Ann Seidler

    12. Activites focused on rhyme (oral) The Hungry Thing by Jan Slepian & Ann Seidler

    13. Activites focused on rhyme (oral) The Hungry Thing by Jan Slepian & Ann Seidler

    14. Activites focused on rhymeTen Cats Have Hats by Jean Marzollo

    15. Activites focused on rhymeTen Cats Have Hats by Jean Marzollo

    16. Activites focused on rhymeTen Cats Have Hats by Jean Marzollo

    17. Activites focused on rhyme (oral) “The Ants Go Marching” The ants go marching one by one, Hurrah! Hurrah! The ants go marching one by one, Hurrah! Hurrah! The ants go marching one by one, The little one stops to have some fun, And they all go down to the ground, To get out of the sun. Boom! Boom! Boom!

    18. Activites focused on rhyme (oral) “The Ants Go Marching” The ants go marching two by two, Hurrah! Hurrah! The ants go marching two by two, Hurrah! Hurrah! The ants go marching two by two, The little one stops to _____________, And they all go down to the ground, To get out of the sun. Boom! Boom! Boom!

    19. Activites focused on rhyme (oral) “Down by the Bay” “Did you ever see a whale with a polka dot tail?” “The Corner Grocery Story” “There were peas, peas walking on their knees at the store, at the store” “There was steak, steak, going shake shake at the store, at the store” Yopp & Yopp (1996). Oo-pples & boo-noo-noos: Songs & activities for phonemic awareness. Harcourt Bace School Publishers

    20. Activities with syllables manipulation“Clap, Clap, Clap Your Hands” (clues) Clap, clap, clap your hands, Clap your hands together. Clap, clap, clap your hands, Clap your hands together

    21. Activities with syllables manipulation“Clap, Clap, Clap Your Hands” (clues) Say, say, say these parts. Say these parts together. Say, say, say these parts, Say these parts together: Teacher moun (pause) tain (children respond, “mountain!”) Teacher love (pause) ly (children respond, “lovely!”) Teacher un (pause) der (children respond, “under!”) Teacher tea (pause) cher (children respond, “teacher!”)

    22. Activities with syllables manipulationHow Many Syllables (clues) Tikki Tikki Tembo by Arlene Mosel Clap syllables in names + picture Tingo Tango Mango Tree by Marcia Vaughan Iguana’s name is Sombala Bombala Rombala Roh Flamingo’s name is Kokio Lokio Molio Koh Parrot’s name is Dillaby Dallaby Doh Turtle’s name is Nanaba Panaba Tanaba Goh Bat’s name is Bitteo Biteo

    23. Activities with syllables manipulation“Humpty Dumpty” (clues) Recite “Humpty Dumpty” rhyme Humpty Dumpty broke & I have some broken words. Let’s help put the words back together again. pop – si - cle Snap the cubes together to say the entire word.

    24. Activities with syllables manipulationTeacher, May We? (clues) Teacher: “You may jump the number of times as there are syllables (some teachers say “beats” or “chunks” for syllables) in the bunny.” Students: “Teacher, may we?”

    25. Activities with onset-rime manipulationMail a Package (oral) Pictures Teacher: m-ill Student showing picture: m-ill, mill Puts picture in the mailbox A package! A package! What can it be? A package! A package! I hope it’s for me!

    26. Activities with onset-rime manipulationGoing on a Word Hunt (clues) Teacher: Going on a word hunt! (slap toes) (slap knees) (slap toes) (slap knees) Students repeat Teacher: What’s this word? (slap toes) (slap knees) (slap toes) (slap knees) Students repeat Teacher: /m/ (pause) /ap/ pause (slap toes) (slap knees) Students repeat Together: mmmmmmmmmmmap map! (slide hands from toes to knee) (slap knees)

    27. Activities with onset-rime manipulationMake a Word (letters)

    28. Activities with phoneme manipulationCock-a-doodle-moo! (oral) Cock-a-doodle-moo! By Bernard Most

    29. Activities with phoneme manipulationFind Your Partners (oral)

    30. Activities with phoneme manipulationBag Game (cues)

    31. Activities with phoneme manipulationScavenger Hunt (letters)

    32. Modality Oral – talk through games, activities, poetry, stories or songs Cue or concrete manipulative Auditory cues – clapping the number of syllables Visual cues – blocks or ship representing sounds Kinesthetic cues – jumping as they repeat sounds

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