PHONEMIC AWARENESS

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 BIG IDEAS OF PHONEMIC AWARENESS

Review these terms with participants emphasizing the

following points:

 Phonemic awareness can be taught.

 Larger units of sound are easier to hear than smaller units.

 Phonemic awareness is not purely developmental

phenomenon but is gained through experience.

 Phonemic awareness occurs over time and develops gradually

into more and more sophisticated levels of control.

 There may be diversity among children in acquiring these

skills.

 Focus should be on phoneme blending and segmentation

because they are the most critical to the reading process.

 The greatest impact on phonemic awareness is achieved

when there are both interactions with print and explicit
attention to phonemic awareness abilities.

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 Directions For Read Aloud Activity

 Choose a book with rhyming and model this activity.

 After you have completed this activity, discuss the

following points about this activity with your group.

 Listening and participating in a read aloud:

o allows a student to hear many examples.
of rhyming words before they are asked.
o helps to generate their own rhyming words.
o helps train student ear to hear and listen.
o stimulates rhyme and alliteration.
o shows benefits for ELL and other diverse
learners.
o helps build vocabulary and background knowledge.
o helps build phonemic awareness.
o is purposeful and intentional.

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RHYMING AND ALLITERATION

READ ALOUD

1. Choose a “read aloud” book that contains rhyming and/or

alliteration (see annotated bibliography in the hand-out
section).

2. Read the book aloud to students emphasizing (with your

voice) the rhyme and/or alliteration in the text.

3. After reading through several times, read again pausing

at each rhyming word and allowing the students to supply
the rhyme (Each peach, pear, plum – I spy Tom
_______.) or to supply the next alliteration (Peter Piper
_____ a peck of pickled ________).

Choose a word from the book and have students generate

additional words that rhyme.

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Directions for Rhyming Words Activity

 Do the rhyming words activity with your

group.

 After the activity, please take the time to point out the
following:

o Sensitivity to rhyme is a very rudimentary form of

phonological awareness and not a guarantee that a
child will develop phonemic awareness. (Adams 1998)

o The purpose of these rhyming activities is to

develop the children’s attention to the sounds of the
language.

o As children generate rhymes, accept pseudo-words

as well as real words (that’s a “make believe” word,
but it does rhyme).

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RHYMING

ODD WORD OUT

1. Say (cat, bat, drum)

2. Which doesn’t rhyme? Drum

3. Repeat with other words

(if time permits, check individual students)

RHYMING

1. I say fat. You say _________________.

2. I say red. You say ____________.

3. Repeat with other words.

(Activities from Anita Archer)

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 Directions for segmenting & blending activities

 PASS OUT COUNTERS AND PAPERS WITH

ELKONIN BOXES

 DO ACTIVITY USING THIS WORD LIST

 CAT RUN PAN
 FISH HAND FLASH
 STAIN CHASE RANCH

 AFTER COMPLETING THE ACTIVITY, DISCUSS WITH

YOUR GROUP THE FOLLOWING POINTS:

 Phoneme segmentation is the most crucial phonemic

awareness skill for beginning readers.
A child who can identify the sounds of letters and who
can perform phoneme segmentation is a child who is
ready to read (Klein 2002).

 Phoneme segmentation and phoneme blending are

complementary skills and should be taught together.

 ILLUSTRATE THE RELATIONSHIP BETWEEN

SEGMENTATION AND BLENDING BY USING THE
COUNTERS AND THE SAME WORD LIST FOR THE
BLENDING ACTIVITY.

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8
 SEGMENTING

COUNT THE SOUNDS

1. DISTRIBUTE 5 COUNTERS TO EACH CHILD

(PENNIES, TILES, ETC.).

2. HAVE STUDENTS DRAW (OR GIVE THEM A

PAPER WITH) 5 CONNECTED BOXES.

3. EXPLAIN THAT YOU ARE GOING TO SAY A

WORD AND THEY SHOULD MOVE A COUNTER
INTO A BOX FOR EACH SOUND THEY HEAR.

3. BEGIN BY ORALLY EXTENDING EACH SOUND

IN THE WORD TO MAKE IT EASIER FOR THE
CHILDREN TO HEAR (/ssss/ /aaaa/ /mmmm/ or
/ffff/ /iiii/ /shhhh/) AS THEY MOVE THEIR
COUNTERS.

5. AS CHILDREN BECOME MORE PROFICIENT,

YOU WILL BE ABLE TO JUST SAY THE COMPLETE
WORD AND THE CHILDREN WILL BE ABLE TO
SEGMENT IT THEMSELVES AND MOVE THE
APPROPRIATE NUMBER OF COUNTERS.

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 BLENDING
aredesk or table).
BLENDING
1. THE TEACHER GIVES THE STUDENTS 4 OR 5 BLANK
COUNTERS. (STUDENTS ARE AT A DESK OR TABLE).
2.STRETCHING OUT EACH SOUND, THE TEACHER SAYS A
WORD.

3.STUDENTS REPEAT THE SOUNDS SLOWLY AND MOVE A

COUNTER FOR EACH SOUND.

4.THEN THEY SAY EACH SOUND FASTER, MOVING

FINGERS BELOW THE COUNTERS AS THEY SAY THE
WORD.

TEACHER: /fffaaannn/. Now say it again slowly and move one

counter for each sound in the word.
STUDENTS: /fffaaannn/ (They move one counter each for
/f/ /a/ /n/ sounds).
TEACHER: Now let’s say each sound faster this time. Point to
each counter. Move your finger quickly under the counter as
we say the word.

TEACHER AND STUDENTS: /ffaann/ (point to

each counter.) “Fan” (slide finger under counters
when saying the word.).

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RHYMING: The student can rhyme a word with another word.
Given several words, the student can pick out a word, which
does not rhyme.

ALLITERATION: The student can hear which words begin

with the same sound (Peter Peter, pumpkin eater)

COUNTING WORDS IN A SENTENCE: The student can

count the number of words in an oral sentence.

SEGMENTING SYLLABLES: The student can count the

syllables (by clapping) of a spoken word.

BLENDING SYLLABLES: The student can blend the syllables

spoken by a teacher into a word.

ONSET: The initial consonant(s) sound of a syllable

RIME: The part of the syllable that contains the vowel and
all that follows. The student can segment and blend the onset-
rime. (m-an, m-ade, st-and)

BLENDING: Given individual sounds orally, the student can

blend those sounds into words

SEGMENTING: Given a word orally, the student can identify

and reproduce the individual sounds in the word in the correct
order.

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Catch a Rhyme
The teacher throws a ball of yarn or a beach ball
to a child and says: “Tell me a word that rhymes
with lawn.”
The child says a rhyming word and throws the ball
back to the teacher.
Variation:
“Tell me a word that rhymes with lawn. I’ll give
you a hint: When I’m tired, I sometimes [Teacher acts
out a long yawn].”

Change That Tune

The teacher leads children in a familiar song but
substitutes different sounds in the lyrics.
Example:
“Apples and Bananas” is sung substituting the
long a sound in each phrase:
“I like to ate, ate, ate ayples and baynaynays.”

What’s in a Name?
The teacher says an animal name. One child is
asked to clap, snap, or tap the syllables as the
teacher slowly repeats the name syllable-bysyllable.
Other children count the syllables that they hear.
The teacher asks: “How many syllables did you
hear in . . . ?”
Note: Some children can segment the word into
syllables on their own.

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Sound Blocks
The teacher gives children two blocks that do not
have any numbers or letters written on them.
Blocks are placed in a row.
The teacher says: “When I want to say tap in
two parts, I touch the blocks like this.”
[Touch the first block and say “/t/”; touch the second block and say
“-ap.”]
The teacher says other words that end in “- ap.”
The children touch the blocks as they say the
words in two parts.

One at a Time
The teacher slowly says a sentence:
“We are on our way to lunch.”
Children take one step, hop, or skip for each
word in the sentence.
Variation:
Children step on one tile square for each word.

Describe It!
Children add descriptive words to the names of
different foods.
These phrases contain words that all begin with
the same sound:
jolly juice
round rolls
big bean burrito

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Round and Round We Go
The teacher passes around familiar objects and
says: “Whoever has an object that starts with
the /b/ sound, please stand up.”
The teacher asks the child with the object
( basket) to say the name of the object.
The teacher continues around the room until all
the objects have been named.

Sound by Sound
The teacher says a three- or four-phoneme word
such as cat or lamp.
Children play a clapping game with the teacher or
another child.
They clap or touch hands as they say the
individual sounds in the word:
/k/ /a/ /t/
or
/l/ /a/ /m/ /p/

Catch It!
Students form a circle. The teacher says a one-syllable
word, ship, and tosses a bean bag to a student. The
student catches the bag and says the initial sound in the
word, /sh/. The student tosses the bag to another student
who catches it and says the medial sound, /i/. The bag is
thrown again and the student who catches it says the final
sound, /p/. The group repeats the whole word, ship.
Continue with other words.

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Blending Sounds
The teacher gives students several blank counters. Stretching
out each sound, the teacher says a word. Students repeat
the sounds slowly and move a counter for each sound. Then
they say each sound faster, moving their fingers below the
counters as they say the word.
Teacher: “/fffaaannn/. Now say it again slowly and move
one counter for each sound in the word.”
Students: “/fffaaannn/.” [They move one counter each for /f/,/a/,
and /n/ sounds.]
Teacher: “Now let’s say each sound faster this time. Point to
each counter. Move your finger quickly under the
counters as we say the word.”
Teacher and students: “/ffaann/.” [Point to each counter.]
“ Fan.” [Slide finger under counters when saying the word].

Take Off Cinderella

Teacher: “Let’s play a game using some of the words
from the story. If I ask you to take off the /s/
sound in mice, you say my. Let's try one. Take
off the /m/ in midnight. What’s left?”
Students: “ idnight.”
Teacher: “Very good, idnight is correct.”
Play “Take Off Cinderella” after reading and discussing the
story.
The game continues with other words from the story such
as coach, gown, wand, and prince.
Variation:
Use words from any story.

Clueless
Divide the class into two teams. Pair students on each team.
Place pictures of one-syllable words in a stack, face down.
One pair selects the top picture (e.g., mop). The pair gives
clues about the sounds in the picture’s name to all the
members of the other team until they guess the picture’s
name.
Example of clues for mop:
Its name has three sounds.
Its name begins with the /m/ sound.
Its name ends with the /p/ sound.
Its name has a middle /o/ sound.

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Matching Sounds
Place several different objects on a table (e.g., a sock,
pen, book, box, clip). One student chooses an object
and says its name. Students say other words that end
with the same sound as the object’s name. For
example, the pen is chosen. Students say other words
that end with the /n/ sound, such as can, moon, fun,
and pumpkin.
Continue with other objects.

Let’s Pretend
Students decide on a place they want to go. Then they
think of three things they want to take with them that
begin with the same sound as where they are going.
Teacher: “I’m going on a picnic, and I’m taking a
poncho, potato chips, and punch.”
Students tell where they want to go and what they will
take.

Humpty Dumpty
Recite "Humpty Dumpty" with your students. Change
the last part of each line and ask students to say the
final word.
Teacher: Let’s make up our own “Humpty Dumpty.”
“Humpty Dumpty sat on a pear.
Humpty Dumpty had curly --- ( hair)
Humpty Dumpty rode a ---. ( bear)
Humpty Dumpty went to the ---.” ( fair)
(Students say the final word for each line. Accept words that make sense and end in
the same rhyming sound as pear.)

Walk This Way

The teacher says a simple sentence: The dog barks.
Students repeat it and take one step forward for each
word in the sentence. Students say how many steps or
words are in the sentence.
(Note: It is helpful for students to hold up one finger
for each word to help them count the number of
steps/words.)
Variation: Students can walk backwards, sideways, etc.
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Change Up
Teacher says a two-syllable word. Students repeat
the word as they raise both their arms above their
heads.
Students drop one arm as they say each part of the
word.
Teacher: “ Magnet.”
Students: “ Magnet.” (Raise both arms above head)
Teacher: “Now say the word in its two parts.”
Students: (Drop one arm to side) “/Mag/.”
Students: (Drop other arm to side) “/net/.”
Teacher: “Good. Say it again.
Students: “ Magnet.”
Teacher: “Let’s try another. Staple.”
Continue with other two-syllable words.

Sound Marching
Teacher: "We are going to say some words that have
more than one syllable. We will march as we say each
part of the word.”
Model by saying the whole word, classroom, marching
first with right foot as you say class and then with the
left foot as you say room.
Practice together.
Teacher: “How many marching steps did you take for
the word, classroom?” (two)
Other words: chalkboard, pencil, paper, eraser,
sharpener

Simon Says
Teacher says a one-syllable command word in this way:
/t/ /alk/. Students say the word if it is preceded by
“Simon says” and follow the command. Students do not
say the word or follow the command if it is not
preceded by “Simon says.” No one is ever “out.”
Teacher says: "Simon says /cl/ /ap/.”
Students say: " Clap," and start clapping.
Teacher says: "Simon says stop clapping.” Students stop clapping.
Teacher says: "/S/ /it/.”
Students: No response.
Teacher says: "Good,Simon did not say sit.”
Teacher says: "Simon says /j/ /ump/.
Students say: " Jump,” and start jumping.
Teacher says: "Simon says stop jumping.” Students stop jumping.

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Round Robin
Group students in 3 circles. Each circle passes around a
bag filled with objects. Students take turns pulling out
an object and saying its name. Then they segment the
initial consonant or consonant cluster in the name from
the rest of the word: If the object is a ball, the student
says ball /b/ /all/. The next student pulls out another
object from the bag and play continues around the
circle.
Suggested objects: clock /cl/ /ock/, ring /r/ /ing/,
stick /st/ /ick/, chip /ch/ /ip/

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Phonological Awareness Lesson Design
SAMPLE
Title of Book or Story: Jack and Jill
Rhyme
“We’re going to think of rhyming words. Tell me a word that
rhymes with . . .”
hill
“Listen to the two words I say and tell me if they rhyme:”
stack – stick down – crown
Alliteration
“Tell me two more words that begin with the same sound as . . .”
fell went
Sentences
“I’m going to say a sentence.” [Say a sentence.] “Now you say
part of the sentence.” [Children say part of the sentence.] “Good.
Now say part of that.” [Continue until the children are down to
one word.]
Jack fell down and broke his crown.
“I’m going to say a sentence.” [Say a sentence.] “Now say it again
with me and move one counter as you say each word.” [Repeat
the sentence slowly with children.]
Jack and Jill went up the hill to fetch a pail of water.
Syllables
“Listen to the sounds I say and tell me the word. [Say a word,
stretching the sounds.] What’s the word?”
wa–ter tum–bling
“We’re going to count syllables in words. How many syllables do
you hear in . . . ?”
after (2) nursery (3)

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Phonological Awareness Lesson Design
SAMPLE
©2002 UT System/TEA

Onsets and Rimes

“Listen to the sounds I say and tell me the word. [Say onset, then
rime.] What’s the word?”
J–ill h–ill p–ail m–ail
Blending Phonemes
“Listen to the sounds I say and tell me the word. [Say individual
phonemes of the word.] What’s the word?”
c-r-ow-n f-e-ll
Segmenting Words into Phonemes
“I’m going to say a word, and I want you to count each sound you
hear. How many sounds do you hear in . . . ?”
went (4) spill (4)
“Listen to the word I say and tell me the first sound you hear in the
word. What’s the first sound in . . . ?”
tumble (t) after (a)
“Listen to the word I say and tell me the final or last sound you
hear in the word. What’s the last sound in . . . ?”
came (m) broke (k)
“Listen to the word I say and tell me the middle sound you hear in
the word. What’s the middle sound in . . . ?”
fell (e) Jack (a)
Manipulating Phonemes
“We’re going to leave out the first sound in a word.
Say [say word] without the [say first phoneme].”
Jill (j) went (w)
“We’re going to change sounds in words. Say this word:
____________.” [Children respond.] “Instead of [phoneme] say
[new phoneme]. What’s the word?”
fell: f s = sell pail: ai i = pill

Phonological Awareness Lesson Design

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Title of Book or Story:
Rhyme
“We’re going to think of rhyming words. Tell me a word that
rhymes with . . . ”___________________
“Listen to the two words I say and tell me if they rhyme.”
_________________________________________________

Alliteration
“Tell me two more words that begin with the same sound as . . .”
_________________________________________________

Sentences
“I’m going to say a sentence.” [Say a sentence.] “Now you say
part of the sentence.” [Children say part of the sentence.] “Good.
Now say part of that.” [Continue until the children are down to
one word.]
“I’m going to say a sentence.” [Say a sentence.] “Now say it
again with me and move one counter as you say each word.”
[Repeat the sentence slowly with children.]

Syllables
“Listen to the sounds I say and tell me the word. [Say a word,
stretching the sounds.] What’s the word?”
_________________________________________________
“We’re going to count syllables in words. How many syllables do
you hear in . . . ?”
_________________________________________________

Phonological Awareness Lesson Design

Onsets and Rimes
“Listen to the sounds I say and tell me the word. [Say onset, then
rime.] What’s the word?”

Blending Phonemes
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“Listen to the sounds I say and tell me the word. [Say individual
phonemes of the word.] What’s the word?”

Segmenting Words into Phonemes

“I’m going to say a word, and I want you to count each sound
you hear. How many sounds do you hear in . . . ?”
_________________________________________________
“Listen to the word I say and tell me the first sound you hear in
the word. What’s the first sound in . . . ?”
_________________________________________________
“Listen to the word I say and tell me the final or last sound you
hear in the word. What’s the last sound in . . . ?”
_________________________________________________
“Listen to the word I say and tell me the middle sound you hear
in the word. What’s the middle sound in . . . ?”
_________________________________________________

Manipulating Phonemes
“We’re going to leave out the first sound in a word. Say ______
without the ___.”
_________________________________________________
“We’re going to change sounds in words. Say this word:
____________.” [Children respond.] “Instead of [phoneme] say
[new phoneme]. What’s the word?”
__________________________________________
Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX: Author. All rights reserved.
1-713-664-7676. www.neuhaus.org

http://www.sedl.org/secac/books.html

Children's Books for Teaching Phonemic Awareness: An

Annotated Bibliography
Prepared by Jill B. Slack, Ph.D.
22
 Ahlberg, J. (1979). Each peach pear plum. New York: Viking.
The rhyming text and illustrations in this book invite the reader to play I Spy with
a variety of Mother Goose and other folklore characters.
 Bayer, J. (1984). A my name is Alice. New York: The Dial Press.
Through lively alliteration, this book describes a different character for each letter
of the alphabet. Each description includes the character's name, place he or she
lives, and occupation.
 Brown, M. W. (1993). Four fur feet. New York: Doubleday.
Here the reader is drawn to the /f/ sound as the phrase "four fur feet" is repeated
in every sentence as a furry animal travels around the world. The same pattern is
used throughout the story as the four fur feet walk along the river, into the
country, and so forth. The book must be turned around as the animal makes its
way around the world.
 Buller, J. & Schade, S. (1998). I love you, good night. New York: Simon and
Schuster.
In this book, a mother and a child tell each other how much they love one
another. hen the child says she loves her mother as much as "frogs love flies,"
the mother responds she loves her child as much as "pig love pies." The two go
back and forth in this manner until "good night" is said. The rhyme invites the
listener to participate and continue the story.
 Cameron, P. (1961). "I can't," said the ant. New York: Coward-McCann.
In this rhyming book, household items discuss the fall of a teapot from a kitchen
counter and the means by which to put it back. In a series of brief conversations,
each item says something that rhymes with its own name. "I can't bear it," said
the carrot. And "Don't break her," said the shaker.
 Carle, E. (1974). All about Arthur (an absolutely absurd ape). New York:
Franklin Watts.
Arthur, an accordion-playing ape, travels from Baltimore to Yonkers making
friends. In each city he makes a friend whose name matches the beginning
sound of the city, from banjo-playing bear in Baltimore to a Young Yak in
Yonkers. Carter, D. (1990). More bugs in boxes. New York: Simon and Schuster.
This pop-up book asks and answer questions about make-believe bugs found
inside a series of boxes. The questions and answers make use of alliteration:
"What kind of bug is in the rosy red rectangle box? A bright blue big-mouth bug."
 de Regniers, B, Moore, E., White, M., & Carr, J. (1988). Sing a song of
popcorn. New York: Scholastic.
This book includes a collection of poetry of well-loved poets from classic to the
contemporary, all beautifully illustrated by Caldecott medal artists. The poems
play with sounds within words and encourage children to experiment with rhyme.
For example, in "Eletelephony" sounds are mixed up and substituted for one
another: "Once there was an elephant, Who tried to use a telephant..."
 Ehlert, L. (1989). Eating the alphabet: Fruits and vegetables from A to Z.
San Diego, CA: Harcourt Brace Jovanovich.
Fruits and vegetables are offered in print and brightly colored pictures for each
letter of the alphabet in this book. For instance, blueberry, brussels sprouts, bean
beet, broccoli, and banana are displayed for "B."
 Emberley, B. (1992). One wide river to cross. Boston: Little, Brown.
This Caldecott Honor Book presents an adaptation of the African-American
spiritual about Noah's ark. Using rhyme, the author describes the animals

23
 gathering on board one by one (while "Japhelth played the big bass drum"), two
by two ("The alligator lost his shoe"), and so on up to ten, when the rains begin.
 Fortunata. (1968). Catch a little fox. New York: Scholastic.
A group of children are planning a hunting trip, describing in rhyming verse the
animals they will catch and where they will keep them.
 Geraghty. P. (1992). Stop that noise! New York: Crown.
A mouse is bothered by the various sounds of the forest and pleads the cicada to
stop its "zee-zee-zee-zee," the frog to stop its "wooppp," until it hears far more
annoying sounds-the "Brrrm" and "Crrrrr RACKA-DACKA-RACKA- SHOONG" of
a bulldozer felling trees. The animal and machine sounds make this book useful
in drawing attention to the sounds in our language.
 Gordon, J. (1991). Six sleepy sheep. New York: Puffin Books.
The use of the /s/ sound throughout the book amuses listeners as they anticipate
the sheep's antics. For instance: Six sheep try to fall asleep by slurping celery
soup, telling spooky stories, singing songs, sipping simmered milk, and so on.
 Hague, K. (1984). Alphabears. New York: Henry Holt.
Twenty-six teddy bears introduce the alphabet and make use of alliteration in this
beautifully illustrated book. For example, Teddy bear John loves jam and jelly
and Pam likes popcorn and pink lemonade. Hawkins, C., & Hawkins, J. (1986).
Tog the dog. New York: G.P. Putnam's Sons. This book tells the story of Tog the
dog who likes to jog, gets lost in the fog, and so forth. Except for the final page,
where the letters og appear, the pages in the book are not full width. As the
reader turns the narrower pages a new letter appears and lines up with the og so
that when Tog gets lost in the fog, for example, a letter f lines up with og to make
the word fog. This is a great book for both developing phonemic awareness and
familiarity with common spelling patterns. Additional books by the authors include
Jen the hen (1985), Mig the pig (1984), and Pat the cat (1993), all published by
G.P. Putnam's Sons. All of the books focus on changing beginning letters while
maintaining the spelling pattern throughout the story.
 Hymes, L. & Hymes, J. (1964). Oodles of noodles. New York: Young Scott
Books.
In this collection of poems, words both rhyme and make use of the same initial
sounds in order to create nonsense words to complete the verse.
 Kuskin, K. (1990) Roar and more. New York: HarperTrophy.
The poems and pictures in this book portray the sounds that animals make. Both
the use of rhyme and presentation of animal sounds ("Ssnnaaaarrll" for the tiger,
"Hsssssss..." for the snake) draw children's attention to the sounds.
 Lewison, W. (1992). Buzz said the bee. New York: Scholastic.
In this simple book, a series of animals climb on top of one another. Before each
animal sits on top of the next, it does something that rhymes with the animal it
approaches. For instance, the hen dances a jig before sitting on the pig, the pig
takes a bow before sitting on the cow, and so on.
 Martin, B. (1974). Sounds of a powwow. New York: Holt, Rinehart, &
Winston.
This volume includes the song "K-K-K-Katy." The first consonant of several
words is isolated and repeated, as is the song title.
 Obligado. L. (1983). Faint frogs feeling feverish and other terrifically
tantalizing tongue twisters. New York: Viking.
For each letter of the alphabet, at least one tongue twister using alliteration is
presented in print with humorous pictures. For instance, S shows smiling snakes
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 sipping strawberry sodas, a shy spider spinning, and a swordfish sawing. T has
two toucans tying ties, turtles tasting tea, and tigers trying trousers.
 Parry, C. (1991). Zoomerang-a-boomerang. Poems to make your belly
laugh. New York: Puffin Books.
Predictable and humorous rhyme patterns are present in nearly all of the poems
in this collection. For instance, in the poem, "Oh my, no more pie," the meat's too
red, so the writer has some bread. When the bread is too brown, the writer goes
to town, and so forth.
 Patz, N. (1983). Moses supposes his toeses are roses. San Diego, CA:
Harcourt Brace Jovanovich.
This book presents seven rhymes, each of which plays on language to engage
the listener. Alliteration makes "Betty Botter" a tongue twister: "But a bit of better
butter that will make my batter better!" Rhyme is predictable in " Sweetie
Maguire" when she cries "Fire! Fire!" and Mrs. O'Hair says, " Where? Where?"
Assonance adds humor to "The tooter" when the tooter tries to tutor two tooters
to toot!
 Pomerantz, C. (1993). If I had a paka. New York: Mulberry.
Attention is drawn to phonemes when languages other than English are
introduced. Eleven languages are represented among the12 poems in this book.
The Vietnamese translation of the following draws attention to rhyme and
repetition: I like fish, Toy tik ka; I like chicken, Toy tik ga; I like duck, Toy tik veet;
I like meat, Toy tik teet.
 Prelutscky, J. (1989). Poems of A. Nonny Mouse. New York: Alfred A.
Knopf.
In this humorous selection of poems, A Nonny Mouse finally gets credit for all her
works that were previously attributed to "Anonymous." Of special interest for
developing phonemic awareness are poems such as "How much wood would a
woodchuck chuck" and "Betty Botter bought some butter."
 Raffi. (1987). Down by the bay. New York: Crown.
Music is included in this selection in which two young children try to outdo one
another in making up rhymes with questions like, "Did you ever see a goose
kissing a moose, a fly wearing a tie, or llamas eating pajamas down by the bay?"
 Rogers, P. (1990). What will the weather be like today? New York:
Greenwillow Books.
In this entertaining book, animals and humans discuss, in rhyming verse, the
possibility of the day's weather.
 Rothman, J. (1979). This can lick a lollipop. Body riddles for kids. Garden
City, NY: Doubleday.
Presents riddles and rhyme about various parts of the human body (both Spanish
and English texts available).
 Serfozo, M. (1988). Who said red? New York: M.K. McElderry Books.
A dialogue between two speakers, one of whom must keep insisting on an
interest in the color red, introduces that color as well as green, blue, yellow, and
others.

 Seuss, Dr. (1991). Dr. Seuss's ABC (2nd ed.). New York: Random House.
The antics of silly nonsense characters are described in this book in which each
letter of the alphabet is presented with an amusing sentence made up mostly of
words that begin with the targeted letter. In one instance, "Many mumbling mice
are making midnight music in the moonlight...mighty nice." Seuss, Dr. (1965).
25
 Fox in socks. New York: Random House. Tricky language play is the focus of this
fun book in which the reader is warned to proceed slowly because the fox will try
to tip up the reader's tongue. Assonance patterns occur throughout and the
listener is exposed to subtle vowel changes when beetles battle, ducks like lakes,
and ticks and clocks get mixed up with the chicks and tocks.
 Seuss, Dr. (1974). There's a wocket in my pocket. New York: Random
House.
A child talks about the nonsense creatures he has found around the house ("bofa
on the sofa" and "zamp in the lamp") in this wonderful book of language play,
which substitutes initial sounds of common household object to create the
nonsense.
 Shaw, N. (1989). Sheep on a ship. Boston: Houghton Mifflin.
This book describes the adventures of some sheep that go on a trip aboard a
ship. The reader is drawn to the use of rhyme (waves lap and sails flap),
alliteration (sheep on a ship), and assonance ("It rains and hails and shakes the
sails"). Sheep in a jeep (1986), by the same author and publisher, also uses a
rhyming verse to record the crazy adventures of a group of sheep that go riding
in a jeep.
 Silverstein, S. (1964). A giraffe and a half. New York: Harper Collins.
Silverstein uses cumulative and rhyming patterns to build the story of a giraffe
who has a rose on his nose, a bee on his knee, some glue on his shoe, and so
on until he undoes the story by reversing the events.
 Tallon, R. (1979). Zoophabets. New York: Scholastic.
Lively alliteration describes a fictional animal for each letter of the alphabet,
including where it lives and what it eats. "Runk" lives in "rain barrels" and eats
"raindrops, rusty rainbows, ..."
 Van Allsburg, C. (1987). The Z was zapped. Boston: Houghton Mifflin.
Each letter of the alphabet is involved in some alliterative mishap such as A is
crushed by an avalanche, B is badly bitten, C is cut to ribbons, and so forth.
Other Alphabet books using alliteration include G. Base's Animalia (1987)
published by Harry N. Abrams and J. Patience's (1993) An amazing alphabet,
published by Random House.
 Winthrop, E. (1986). Shoes. New York: HarperTrophy.
This book takes a look at many different kinds of shoes and invites participation
and creative contributions through the use of rhyme and rhythm. The book
begins, "There are shoes to buckle, shoes to tie, shoes too low, and shoes too
high." A while later we discover, "Shoes for fishing, shoes for wishing, rubber
shoes for muddy squishing."
 Zemach, M. (1976). Hush, little baby. New York: E. P. Dutton.
In this traditional rhyming lullaby, parents attempt to quiet a crying baby through
the promise of many outrageous things, including a mockingbird, diamond, billy
goat, and others. The verse is set to rhyme, e.g., "If that cart and bull turn over,
Poppa's gonna buy you a dog named Rover," and children can easily innovate
on the rhyme and add to the list of items being promised.
 Ziefert, H. & Brown, H. (1996). What rhymes with eel? New York: Penguin.
In this simple word and picture flap book, rhyming words are linked to rhyming
pictures, allowing children to predict what is under the flap.

For additional books, see the following sources:

26
 Adams, M. J., Foorman, B. R., Lundberg, I., Beeler, T. (1998). Phonemic
Awareness in Young Children. Baltimore, MD: Paul H. Brooks.
 Yopp, H. K. (1995). Read-aloud books for developing phonemic awareness. The
Reading Teacher: Vol. 48, 538-542.

PHONICS
27
Practice Activites

28
 Following recommendations regarding sequence:
(Adapted from Teaching Phonics & Word Study, 2001, pg. 44)

 Teach letter sounds, avoid introducing sounds that

are similar (i,e). A general order for introduction
vowels a,i,o,u,e.

 Teach stop sounds and continuous sounds

 Teach short vowel sounds before long vowel sounds

 Teach consonants and short vowels in combination so

that words can be generated as early as possible.

 Make sure the majority of the consonants you teach

early on are continuous consonants.

 Use a sequence in which the most words can be

generated.

 Progress from simple to more complex sound

spellings.

 Once complex sound spellings have been taught,

focus on large spelling patterns.

29
MOST COMMON SOUNDS OF SINGLE LETTERS LETTER COMBINATIONS & AFFIXES
1. Single Letters 2. Letter Combinations 3. Affixes
Continuous Sounds
a (fat) ai (maid) a (alive)
e (bet) ar (car) a (formula)
f (fill) au (haul) able (enjoyable)
i (sit) aw (lawn) ac (accuse, cardiac)
l (let) ay (stay) ad (address)
m mad ch (chip) age (package)
n nut ea (beat) al (personal)
o (not) ee (need) be (become)
r (rat) er (fern) com (compare)
s (sell) ew (shrewd) con (confuse)
u (cut) igh (high) de (defeat)
v (vet) ing (sing) dis (disappear)
w (wet) ir (first) ed (jumped,landed,hummed
)
y (yes) kn (know) en (harden)
z (zoo) oa (load) ence (occurrence)
stop sounds oi (boil) er (keeper)
b (boy) oo (boot) es (misses)
c (can) or (short) est (smallest)
d (did) ou (cloud) ex (expect)
g (got) ow (own) ful (handful)
h (his) oy (toy) ic (heroic)
j (jet) ph (phone) in (inside)
k (kiss) qu (quick) ing (jumping)
p (pet) sh (shop) ion (action)
q (quit) th (thank) ish (selfish)
t (top) ur (burn) ize (realize)
x (fox) wh (whale) ist (artist)
wr (wrap) ive detective
le (handle)
less (useless)
ly (sadly)
ment (payment)
ness (kindness0
ous (joyous)
over (overtime)
pre (preschool0
pro (protect)
re (refill)
s (hits)
ship (friendship)
teen (sixteen
un (unhappy)
ward (forward)
y (funny)
30
Carnine,
 Summary of Phonics Content

*All concepts are cumulatively reviewed to mastery.

BEGINNING
Lessons 1-10 4 consonants: s, n, t, m
Lessons 11-19 short a and I, r, f
Lessons 20-39 short o, e, u, more single consonants
Lessons 40-55 some consonant digraphs, inflectional
endings
EXTENSION
Prerequisite Lessons short vowel review, consonant
digraphs, inflectional endings
Lessons 1-10 consonant blends, final e, inflectional
endings
Lessons 11-20 vowel digraphs, r-controlled vowels
Lessons 21-30 more vowel digraphs, final y,
inflectional endings with final y
Lessons 31-35 more vowel digraphs, c(i), c(e), c(y)
CHALLENGE
Prerequisite Lessons short vowel review
Lessons 1-10 open, closed & sight syllables
Lesson 11-18 vccv splits, more sight syllables
Lessons 19-40 vcv splits, more sight syllables
Lesson 41-45 vv splits
Lessons 46-75 extended practice

SIPPS DECODING MANUAL

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http://reading.uoregon.edu/au/au_benchmarks_2.php

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http://reading.uoregon.edu/au/au_benchmarks_2.php

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34
http://reading.uoregon.edu/au/au_benchmarks_2.php

The Nonsense Word Test

Preparing the Test
 Type or print the test and make a copy to record the student’s
responses.

Administering the Test

 Administer the test to one student at a time.
 Explain to the student that she is to read each word. Point out
that the words are nonsense, or made-up words.
 As the student reads the entire list, put a check mark on the
answer sheet beside each word she reads correctly. (The word
is correct if the student’s pronunciation is correct according to
common sound-spelling relationships.

Scoring the Test

 Total the number of words the student read correctly. Analyze
the mispronounced words, looking for patterns that might give
you information about the student’s decoding strengths ad
weaknesses.

The Nonsense Word Test

35
A. Short Vowels D. Other Vowels
1. lat 6. fim 1. doit 6. moof
2. ped 7. hep 2. spoud 7. lurst
3. sib 8. yot 3. clar 8. porth
4. mog 9. rud 4. foy 9. stook
5. vun 10.cag 5. jern 10.flirch

B. Digraphs, Blends E. Multisyllabic

Words
1. sheg 6. bruck 1.rigfap 6. moku
2. chab 7. cliss 2.churbit 7. wolide
3. stot 8. smend 3 napsate 8. lofam
4. whid 9. thrist 4.reatloid 9. pagbo
5. thuzz 10.phu 5.foutray 10.plizzle

C. Long Vowels
1. sote 6. shain
2. mabe 7. dright
3. foap 8. hupe
4. weam 9.heest
5. flay 10.sny

36
37
 The Sight Word Proficiency and Automaticity Assessment

Preparing the Test

 Type or print the test on a sheet of paper and make a copy
to record the student’s responses.

Administering the Test

 Administer the test to one at a time.
 Explain to the student that she/he is to read each word as
quickly as possible.
 Have the student read as many words as possible within 90
seconds. Use a stopwatch or other timer to time.
 Put a checkmark on the answer sheet beside each word the
student read incorrectly or skipped.

Scoring the Test

 Count the words the student read correctly in 90 seconds.
 Analyze the mispronounced words, looking for patterns that
might give you information about the student’s decoding
strengths and weaknesses.
 Provide additional instruction on words your students read
incorrectly or skipped. Retest students every six weeks and
monitor progress.

38
 Sight Word Proficiency and Automaticity Assessment
the into also will go
of has around each good
and more another about new
a her came how write
to two come up our
in like work out used
is him three them me
you see word then man
that time must she too
it could because many any
he no does some day
for make part so same
was than even these right
on first place would look
are been well other think
but long as its such
what little with who here
all very his now take
were after they people why
when words at my things
we called be made help
there just this over put
can where from did years
an most I down different
your know have only away
which get or way again
their through by find off
said back one use went
if much had may old
do before not water number
39
 Phonics Lessons Do’s

 Use a logical sequence.

Explicitly teach the sound-spelling relationship, syllabication, spelling
pattern, or structural analysis skill. Progress to guided blending
practice, then conclude with reading and writing opportunities.
 Provide frequent daily lessons.
 Keep the lessons relatively brief and fast-paced.
 Keep the lessons focused.
Cover only a small segment at a time.
 Begin lessons with what students know.
 Create a classroom environment in which students become
acive word watchers
Or word detectives—an environment in which there is a curiosity
about words.
 Provide a built-in review
Of previously taught sound-spellings or spelling patterns in each
lesson (through blending exercises, repeated readings, etc).
 Adjust pace or scope according to students’ needs.
Don’t set absolute deadlines for how much should be covered in a given
time.
 Regroup students according to their needs.
 Link phonics instruction to spelling
Through dictation and free-writing activities.
 Make learning public.
Create word walls, make letter charts, and share student writing.
 Provide instruction that is reflective.
(Gaskins et al (1997), for example, uses the “Talk to Yourself Chart”
with children to engage them in thinking about words. Here is a
completed chart for the word high.
1. The word is high.
2. Stretch the word. I hear __2__ sounds.
3. I see __4__ letters because igh stands for one sound.
4. The spelling pattern is __igh__.
5. This is what I know about the vowel: _It is the long i sound .
6. Another word on the Word Wall with the same vowel sound is light.
Phonics Lessons Don’ts

40
 Here are five things to avoid in phonics
instruction.
 Avoid having students continually wait for turns.
Instead, use choral response techniques or every-pupil response
cards.
 Avoid instruction in which students are not directly told
What they are being asked to understand and how they should
respond.
 Avoid immediately correcting students’ errors.
Provide feedback only after allowing students an opportunity to self-
monitor and self-correct.
 Avoid inadequately addressing exceptions to the
generalizations being learned.
 Avoid using incorrect language or terminology:
1. Instead of saying, “You can hear the f sound,” say, “You can
hear the /f/ sound.” f is a letter, not a sound.
2. Rather than saying, “What sounds do you see at the end of
mint?” say, “What sounds do you hear at the end of the word
mint?” You see letters; you hear sounds.
3. Instead of saying, “The letter t makes the /t/ sound,” say,
The letter t stands for or represents the /t/ sound.”
Letters are inanimate objects; they do not make sounds.
4. Instead of saying, “The blend st stands for the /st/ sound,” say,
“the letters (cluster) st stand for the /st/ sound.” Cluster refers
to a group of letters; blend refers to a group of sounds.
5. Instead of saying, “The following letters are dipthongs,” say “The
following vowel pair (digraph) stands for the /oi/ sound.” A
dipthong is a sound, a vowel pair, or digraph is a group of letters.

41
Strategies for Teaching Phonics
Teaching Letter –Sound Associations
sat
1. (Point to example word.) This word is sat.
2. (Point to the underlined grapheme.) This sound is /aaaa/.
3. What sound? /aaaa/

OR
1. (Point to the isolated grapheme.) This sound is /aaa/.
2. Say the sound with me. ? /aaaa/.
3. What sound? /aaaa/
(Anita Archer, Washington Reading Institute, Summer 2003)

42
 DECODING
Example Task A:
TEACHING LETTER / SOUND ASSOCIATIONS

Introduction:
1. (Point to the example word.) This word is ___________.
2. (Point to the underlined grapheme.) This sound is_____.
3. What Sound?
OR
4. (Point to the isolated grapheme.) This sound is ________.
5. Say the sound with me. ______.
6. What Sound?

Example Task B:
REVIEWING LETTER SOUND ASSOCIATIONS

Review:
1. When I touch under a letter, you say the sound.
Keep saying the sound as long as I touch under it.

A. (Touch to the left of the letter. Then, loop your finger under the
letter and say:) What Sound?

B. (Alternate between the new grapheme and previously introduced

graphemes. Gradually increase the retention interval for the newly
introduced grapheme.

C. (Check individual students.)

DECODABLE WORD Idea

(Anita Archer)

43
DECODING STRATEGY SHORT WORDS

1. Say the sounds.

2. Say the sounds fast.

3. Say the word.

4. Ask yourself:

Is it a real word?

Does it make sense?

Example Task A:
SOUNDING OUT VC, CVC, CVCC, CCVC WORDS

TEACHING PROCEDURE 1:
1. When I touch a letter, I’ll say its sound. I’ll keep saying the
sound until I touch the next letter. I won’t stop between
sounds.
2. My turn to sound out this word. (Touch under each letter and say
the sound. Hold continuous sounds and say stop sounds quickly. Don’t stop between
the sounds.)
3. Sound out this word with me. (Touch under each letter.)
4. Your turn. Sound out this word by yourselves. (Touch under
each letter.)
5. What word? (Anita Archer)

44
Example Task B:
SOUNDING OUT VC, CVC, CVCC, CCVC WORDS

TEACHING PROCEDURE 2:
1. (Write the first letter on the board.) What Sound?
2. (Write the second letter on the board.) What Sound?
3. (Move you hand under the two letters.) Blend it.
4. (Write the third letter.) What Sound?
5. (Move your hand under the letters.) Blend the Sounds.
6. What Word?

Example Task C:
SOUNDING OUT WORDS WITH LETTER COMBINATIONS

Introduction in Words:
1. What Sound?
(Point to the underlined letters.)
2. (Point to the word.) What Word?
3. (Have students reread the list without the pre-correction.)
4. (Have individual students read the words or have them read the words to their
partner.)

Example Task D:
DECODING CVCC WORDS
1. (An e at the end tells us to say the name of this (point to the letter) letter.
2. (Prompt students in applying the rule.)
a. Is there an e at the end of this word?
b. (Point to vowel letter.) So, do we say the name of this letter?
c. What is the name of this letter?
d. (Point to the word.) What word?
3. (Return to the top of the list.) You’re going to read these words.
(Point to each word.) What word?
(Anita Archer)

45
Spelling

Explicit phonics and word analysis should be the backbone of

spelling instruction during the reading block. Traditional
methods of copying definitions, repeated writing of words,
word searches, or composing sentences from spellingwords are
no real indicator of spelling knowledge or efficient practice.

If a formal spelling list is being used during the reading block

including the following words:

Words being used in phonics lessons and word analysis

Sight words

Examples of word lists using Phonics and structural elements

 If the element is /ar/
 farm
 cart
 barn
 start

 If the element is a prefix “re”

 recall
 rebuild
 rearrange
 recycle

46
 Phonological Awareness and Phonics Chart
Phonological Awareness Phonics

Ability to recognize the sounds of An instructional approach that links the

spoken sounds of spoken language to printed
language and how sounds can be letters.
blended together, segmented, and
manipulated.
AUDITORY GRAPHOPHONEMIC
Involves sound. Involves sound and print.

Tasks can be done with the eyes Tasks involve looking at print.
closed if not using manipulatives.

Examples: Examples:
 Ask children to listen to each  Write the word man on the board.
sound in the word /m/ /a/ /n/ Ask children to say each sound in the
and say the word man. word and blend the sounds together
to read the word: /mmaann/.
 Say the word /man/.
Ask children to say each sound  Ask children to listen to each sound in
they hear in the word: a word and spell the word using
/m/ /a/ /n/. letter tiles.

Focuses on the sounds of spoken Shows how the sounds of spoken

language and how they can be language are represented by letters and
blended, segmented, and spellings.
manipulated.
Helps children begin to read and to spell
Provides the basis for words.
understanding the
alphabetic principle and lays the
foundation for phonics and
spelling.

47
 Structural Analysis
(Discussion Points)

How To Teach:

 Introduce, or reinforce the concept that words can be

made up of several elements.
o Focus primarily on how students can use word parts
to sound out a word and figure out its meaning.
o For example defining specific elements like
prefixes, suffixes and root words such as the word
part “re”. It is a very common prefix and students
should be able to recognize it immediately in
unfamiliar words (e.g. replay v. really)
o My Example:

 Be sure your instruction is explicit.

o Tell them why they’re learning a specific skill and
show when they can use it.
o Providing many opportunities for application during
the reading of a passage (partner reading activity)
will further the development of the skill.
o My Example:

48
Structural Analysis
(Discussion Points)

 During instruction, rely more on concrete, known

examples, rather than abstract rules, principles, or
definitions.
o Focus students’ attention on the relationship
between a word’s internal structure and its role in a
sentence.
o An example would know that a particular suffix
changes a word from an adjective to a noun could be
important in understanding a word’s role in a
sentence. (e.g. graceful v. grace)
o My Example

 Alert students to the diversity of English words.

o Instruct on the different prefixes and suffixes
meanings.
o For example provide instruction in Greek & Latin
roots and clarify meaning:
 unus (Latin root word) means one thus
unanimous is sharing the same or one opinion/view.
o My Example:

49
Structural Analysis
(Discussion Points)

 Be sure students are aware of the limitations of

structural analysis.
o After students analyze a word to determine its
pronunciation and meaning they should check to see
if it makes sense in the sentence.
o For instance not all words that begin with “un” begin
with a prefix. (e.g. unhappy v. under)
o My example:

 Apply!
o Use all reading experiences as an opportunity for
students to use their knowledge of word parts to
pronounce and determine the meanings of unfamiliar
words.
o My example:

50
Compound Words:

 A word made up of 2 smaller words.

 Its meaning is often derived from the meaning
of the 2 smaller words.
 3 types: open (fire drill), closed (doghouse), and
hyphenated (by-pass).
 Look for words with more than 2 or 3 letters in
a larger word.
 Identifying a 2-letter word isn’t always useful.
 When a compound word is divided, each
remaining smaller word must be able to stand on
its own.

Activity:
Examine the compound words.
If possible break them apart into smaller words.
Using the meanings of the smaller words determine the
meaning of the larger word.
Now go through each word and replace one of the two smaller
words and create a new larger word and explain its meaning.

1. airmail 2. backstage 3. blueberry

4. eyesight 5. flowerpot 6. windshield

51
Prefixes:
 A group of letters that appears at the front of a word
and affects the meaning of the root word.
 Most prefixes have more than one meaning.
 Be careful of letter clusters that look like prefixes but
aren’t.
 Use context clues to verify the word’s meaning.
 The most common prefixes are: un-, re-, in-, im-, ir
Activity:
Display the word “unhappy”.
Allow time for audience to examine the different parts.
Begin dissecting the word:
1. In this word I see the prefix “un”, meaning not.
2. The rest of the word is “happy”.
3. Since “un” means not this word means “not happy”.
4. Just because a word begins with the letters “un” (or any
other letters for a prefix) doesn’t mean it’s a prefix.
5. For example the words: “uncle and under” each begin with
the prefix “un” but when you remove it from the rest of
the word the remaining part is not a recognizable root
word.
6. Display word list and have students read each word
(providing modeling as necessary). Then have the
students see if they can provide a meaning for the word.
unafraid uncover unheard unhurt
unpleasant unprotected unreal unroll
uneven unstuck uncap unwrap

52
Suffixes:
 A letter or group of letters that is added to the end of
a root word.
 Adding a suffix sometimes changes the spelling of a
base word. E.g. run—running, fly---flies, make---making.
 The most common suffixes are:
-s, -ed, -ing, -ly, and –tion.

Activity:
Display the word ”softly”.
Allow time for audience to examine the different parts.
Begin dissecting the word:
1. In this word I see the suffix “ly”.
2. The rest of the word is “soft”.
3. The two word parts put together form the word “softly”.
4. Looking for common word parts, such as suffixes, is a
good way to read an unfamiliar word and figure out its
meaning.

Display word list and have students read each word (providing
modeling as necessary). Then have the students see if they
can provide a meaning for the word.

brightly clearly closely quickly

costly correctly quietly repeatedly
sadly safely sickly delicately

53
Reading Multi-syllabic Words

1. Look for word parts at the beginning and end of

the word and vowel sounds in the rest of the
word.
2. Say the parts of the word.
3. Say the parts fast.
4. Make it a real word.

*Many students will have difficulty learning this strategy not

because of the strategy’s complexity, but rather because of
unknown preskills. Therefore, the students must be able to:
1. say the correct vowel sound (phoneme) when shown
the corresponding letters (grapheme).
2. say the sound (short sound) and name (long sound)
for single vowel letters.
3. Underline vowel graphemes within words.
4. Sound out word parts containing various vowel
graphemes.
5. Say the correct pronunciation for common prefixes
and suffixes (referred to as word parts at the
beginning and end of words).
6. circle word parts at the beginning of a word
(prefixes) and the end of a word (suffixes).
7. Blend auditorily presented word parts into a word.
8. Correct incorrect pronunciations of longer words
when presented in context.

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 Examples:

1. fantastic
*Teacher: Let’s look at the first part of this word:
f-a-n. How would you pronounce this?
*Students: fan
*Teacher: That’s right! This is a closed syllable,
since it ends in a consonant. Closed syllables usually
have a short vowel sound.
*Teacher: Lets look at the next syllable: t-a-s. How
would you pronounce this syllable.?
*Students: tas
*Teacher: How is this syllable like the first syllable
in the word?
*Students: They are both closed syllables and have
short vowel sounds.
*Teacher: Now let’s read the last syllable in the
word: t-i-c. It’s a closed syllable too!
*Students: tic
*Teacher: You read fan-tas-tic. Let’s put these
syllables together to read the whole word.
*Students: fantastic
*Teacher: That’s right. The word is fantastic
Example 2: reconstruction

re con struc tion

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Extension activities for Compound Words, Prefixes, Suffixes
can be found in the books “Words Their Way” (D. Bear, M.
Invernizzi, S. Templeton, F. Johnston) on pages 229-248 and
“Teaching Phonics & Word Study” (W. Blevins) on pages 247-
254.

Extension activities for Multi-syllabic words can be found in

the book: “Teaching Phonics & Word Study” (W. Blevins) on
pages 191-192.

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APPENDIX

57
 Reading — Kindergarten

EALR 1: The student understands and uses different skills and

strategies to read.

Component 1.1 Use word recognition skills and strategies to read and
comprehend text.

1.1.2 Understand and apply phonological awareness and phonemic awareness.

 Substitute auditorially one phoneme for another to make a new word (e.g., beginning
and ending sounds; oddity tasks).
 Discriminate auditorially rhyme and identify rhyming words in response to an oral
prompt.
 Manipulate and segment words orally by onset and rime.
 Segment and blend two and three phoneme words orally.1/23/14

1.1.4 Apply understanding of phonics.

 Identify letters of the alphabet.
 Identify common consonant sounds and short vowel sounds.
 Use common consonant sounds with short vowel sounds to decode three- and four-
letter words.
 Use knowledge of phonics to read unfamiliar words in isolation and in context.

Component 1.4 Apply word recognition skills and strategies to read fluently.

1.4.1 Know common sight words appropriate to grade-level.

 Read selected sight words in isolation/lists.
 Recognize common sight words in text.

Reading—Grade 1

EALR 1: The student understands and uses different skills and

strategies to read.

Component 1.1 Use word recognition skills and strategies to read and
comprehend text.

1.1.2 Understand and apply phonological and phonemic awareness.

 Identify syllables in a word auditorially.
 Identify and generate rhyme.
 Segment and blend multi-syllabic words, including compound words.
 Add, delete, and/or substitute one phoneme for another in initial, medial, and final
positions to make a new word.
 Segment and blend words orally containing three to five phonemes.

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 Generate words that begin or end with the same sound or different sounds.
 Blend and segment onset and rime.

1.1.4 Apply understanding of phonics.

 Recognize that sounds are represented by different single letters or combinations of
letters (consonant and vowel combinations).
 Use onset and rime/word families to decode words in isolation and in context.
 Decode words in isolation and in context following common vowel patterns.
 Use knowledge of phonics to read unfamiliar words in isolation and in context.
 Read compound words, contractions, and words with common inflectional endings in
isolation and in context.

Component 1.4 Apply word recognition skills and strategies to read fluently.

1.4.1 Know common sight words appropriate to grade-level.

 Read selected sight words with automaticity.

Reading—Grade 2

EALR 1: The student understands and uses different skills and

strategies to read.

Component 1.1 Use word recognition skills and strategies to read and
comprehend text.

1.1.4 Apply understanding of phonics.

 Use knowledge of phonics to read unfamiliar words in grade-level text.
 Read words in isolation and in context containing complex letter patterns/word
families (e.g., -ought, -aught).
 Use multi-syllabic decoding when reading two and three syllable words in isolation
and in context (e.g., super follows v/cv pattern; supper follows vc/cv).

Reading—Grade 3

EALR 1: The student understands and uses different skills and

strategies to read.

Component 1.1 Use word recognition skills and strategies to read and
comprehend text.

1.1.4 Apply understanding of phonics.

 Read words containing complex letter patterns and/or word families (e.g., -ieve, –
eive, -ield) in isolation and in context.
 Apply multi-syllabic decoding when reading words in all text.

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 Reading—Grade 4

EALR 1: The student understands and uses different skills and

strategies to read.

Component 1.1 Use word recognition skills and strategies to read and
comprehend text.

1.1.4 Apply understanding of phonics.

 Use multi-syllabic decoding when reading words in all texts.

Reading—Grade 5

EALR 1: The student understands and uses different skills and

strategies to read.
Note: Each grade-level expectation assumes the student is reading grade-
level text. Since reading is a process, some grade-level indicators and
evidence of learning apply to multiple grade-levels. What changes is the
text complexity as students move through the grade-levels.

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 GLOSSARY

AFFIX- One or more sounds or letters occurring as a bound form

attached to the beginning or end of a word, or base (e.g., un, ing, ful).

ALLITERATION: The student can hear which words begin with the
same sound (Peter Peter, pumpkin eater)

ALPHABETIC PRNCIPLE-Readers must apply their alphabetic

knowledge to decode unfamiliar words and to remember how to read
words they have read before.

BLENDING: Given individual sounds orally, the student can blend those
sounds into words

BLENDING SYLLABLES: The student can blend the syllables spoken

by a teacher into a word.

CLOSED SYLLABLE-a syllable that ends in a consonant phoneme

(sound). (For example, both syllables in the word pumpkin- pump/kin.)

CONSONANT- A speech sound in which the flow of breath is

constricted or stopped by the tongue, lips or some combinations of
these: the letters or graphemes that represent these sounds.
CONSONANT BLEND- Two consonants together in a word that
produce only one speech sound (th, sh, ng).

CONTINUES SOUNDS- sounds that can be prolonged or sustained

without distortion. (For example, /f/, /l/,/m/, /n/, /r/, /s/, /v/,/z/)

COUNTING WORDS IN A SENTENCE: The student can count the

number of words in an oral sentence.

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DECODE- Involves translating individual letters or groups of letters
into sounds t access the pronunciation of a word.

DIPHTHONG- Two vowels together in a word that produce a single,

glided sound (oi in boil, oy in boy).

ENCODE-To change a message into symbols.

GRAPHEME-The written symbols that represent phonemes; shown in

print using // marks around the phoneme.

IRREGULAR WORD-Word that cannot be decoded using rules and

letter/sound phonics relationships; sometimes called sight words.

ONSET: The initial consonant(s) sound of a syllable

OPEN SYLLABLE- a syllable that ends in a vowel phoneme (sound).

PHONEME-The smallest unit of sound in language

PHONEMIC AWARENESS-is the ability to hear, identify and

manipulate the individual sounds- phonemes- in spoken words.

RIME- The part of the syllable that contains the vowel and all that
follows. The student can segment and blend the onset-rime. (m-an, m-
ade, st-and)

RHYMING: The student can rhyme a word with another word. Given
several words, the student can pick out a word, which does not rhyme.

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RIME- In a syllable the vowel and all the rest of the syllable / word;
the vowel and consonant letter(s) which follow the vowel in a syllable (
atch in the word catch)

SEGMENTATION- Breaking a word into its separate sounds (cat is

/c/ /a/ /t/).

SEGMENTING SYLLABLES: The student can count the syllables (by

clapping) of a spoken word.

STOP SOUNDS-a consonant sound produced by the blockage of the

airflow. (For example, /p/ and /b/)

VOWEL- The speech sounds in which the flow of breath is relatively

unobstructed (e.g., a, e, i, o, u)

VOWEL DIGRAPH-Two adjacent vowels in a syllable representing one

speech sound (e.g., ee in feed, ai in pain, oa in oats).

Complied from Washington Reading Link, Phonics, and Teaching

Phonics & Word Study, Wiley Blevins

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 REFERENCES and RESOURCES

Cornine, D. Silbert, J and Kameenui E (1997)

Direct Instruction Reading

Snow, C.E., Burns S.M. and Griffin, P. (1998).

Preventive Reading Difficulties in Young Children U

Gletcher, J.M. (2003).

Preventive and Remediating Reading Disabilities.
What We Know From Research

American Federation of Teachers (1999)

“Teaching Reading is Rocket Science”

Teaching English-Language Learners: What Does the Research Say? (2002)

Educational Issues Policy Brief

Klein, R. (2001)
“Making Sense of Sounds and Letters”

Adams, M. (1998)
Phonemic Awareness in Young Children

Blevins, W. (2001)
Teaching Phonics and Word Study in the Intermediate Grades

Snow, et al (2000 and 1998)

National Reading Panel

Armbruster, F., Lehr., J. Osborn,

Put Reading First, (2001)

Ehri, (1991)
When to Begin Phonics Instruction

Adams, M (1990)
Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press

Cunningham, AE (1998)
Explicit versus Implicit instruction in Phonological Awareness

Bear, D., Invernizzi, S., Tepleton, F. Johnston,

Words Their Way

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Blevins, W.,
Teaching Phonics & Word Study

Archer, A., (2003)

“Improving Skills of Middle School Learners”

National Assessment of Educational Progress (1992,1994)

“Reading a First Look”

Pikulski (2001)
“Characteristics of Effective Phonics Instruction”

Washington State Essential Academic Learning Requirements

Grade Level Expectations

Fletcher, J. (2003)
Preventing and Remediating Reading Disabilities. What We Know From Research.

Hasbrouck, J. (2003)
“Effective Reading Grade 4+”

Stanovich, K. E.(1994)
The Reading Teacher- Journal of Education Psychology
(Reitsman) 1983

Perfetti (1986)

Liberman, A. (1992)

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