#Advanced Phonemic Awareness (Before)

Learning Resource Type

Learning Activity

Subject Area

English Language Arts

Grade(s)

2

Overview

The purpose of this “before” activity is to provide practice opportunities for students to manipulate phonemes through substitutions of initial, medial, and final sounds. This activity supports students in building their articulation and distinguishing between the initial, medial, and final sounds in words. Advanced Phonemic Awareness Skills (Google Slides) allows students to warm up their thinking processes and practice hearing, seeing, and manipulating letters to recognize patterns and repetition in language. This is a great way to support their phonological and phonemic awareness skills. 

This resource was created in partnership with Dothan City Schools.

Phase

Before/Engage
English Language Arts (2021) Grade(s): 2

ELA21.2.R2

Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.

UP:ELA21.2.R2

Vocabulary

  • Decode
  • Encode
  • Phoneme-grapheme correspondences
  • Word-analysis skills

Knowledge

Students know:
  • Phoneme (sound) to grapheme (letter or letters) correspondences to encode (spell) words accurately.
  • Grapheme (letter or letters) to phoneme (sound) correspondences to decode (read) words accurately.
  • Word-analysis skills.

Skills

Students are able to:
  • Accurately encode and decode words using knowledge of phoneme-grapheme correspondences.
  • Accurately encode and decode words using word analysis skills.

Understanding

Students understand that:
  • Mapping graphemes to phonemes is essential for learning to read or decode words efficiently.
  • Mapping phonemes to graphemes is essential for learning to spell or encode words efficiently.
  • Analyzing a word's structure helps to read and spell a word.
English Language Arts (2021) Grade(s): 2

ELA21.2.9

Demonstrate advanced phonemic awareness skills in spoken words.

UP:ELA21.2.9

Vocabulary

  • Demonstrate
  • Advanced phonemic awareness skills
  • Spoken words

Knowledge

Students know:
  • Phonemic awareness is the ability to identify and manipulate the phonemes (sounds) in spoken words.

Skills

Students are able to:
  • Identify individual phonemes in words and manipulate those sounds.

Understanding

Students understand that:
  • Words are made up of one or more phonemes.
  • They can demonstrate advanced phonemic awareness skills by manipulating those phonemes through additions, deletions, reversals, and substitutions of phonemes.
  • Advanced phonemic awareness skills will help them improve their reading, spelling, and writing.

Learning Objectives

Once this "before" activity is complete, students will be able to manipulate phonemes using substitutions, additions, and deletions, and manipulate initial, medial, and final phonemes in spoken words.

Students will use knowledge of phoneme-grapheme correspondences to encode words accurately. 

Activity Details

To begin the activity review the substitution, deletion, and addition hand motion videos (provided in the slide show).

The teacher will lead students in practicing the advanced phonemic awareness skills of substitution, addition, and deletion using the examples provided in the Advanced Phonemic Awareness Skills Slide Show. The teacher will model the skills using the "I do, We do, You do" method.

The students will respond whole group using hand motions with words requiring substitutions, deletions, and additions in the initial, medial, or final positions of a word. 

Pass out dry-erase boards, markers, and erasers. Using the examples in the slideshow, ask students to "say" the original word,  then complete the hand motions for that word. Then ask students to write the word on their dry-erase board. Then have them make the change to the word as directed in the slide show.                                 

***Note: This is a great way to monitor their understanding of each skill. Continue through the slide show working on each word using hand motions and asking students to write the words after each hand motion. 

 

Assessment Strategies

The teacher should evaluate student progress during the whole group activities to ensure that students demonstrate the required advanced phonemic awareness skills and that students encode the words accurately. 

Review practice questions in small groups or with individual students to assess student skills with substituting, adding, and deleting phonemes.

Examples of practice questions: 

Addition-Say bell. Now say bell, but add /t/ to the end of bell. (belt)

Deletion: Say fin. Now say fin, but don't say /f/. (in)

Substitution: Say strap. Now say strap, but change /a/ to /i/.  (strip)

Acceleration

Ask gifted students to make lists of words with four or five letters and replace the initial, medial, and final sounds.

Intervention

Tier 2 intervention can be provided by printing the CVC words from the slides and having students use letter tiles to conduct the substitutions, deletions, and/or additions in a small group with other students struggling to master phonemes and graphemes.  

Background / Preparation

1. Be sure you have adequate access to the Substitutions, Deletions, and Additions Videos and Advanced Phonemic Awareness Skills (Google Slides). Review the videos and practice the motions prior to teaching the activity.

2. Collect dry-erase boards, erasers, and markers for each student and pass them out to the group prior to beginning the activity.

Learning Activity (Before)

#Advanced Phonemic Awareness (Before)

Total Duration

0 to 15 Minutes

Learning Activity (During)

#Advanced Phonemic Awareness (During)

Learning Activity (After)

#Advanced Phonemic Awareness (After)

Materials and Resources

Advanced Phonemic Awareness Skills (Google Slides)

Interactive whiteboard or computer/projector

Dry erase boards, erasers, and markers for each student

Advanced Phonemic Awareness Google Slide Show
https://docs.google.com/presentation/d/14Q1xriGhJU6wD9ks2uPQl9JmLZu1ZMwKndxGAU-…

Approved Date

Owner (Author)

lasenn
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