ALEX Learning Activity

  

#Advanced Phonemic Awareness (During)

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  This learning activity provided by:  
Author: LaVonda Senn
System:Dothan City
School:Girard Middle School
  General Activity Information  
Activity ID: 2963
Title:
#Advanced Phonemic Awareness (During)
Digital Tool/Resource:
Phonemic Awareness Sound Chaining Procedures
Web Address – URL:
Overview:

The purpose of this “during” activity is to provide practice opportunities for students to engage in the manipulation of phonemes through an activity called "chaining." This activity supports students in building their articulation and distinguishing between the initial, medial, and final sounds in words. "Chaining" allows students to warm up their brains and practice hearing, seeing, and moving letters around to recognize patterns and repetition in language that will support their phonological and phonemic awareness. 

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:

After completing this "during" activity, students will know how to manipulate phonemes in any location in a word such as initial, medial, and final sounds in words. 

Students will be able to apply phoneme chaining that changes one sound at a time.

Students will be able to use their knowledge of phoneme-grapheme correspondences to encode words accurately.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

The teacher should print out the included digital tool. This document provides the procedures to redeliver this activity with small groups of students.
Assessment Strategies:

As you conduct the group chaining activity, observe students and evaluate their responses to the phonemic awareness and phonics tasks to determine their mastery of the skills. 
Advanced Preparation:

In this activity, you can introduce the skill with a quick review of the "before" activity to review sound manipulation skills with students. There are videos included that can be used to practice sound manipulation, substitutions, deletions, and additions. 

The teacher will need to have this list of words and procedures available during the activity. The teacher should review the procedures prior to teaching the activity to students.
Variation Tips (optional):

Extension/Expansion: Advanced students should create their own "word chaining" list. Students can share their word-chaining list with a partner.

Tier 2 Intervention: In a small group, the teacher can use Elkonin boxes and two different color manipulatives to demonstrate sound manipulation in word-chaining scenarios. Students work using Elkonin boxes to count phonemes and graphemes, recognizing that some words have 4 letters, but only three sounds. See this video for a demonstration of this strategy.
Notes or Recommendations (optional):
  Keywords and Search Tags  
Keywords and Search Tags: Additions, Deletions, Phonemic Awareness, Substitutions