ALEX Learning Activity

  

#Advanced Phonemic Awareness (Before)

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  This learning activity provided by:  
Author: LaVonda Senn
System:Dothan City
School:Girard Middle School
  General Activity Information  
Activity ID: 2962
Title:
#Advanced Phonemic Awareness (Before)
Digital Tool/Resource:
Advanced Phonemic Awareness Google Slide Show
Web Address – URL:
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.
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 2
R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.
Unpacked Content
Teacher Vocabulary:
R2.
  • Decode
  • Encode
  • Phoneme-grapheme correspondences
  • Word-analysis skills
Knowledge:
R2. 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:
R2. 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:
R2. 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
ELA2021 (2021)
Grade: 2
9. Demonstrate advanced phonemic awareness skills in spoken words.

a. Add, delete, and substitute phonemes at the beginning, end, or middle of a spoken word made up of up to six phonemes and produce the resulting word.

Examples:
Addition - Say bell. Now say bell, but add /t/ to the end of bell. (belt)
Addition - Say block. Now say block, but add /t/ to the end of block. (blocked)
Deletion - Say fin. Now say fin, but don't say /f/. (in)
Deletion - Say range. Now say range, but don't say /j/. (rain)
Substitution - Say strap. Now say strap, but change /a/ to /i/. (strip)
Substitution - Say bleed. Now say bleed, but change the /ē/ to /ā/. (blade)

b. Delete the initial sound in an initial blend in a one-syllable base word.

Example: Say prank. Now say prank, but don't say /p/ . (rank)

c. With prompting and support, delete the medial and final sounds in blends in one syllable base words.

Examples: Say snail. Now say snail, but don't say /n/. (sail)
Say wind. Now say wind, but don't say /d/. (win)

d. Apply phoneme chaining that changes only one sound at a time to show addition, deletion, substitution, and resequencing of sounds from one word to the next.

Examples: bit, bet, bat; sat, sit; pit, pat

e. With prompting and support, reverse sounds within a word by saying the last sound first and the first sound last.

Examples: fine, knife; cat, tack; park, carp
Unpacked Content
Teacher Vocabulary:
9.
  • Demonstrate
  • Advanced phonemic awareness skills
  • Spoken words
9a.
  • Add
  • Delete
  • Substitute
  • Phonemes
  • Produce
9b.
  • Delete
  • Initial sound
  • Initial blend
  • One-syllable base word
9c.
  • Prompting
  • Support
  • Delete
  • Medial sound
  • Final sound
  • Blends
  • One-syllable base word
9d.
  • Phoneme chaining
  • Addition
  • Deletion
  • Substitution
  • Resequencing of sounds
9e.
  • Prompting
  • Support
  • Reverse
  • Last
  • First
  • Sound
Knowledge:
9. Students know:
  • Phonemic awareness is the ability to identify and manipulate the phonemes (sounds) in spoken words.
9a.
  • The meaning of the words add, delete, and substitute.
  • Spoken words can be manipulated (changed) by adding, deleting, or substituting sounds to produce a new word.
9b.
  • Initial means first or beginning sound.
  • A blend is made up of more than one sound.
9c.
  • Medial means the middle sound and final means the last sound.
  • A blend is made up of two or more sounds (phonemes).
9d.
  • Addition means add to, deletion means take away from, substitution means change, and resequencing means changes the order of.
  • Words can be manipulated by changing only one sound at a time.
9e.
  • Reverse means to change the sequence of sounds to an opposite order.
Skills:
9. Students are able to:
  • Identify individual phonemes in words and manipulate those sounds.
9a.
  • Produce new words by adding phonemes at the beginning, end, or middle of a spoken word made up of up to six phonemes.
  • For example, Say bell. Now say bell but add /t/ to end of bell. (belt)
  • Produce new words by deleting phonemes at the beginning, end, or middle of a spoken word made up of up to six phonemes.
  • For example, Say fin. Now say fin, but don't say /f/. (in)
  • Produce new words by substituting phonemes at the beginning, end, or middle of a spoken word made up of up to six phonemes.
  • For example, Say strap. Now say strap, but change /a/ to /i/. (strip)
9b.
  • Delete the initial (first) sound in a one-syllable base word with an initial blend.
  • For example, Say prank. Now say prank, but don't say /p/. (rank)
9c. With prompting and support,
  • Delete the medial (middle) sound in in a one syllable base word with a blend.
  • For example, Say snail. Now say snail, but don't say /n/. (sail).
  • Delete the final (last) sound in in a one syllable base word with a blend.
  • For example, Say wind. Now say wind, but don't say /d/. (win).
9d.
  • Change one sound in a word at a time using phoneme addition, deletion, and substitution to resequence sounds in a phoneme chain; for example, bit, bet, bat; sat, sit; pit, pat.
9e. With prompting and support,
  • Reverse sounds in word by saying the last sound first and the first sound last; for example, fine, knife; cat, tack; park, carp.
Understanding:
9. 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.
9a.
  • They can create new spoken words by manipulating the sounds in the words they hear through addition, deletion, and substitution of phonemes.
9b.
  • Blends are made of more than one sound, and they can delete the first sound to create a new word.
9c.
  • Blends are made of more than one sound, and they can delete the middle or last sound of a blend to create a new word.
9d.
  • They can demonstrate advanced phonemic awareness skills by changing one sound in a word to create a chain (or group of words).
  • Words can be manipulated by adding, deleting, substituting, and resequencing sounds.
9e.
  • Spoken words can be manipulated by reversing the first and last sounds.
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. 
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

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)
Advanced 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.
Variation Tips (optional):

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.  
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: Additions, Deletions, Phonemic Awareness, Substitutions