STRUCTURED LEARNING EPISODE:
USING PHONOLOGICAL AND
PHONEMIC AWARENESS LEARNING
TASKS IN DEVELOPING A LESSON PLAN
Session 1. Differentiate teaching phonological
Objective from phonemic awareness
s: 2. Use phonological and phonemic
awareness instructional strategies in a
developing a lesson plan
Task 1: KWL Chart. Fill in the K and W part about phonological and phonemic
awareness and its instructional strategies to see what you know and would like to know
about the topic.
Task 2: Viewing video
clips on phonological
and phonemic
awareness.
Learning Tasks for Phonological Awareness:
● Rhyme: Students identify rhyming words and
generate rhyming words.
● Alliteration: Students practice saying tongue
twisters beginning with the same sound; then
they identify the sound.
● Assonance: Students practice saying a
sentence of words that contain mostly the same
vowel sound; then they identify the sound.
● Identifying Syllables: Students count how
many syllables in words, then identify the
sounds
Learning Tasks for Phonemic Awareness:
● Phoneme isolation : Students recognize individual
sounds in words. For example, “Tell me the first sound in
the word dog.” (/d/)
● Phoneme identity : Students recognize common
sounds in different words. For example, “Which sound is
the same in the words cat, kid, and car?” (/k/)
● Phoneme categorization : Students recognize the
word with a major difference within a group of words.
For example, “Which word does not belong? Run, rope,
tag, rat.” (tag)
● Phoneme blending : Students listen to individual
sounds and combine them into a recognizable word. For
example, “What word is /s/ /k/ /u/ /l/?” (school)
● Phoneme segmentation : Students
break a word into its individual sounds.
For example, “What sounds make up the
word dip?” (/d/ /i/ /p/)
● Phoneme manipulation : Students
recognize which word remains when a
specific phoneme is replaced, removed, or
added. For example, “What is ‘snail’
without the /s/?” (nail).
Phonological awareness involves noticing and/or manipulating the sound
structure of spoken language. This includes identifying individual words in a
sentence, recognizing syllables, rhyming, and alliteration. Basic phonological
awareness develops from birth through kindergarten and is typically mastered by
the end of first grade (Kilpatrick, 2015).
A unit of sound occurs within a word. For example, the word apple.
You hear /ap/ and /ple/. There are two syllables that we hear. Those are units of
sound.
If you’re able to hear those two sounds (syllables) in the word, you have
phonological awareness. The following are all units of sounds within a word,
organized from largest unit of sound to smallest unit of sound.
● Syllables
● Onset
● Rime
● Phonemes
A subset of phonological awareness, phonemic
awareness is simply noticing and/or
manipulating the INDIVIDUAL sounds
(also known as phonemes) in spoken
language. Phonemic awareness tasks include
identifying individual sounds, segmenting
sounds, blending sounds, and manipulating
individual sounds. Phonemic awareness
continues to develop through 3rd or 4th grade
as children build a sight vocabulary through the
process of orthographic mapping.
Phonological awareness is about being able to
hear and manipulate units of sound in spoken
words. That includes syllables, onset, rime,
and phonemes. Phonemic awareness is about
the being able to hear and manipulate the
smallest unit of sound, a phoneme!
Phonological awareness and phonemic
awareness both focus on the sounds that
we hear, and not the letters that we see.
Task 3: Fill in the Venn diagram of
phonological and phonemic awareness in
terms of their learning tasks. Explain your
answers
PHONOLOGICAL AWARENESS PHONEMIC AWARENESS
Mechanics of the Workshop:
Do: Divide the LAC Members into 2 groups.
Group 1 will make a lesson plan in teaching
phonological awareness and Group 2 will
make a lesson plan in teaching phonemic
awareness. There will be an evaluation tool
to assess the presence of the
methodologies given.
1. How did you find the activity?
2. Did you meet some challenges?
What are those?
3. What did you do to overcome those
challenges you’ve met?
4. Given a chance to rewrite the lesson
plan of the other group, what activities
would you like to add or change?
Phonological and
phonemic
awareness go hand
in hand with
phonics. They are
similar but not the
same.
Thank you!
Video Clip for lesson activities:
https://www.youtube.com/watch?v=x4z0NcXTYpA
Rhyme:
https://www.youtube.com/watch?v=rVuWKBFkZcU&t=66s
Alliteration:
https://www.youtube.com/watch?v=DDEjdnxvAjM
Assonance:
https://www.youtube.com/watch?v=cF0IUuDCtwM
Identifying Syllables:
https://www.youtube.com/watch?v=9S7DY2lgJlU&t=141s
Phoneme Isolation
https://www.youtube.com/watch?v=7ojqzQt_L7Q
Phoneme Identity:
https://www.youtube.com/watch?v=l8B3wHo3jYQ
Phoneme Categorization:
https://www.youtube.com/watch?v=2ewzdQuq4hk&t=56s
Phoneme blending:
https://www.youtube.com/watch?v=AfCV_u-8yx8
Phoneme Segmentation
https://www.youtube.com/watch?v=-sHaoQNBi4c
Phoneme Manipulation
https://www.youtube.com/watch?v=x4z0NcXTYpA&t=74s
https://www.readingrockets.org/reading-topics/phonological-and-phonemic-awareness
https://pathwaystoreadinghomeschool.com/difference-between-phonological-awareness-and-phonemic-awareness/
