Module 6
Phonological Awareness TEKS
Phonological Awareness Skills
Sentences
Sentence Segmentation in the Classroom
Sentence Level Activities
Rhyming
Syllables
Alliteration
Onset-Rime
Syllables
Scaffolding Phonological Awareness Instruction
Phonological Awareness Instruction "Look Fors"
Phonemes
Terminology Self-Check
Vowel Phonemes/Vowel Valley/ Vowel Phoneme Articulation
Consonant Phonemes
Phoneme Instruction
Phoneme Isolation Lesson
Reflect
Phoneme Categorization
Phoneme Blending Lesson
Reflect
Scaffolding for Phoneme Segmentation
Phoneme Manipulation
Phoneme Manipulation Exemplar Video
Reflect
Scaffolding for Phoneme Manipulation
Sample Lesson for Phoneme Manipulation
Phonological Awareness TEKS
Phonological Awareness TEKS
Text File of Phonological-Awareness TEKS Matrix.pdf
The PK Guidelines and the TEKS include phonological-awareness standards in pre-K through second grade. By third grade, most students will have acquired proficiency in phonological awareness; however, many reading difficulties, including dyslexia, are related to weaknesses in phonemic proficiency. Thus, students who demonstrate word-level reading and fluency difficulties will likely benefit from targeted and explicit instruction in phonemic awareness.
Take a moment to review each grade level on the TEKS Matrix to compare the expectations for each grade level.
Phonological Awareness Skills
Phonological Awareness Skills
Phonological-awareness skills include blending, segmenting, and manipulating words, syllables, and phonemes.
Review how the terms blending, segmenting, and manipulating are used within the context of phonological-awareness instruction at the sentence, word, syllable, onset-rime, and phoneme level. Keep in mind that phoneme manipulation is the most complex task within the phonological awareness continuum.
Text File of Phonological-Awareness Skills-1.pdf
Sentences
Sentences
Sentence Segmentation in the Classroom
Sentence Segmentation in the Classroom
Sentence Segmentation GK_U01_TG_ELP_TX-pdf.pdf
Connect sentence segmentation to the classroom by watching a short clip of this in action. As you examine the video, notice how the teacher uses manipulatives to scaffold students’ understanding that sentences can be segmented into individual words.
Sentence Level Activities
Sentence Level Activities
Rhyming
Rhyming
Examine a lesson rhyming (1).pdf
Now that you have explored rhyming, connect this to the classroom by examining an explicit rhyming lesson. Take a moment to examine the beginning of the lesson plan. After reviewing the small section of the lesson, pause and reflect on the questions presented.
Reflection:
On what phonological skills should students demonstrate mastery?
Are the objectives clear and concise?
How is the term “rhyming” defined?
How does this lesson bridge the gap between students’ prior knowledge and new learning?
PA-8 Rhyme Concentration.pdf
This Rhyme Concentration activity can provide practice with rhyme identification. Turn it into a rhyme production activity by pulling a card, having students name the picture, and then asking them to provide a word that rhymes with the picture. This practice helps all students have a common understanding of what the card represents.
Syllables
Syllables
Download these syllable lessons to build phonological awareness at the syllable level:
Alliteration
Alliteration
Alliteration Examples
Onset-Rime
Onset-Rime
Examine a lesson onset rime blending (1).pdf
Now that you have explored onset-rime, connect this to the classroom by examining an explicit onset and rime lesson. Notice how the teacher includes kinesthetic scaffolds to support understanding of onset-rime blending. After reviewing the small section of the lesson, pause and reflect on the questions presented.
Reflect
How does this lesson use think-alouds to model metacognitive thinking?
How does the kinesthetic scaffold support students’ understanding of onsets and rimes?
Syllables
Syllables
As you review the lesson, look to see that it meets these criteria:
Identifies phonological-awareness skills to be learned and communicates objectives clearly
Provides clear, concise instructions and directions
Connects new learning to previous knowledge
Provides multiple opportunities to practice phonological tasks with affirming and corrective feedback
Employs the Gradual Release of Responsibility model (i.e., I do, we do, you do)
Revisits previously introduced concepts frequently
Logically builds from the least complex to the most complex skills
Examine a Lesson Segmenting Syllables (1).pdf
Scaffolding Phonological Awareness Instruction
Scaffolding Phonological Awareness Instruction
Scaffolds for Developing Phonolgogical Awareness (1).pdf
Using Elkonin Boxes (1).pdf
Phonological Awareness Instructon "Look Fors"
Phonological Awareness Instruction "Look Fors"
Phonological Awareness Instruction "Look Fors"
Explore the google doc to find instructional activities for phonological awareness skills
Phonemes
Phonemes
A phoneme refers to the smallest unit of sound in speech. For example, there are three phonemes within the word sip (/s/-/i/-/p/). Phonemes can be challenging for young children to discriminate because phonemes are instantly blended together as we produce words, phrases, and sentences. However, learning to read and spell requires us to map sounds to letters, which is dependent on our ability to discriminate and accurately produce phonemes.
Terminology Self-Check
Terminology Self-Check
Terminology Self-Assessment
Vowel Phonemes/Vowel Valley/ Vowel Phoneme Articulation
Vowel Phonemes/Vowel Valley/ Vowel Phoneme Articulation
Vowel Phoneme Chart (1).pdf
M6-59_Text File of Vowel Phonemes.pdf
Consonant Phonemes
Consonant Phonemes
Voiced & Unvoiced Consonant Pairs (1).pdf
Phoneme Instruction
Phoneme Instruction
The video shows Karen Blais, a Certified Academic Language Therapist in Austin ISD, using small mirrors during articulation instruction for digraph /sh/.
Notice how the students use mirrors to watch themselves articulate the sounds.
Use mirrors to examine the articulation of phonemes. In small groups, have students discuss how their mouth is shaped and whether their lips, teeth, or tongue block the sound.
Phoneme Isolation Lesson
Phoneme Isolation Lesson
Lesson Title: Phoneme Isolation
Reflect
Reflect
How did the teacher use direct feedback?
What might your next instructional move be for the student who said the first sound of teeth is /f/?
How might this lesson need to be differentiated to meet the needs of all students?
Phoneme Categorization
Phoneme Categorization
Now that you have explored phoneme categorization, connect it to the classroom by watching a short clip of this in action. At the beginning of this chapter, we learned about allophones. You will notice the /ă/ sound has a slight variation, depending on the position of the letter within the word and the letters around it.
Phoneme Blending Lesson
Phoneme Blending Lesson
Lesson Title: Phoneme Blending
Reflect
Reflect
At what point does the teacher release the high level of support?
How does this section of the lesson provide students with opportunities to work more independently on new learning?
Scaffolding for Phoneme Segmentation
Scaffolding for Phoneme Segmentation
Review the following videos to see examples of how to scaffold phonemic awareness instruction. When segmenting phonemes with fingers, some curricula and approaches start with the pointer finger and others start with the thumb. While both approaches are effective scaffolds, campuses and teachers should use consistent language and approaches across classrooms and grade levels.
Phoneme Manipulation
Phoneme Manipulation
Phoneme Manipulation in the Classroom
Examine a Lesson 3 Phoneme Manipulation Lessons (1).pdf
phoneme_manipulation_word_lists_0.pdf
IMPORTANT: Substituting phonemes is a very challenging skill for young learners and may not be mastered until second or third grade. Because it is a complex skill, students should receive explicit and systematic instruction and multiple opportunities to practice phoneme substitution. Phonemic awareness instruction should be provided at a brisk pace and in short increments. Students benefit from distributed practice and corrective feedback.
Phoneme Manipulation Exemplar Video
Phoneme Manipulation Exemplar Video
Reflect
Reflect
While watching the video, observe the actions of Mrs. Keas:
States the objective in student-friendly language
Explicitly teaches the phonemic awareness skill
Models at least 2 examples of the skill
Clearly and accurately articulates phonemes and does not add the schwa sound on to phonemes
Provides opportunities for student practice with feedback
Uses a brisk pace
Scaffolding for Phoneme Manipulation
Scaffolding for Phoneme Manipulation
Review the following videos to see examples of how to scaffold phoneme manipulation instruction using hand motions. In these videos, you will notice that teacher begins with her thumb and points to the target phoneme. An alternative to hand motions can include Elkonin boxes or other multimodal scaffolds to help students visualize the sounds and demands of phonemic awareness activities.
Sample Lesson for Phoneme Manipulation
Sample Lesson for Phoneme Manipulation
RGR_Blitz_Sample_Lesson7.pdf
