How to Teach Phonemic Awareness in Kindergarten, 1st, & 2nd Grade | Phonemic Awareness Activities

00:15:15
https://www.youtube.com/watch?v=x3d2U01e71I

Summary

TLDR在本视频中，Susan Jones介绍了六种音位意识活动，旨在帮助学生提高解码能力。视频强调音位意识和音韵意识对学生阅读能力的重要性，并提供了从简单到复杂的活动示例，包括音位隔离、音位混合、音位分段、音位添加、音位删除和音位替换。每种活动都配有具体的教学建议，适合幼儿园到二年级的学生。通过这些活动，学生能够更好地识别和操作单词中的音素，从而提高他们的阅读能力。

Takeaways

  • 📚 音位意识对阅读能力至关重要
  • 🔤 六种音位意识活动：隔离、混合、分段、添加、删除、替换
  • 🎓 适合幼儿园到二年级的学生
  • 📝 每种活动都有具体的教学建议
  • 🎉 通过简单的活动提高学生的音位意识
  • 📈 音位意识活动可以每天进行5到10分钟

Timeline

  • 00:00:00 - 00:05:00

    在本视频中，Susan Jones介绍了六种不同的音素意识活动，旨在帮助学生提高解码能力。她强调音素意识和音韵意识对学生阅读能力的重要性，并指出教师需要提供明确的指导。活动从简单的音素隔离开始，逐步过渡到更复杂的音素操作，帮助学生识别和操控单词中的声音。

  • 00:05:00 - 00:10:00

    Susan详细讲解了音素隔离、音素混合和音素分段三种基本活动。音素隔离要求学生识别单词的不同部分，音素混合则是将听到的声音组合成一个单词，而音素分段则要求学生将单词分解为各个声音。她提供了具体的活动示例，帮助学生在这些技能上逐步提高。

  • 00:10:00 - 00:15:15

    接下来，Susan介绍了更复杂的音素操作，包括音素添加、音素删除和音素替换。她解释了如何通过这些活动帮助学生操控声音，增强他们的音素意识。最后，她鼓励教师在课堂上每天花五到十分钟进行这些活动，以促进学生的阅读能力，并分享了相关资源和链接。

Mind Map

Video Q&A

  • 什么是音位意识？

    音位意识是指学生能够识别和操作单词中的音素或声音的能力。

  • 音位意识活动的目的是什么？

    这些活动旨在帮助学生提高解码能力，从而成为更好的读者。

  • 视频中提到的六种音位意识活动是什么？

    1. 音位隔离 2. 音位混合 3. 音位分段 4. 音位添加 5. 音位删除 6. 音位替换

  • 适合哪个年级的学生进行这些活动？

    这些活动适合幼儿园到二年级的学生。

  • 如何进行音位隔离活动？

    教师可以给学生一个单词，让他们识别并隔离出单词的第一个、最后一个或中间的音素。

  • 音位混合活动的例子是什么？

    教师可以给学生三个音素，让他们将这些音素混合成一个完整的单词。

  • 音位分段活动如何进行？

    教师可以给学生一个单词，让他们分段并说出单词中的每个音素。

  • 音位添加活动的示例是什么？

    教师可以给学生一个单词，并让他们添加一个音素以形成新单词。

  • 音位删除活动的示例是什么？

    教师可以给学生一个单词，并让他们删除一个音素以形成新单词。

  • 音位替换活动的示例是什么？

    教师可以给学生一个单词，并让他们替换其中的一个音素以形成新单词。

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  • 00:00:00
    hey everyone in today's video we are
  • 00:00:01
    going to go over some phonemic awareness
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    activities
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    and more specifically i'm going to talk
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    about the six different types of
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    phonemic awareness activities
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    that we can do with our students to help
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    them get better at decoding if this is
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    your first time watching one of my
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    videos my name is susan jones i am a
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    former first grade and k-2 literacy
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    teacher
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    who now spends a lot of time here on
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    youtube sharing tips ideas and
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    activities with teachers like
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    you i actually upload a new teaching
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    video every thursday and sunday
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    so if you want to follow along be sure
  • 00:00:33
    to subscribe to
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    my channel so let's dive into the six
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    different phonemic awareness
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    activities
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    okay so most kindergarten first and
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    second grade teachers already know that
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    phonemic awareness and phonological
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    awareness
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    are essential to helping students become
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    better readers
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    and so it is our job to provide explicit
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    instruction
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    with different phonemic awareness
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    activities for students to be able to
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    manipulate those sounds
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    hear the different sounds in the words
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    and they will take that knowledge and it
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    will transfer
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    to their decoding skills and with
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    phonemic awareness specifically there
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    are actually
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    six different types of activities that
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    you can do with students that go from
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    simplest
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    to more complex and they can work
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    through these processes
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    with their phonemic awareness skills so
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    really great reading actually has a
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    graphic that looks like
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    this this is such a great graphic
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    because you can easily see
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    down at the bottom we can work with
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    phoneme isolation
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    then students can go into blending they
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    can go into segmenting
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    and then as it gets more difficult and
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    more complex students can work on
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    adding sounds deleting sounds and then
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    even substituting sounds
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    a student's phonemic awareness gives
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    them that ability to actually hear
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    and manipulate each individual phoneme
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    or sound in any given word
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    so i'm going to walk through all six of
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    these i'll quickly describe
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    what it is and give you a couple ideas
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    for activities you can do with your
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    students to help them practice
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    each of those six layers of phonemic
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    awareness
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    all right starting down at the bottom at
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    the simplest form of phonemic awareness
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    we have phoneme isolation and that is
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    just getting students to be able to
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    identify
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    uh different parts of that word so if
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    the word is
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    bat and you ask them what is the first
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    sound you hear the beginning
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    sound they should be able to identify
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    and isolate that at the beginning
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    is that they should say
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    now because this is phonemic awareness
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    and we're not talking about phonics just
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    yet they don't need to know that that
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    is a b if they do that is wonderful but
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    specifically with this activity we are
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    just trying to get them to
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    isolate that sound at the beginning to
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    teach this explicitly you will simply
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    tell students we are going to work on
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    identifying different sounds we hear in
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    our words
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    and you'll give them a few words now at
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    the kindergarten level i really like to
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    use a lot of cvc words
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    really i like to do that in you know
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    kindergarten and first grade
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    leading up towards second grade and once
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    you've already taught different phonics
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    patterns like digraphs or
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    blends you can have them isolate those
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    different sounds but i like to start
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    with a simple cvc word to start
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    you will give them a word like the word
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    run now with the word run
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    i'm going to listen for that beginning
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    sound what does the word
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    run start with and when teaching them to
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    do this i like to have them kind of
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    stretch
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    out those sounds
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    run i hear er at the beginning
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    you can also always do phoneme isolation
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    with that medial sound and also the
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    ending sound
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    generally the beginning sound will be
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    easiest for them to hear
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    the end sound next and that medial vowel
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    is usually a little bit trickier for
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    your students
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    once you feel like your students are
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    ready to kick this up a notch and
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    practice it independently
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    i like to do something like a simple
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    beginning sound sort
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    for students to go ahead and sort
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    their pictures and remember it's not
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    necessarily words they're not talking
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    phonics here we're talking phonemic
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    awareness so they have to hear the
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    sounds
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    so they will look at pictures and decide
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    if it has the same
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    matching sound as like whatever your
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    header is let's pretend you pick a
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    bumble bee
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    so we will say b and then you will show
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    them some pictures and they will say yes
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    this starts with
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    b it has the same sound or no it does
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    not so a simple yes or no
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    students can do this with a bunch of
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    different skills and they can do this
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    with that beginning sound
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    that ending sound and that medial sound
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    where they are
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    isolating that phoneme and seeing if it
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    matches the one that you are showing
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    them
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    those little swords i just showed right
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    there i actually have available in my
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    tpt store i will go ahead and link them
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    down below in case you want to try those
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    out with your students
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    all right moving up that ladder of
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    phonemic awareness the next simple
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    activity for students to practice
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    is phoneme blending and just like it
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    sounds
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    this is where you want students to go
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    ahead and blend
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    the sounds that they hear to make a word
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    now i've done a few phonics videos in
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    the past i have this one right here
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    which shows how i teach explicit phonics
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    in my classroom
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    and in that video right there i actually
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    showed how i have students
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    blend letters together to make a word so
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    with that one that is phonics i'm
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    putting the letter to the
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    sound the grapheme to the phoneme but
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    here in this video i want to talk about
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    blending just
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    the sounds and for this again it is some
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    simple explicit practice
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    where you will have students and i start
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    with those cbc words first
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    and i will give them three specific
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    sounds
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    and ask them can they blend those
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    together to make a word
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    cup with a bit of repetition students
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    will be able to go ahead and blend those
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    sounds pretty smoothly to make
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    new words now if you have students that
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    are struggling to blend
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    sounds together i like to have them do
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    successive blending
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    so if the word was cup and you asked
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    them can you blend these sounds together
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    we have
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    what they have to do is they actually
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    have to hold all those sounds in their
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    head
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    to blend them together which can be a
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    little difficult
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    so you might have them start by just
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    blending those first two
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    so let's blend
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    have them say that and then we'll add on
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    that last
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    phoneme cup
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    cup not all your students may
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    necessarily need that but it's not a bad
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    skill to teach anyway
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    and like i mentioned that phonics video
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    earlier when we start using those
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    graphemes and we get into
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    you know consonant blends i usually have
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    my students do that successive blending
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    in order to figure out new words anyways
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    all right level number three is phoneme
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    segmentation
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    so so far we have students isolating
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    different sounds they hear
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    in a word we have them blending those
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    sounds together
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    now we want them to go ahead and segment
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    those sounds they hear
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    so let's stick with our cbc words and we
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    will think of the word
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    matt i'm going to say that nice and
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    smoothly and i'm going to let my
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    students know
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    that i want them to tell me the
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    different sounds they
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    hear inside that word so now they're not
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    just doing that identification or
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    isolation where they're focusing on one
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    sound
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    i want them to be able to tell me all
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    three sounds they hear
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    you can see why phoneme isolation is at
  • 00:07:15
    the bottom because then they're just
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    focusing on one at a time
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    building up those skills to be able to
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    do this and tell me all the phonemes
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    so when you're doing phoneme
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    segmentation you will want to start
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    again with the cbc word
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    and let's say we'll give the students
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    the word matt
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    now i like to have students take that
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    word matt i tell them to
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    stretch it out and really try to listen
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    for all three sounds they hear
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    at matt when doing phoneme segmentation
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    it can be really helpful to use some
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    manipulatives i like to use little
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    counters like this
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    and students can simply sit in your
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    small group or they can do this whole
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    group
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    you will tell them the word aloud again
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    matt
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    and they will go ahead and move down one
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    counter
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    every time they isolate and listen to
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    that sound so
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    um have them put all three sounds back
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    and let's do it again with top t
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    if you wanted to go ahead and move this
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    into a center and have students practice
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    this independently
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    you could have them use little phoneme
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    segmentation mats like this one where
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    they have a picture up at the top and
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    they have to go ahead and
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    move down they have those sound boxes
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    there for them to move down the counters
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    for each of these words
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    so now we have phoneme isolation we have
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    phoneme blending and we have phoneme
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    segmenting
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    now we're going to work on some of the
  • 00:08:37
    more difficult phonemic awareness
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    activities moving up to some of the more
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    difficult phonemic awareness activities
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    we now have
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    phoneme edition and this is where
  • 00:08:46
    students are going to hear
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    a word or part of a word and they're
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    going to try to add a
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    phoneme to make a new word or rather
  • 00:08:54
    you're going to give them the phoneme
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    and they're going to see if they can
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    attach it
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    and add it to make that new word now in
  • 00:09:00
    order to do this with your students
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    you are simply going to give them a word
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    and then you're going to give them a
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    phoneme to add to it to make a new word
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    so
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    for example you might give the word bar
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    and you might say
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    we're going to see if we can add a
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    phoneme add a sound to this word to make
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    a new word
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    so here we have the word bar and let
  • 00:09:20
    them repeat that after you bar
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    now what if i add to the end of
  • 00:09:26
    bar so we have bar bar
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    barn they have to practice blending it
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    and adding that phoneme
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    to make a word now in that one students
  • 00:09:36
    were adding a phoneme to the
  • 00:09:38
    end of the word bar n barn
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    but you can also have them do it to the
  • 00:09:43
    beginning of the word
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    you might have students say listen to
  • 00:09:46
    this word
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    art art what if i add
  • 00:09:52
    to the beginning of the word art what
  • 00:09:54
    new word does it make
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    art bart tart
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    as i'm sure you already noticed these
  • 00:10:01
    phonemic awareness activities really
  • 00:10:03
    involve
  • 00:10:03
    you explicitly kind of saying what to do
  • 00:10:07
    modeling what to do and then having your
  • 00:10:09
    students practice with it
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    over and over and over just adding some
  • 00:10:13
    of these activities into your day for
  • 00:10:14
    about five to ten minutes with your
  • 00:10:16
    students
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    will really help them with their own
  • 00:10:19
    phonemic awareness which again
  • 00:10:20
    in turn will help them develop great
  • 00:10:23
    reading skills
  • 00:10:24
    all right next very similar to phoneme
  • 00:10:27
    edition
  • 00:10:27
    now we're going to work on phoneme
  • 00:10:30
    deletion
  • 00:10:31
    so with phoneme edition they were adding
  • 00:10:33
    a phoneme and with phoneme
  • 00:10:34
    deletion as i'm sure you can guess they
  • 00:10:36
    are going to be taking away a phoneme
  • 00:10:39
    that they hear
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    so again for this one you'll give
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    students a word let's say the word
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    grow grow what if i take away that
  • 00:10:48
    at the beginning what word does that now
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    make instead of
  • 00:10:52
    g row now we take away the g
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    and we just have row to do this students
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    will really want to stretch out those
  • 00:11:00
    words that they hear
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    again listening for the phonemes and
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    they're going to take one completely
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    away
  • 00:11:05
    what about the word meal meal
  • 00:11:09
    take away the um at the beginning of the
  • 00:11:12
    word
  • 00:11:12
    meal what do you have instead of um
  • 00:11:16
    eel you just have eel and just like with
  • 00:11:20
    phonium edition you can do this with the
  • 00:11:21
    beginning sound or the end sound as well
  • 00:11:24
    so you could also do the word rose
  • 00:11:28
    rose what if i take that z off of the
  • 00:11:31
    end what am i left with rose i'm just
  • 00:11:34
    left with
  • 00:11:35
    ro all right and now for the most
  • 00:11:37
    complex on the phonemic awareness ladder
  • 00:11:39
    we have
  • 00:11:40
    phoneme substitution so so far the
  • 00:11:42
    phoneme edition
  • 00:11:44
    phoneme deletion and now the
  • 00:11:45
    substitution with all of these
  • 00:11:47
    activities
  • 00:11:48
    your students are trying to manipulate
  • 00:11:51
    the phonemes or they are manipulating
  • 00:11:53
    phonemes
  • 00:11:54
    and they're doing that with the sounds
  • 00:11:55
    they hear with all of these activities
  • 00:11:57
    i'm sure you've already recognized
  • 00:11:59
    students haven't even seen any letters
  • 00:12:02
    yet they don't need to attach the sounds
  • 00:12:04
    to the graphemes just yet
  • 00:12:06
    here they are working on really
  • 00:12:07
    listening to each part of those words
  • 00:12:10
    each sound that they hear to become more
  • 00:12:13
    fluent
  • 00:12:13
    with these activities now with phoneme
  • 00:12:15
    substitution here instead of just having
  • 00:12:17
    students add
  • 00:12:18
    or delete sounds you're having them
  • 00:12:20
    replace it substitute that sound
  • 00:12:22
    so we can start with the word matt
  • 00:12:25
    you're asking students
  • 00:12:26
    what if i take away the um in
  • 00:12:29
    mat and replace it with what word does
  • 00:12:33
    it become
  • 00:12:34
    so as you can see they're actually
  • 00:12:35
    isolating that phoneme
  • 00:12:37
    they are deleting that phoneme to make
  • 00:12:40
    at and then they are replacing they're
  • 00:12:42
    adding a phoneme they're doing a lot
  • 00:12:43
    here with the phonemic awareness
  • 00:12:45
    so they can change matte into cat you
  • 00:12:48
    can do this with the medial sound you
  • 00:12:50
    could say okay
  • 00:12:51
    if i have the word cat what if i take
  • 00:12:54
    away
  • 00:12:55
    a and i change it to a
  • 00:12:59
    instead of act now they have
  • 00:13:03
    a cut you can also go ahead and do it
  • 00:13:06
    with that ending sound as well so you
  • 00:13:08
    had matte into cat
  • 00:13:10
    cat into cut and you might say okay what
  • 00:13:13
    if i have the word
  • 00:13:14
    cut can we take away that
  • 00:13:17
    and replace it with
  • 00:13:23
    cub with phoneme substitution this is a
  • 00:13:26
    great precursor to things that i love to
  • 00:13:28
    do like a word ladder later on
  • 00:13:30
    which is more of a phonics activity
  • 00:13:32
    because they are going to take
  • 00:13:33
    those words uh the sounds that you're
  • 00:13:36
    saying like the cat and they will
  • 00:13:37
    actually write down
  • 00:13:38
    cat c-a-t they'll be able to attach the
  • 00:13:41
    graphemes
  • 00:13:42
    they will then be able to you know
  • 00:13:43
    segment all of those and replace it and
  • 00:13:46
    make a little word ladder
  • 00:13:47
    where they are changing up each of the
  • 00:13:49
    sounds with a new letter that they hear
  • 00:13:52
    so there you have six different phonemic
  • 00:13:54
    awareness activities for you to do with
  • 00:13:55
    your students
  • 00:13:56
    that you can practice you know within
  • 00:13:58
    five to ten minutes each and every day
  • 00:14:00
    they go from more simple to the more
  • 00:14:02
    complex so you'll want to kind of build
  • 00:14:04
    upon that progression with your students
  • 00:14:07
    as you're teaching them in your
  • 00:14:08
    classroom
  • 00:14:08
    this graphic that i shared throughout
  • 00:14:10
    the video is from really great reading
  • 00:14:12
    and i will actually go ahead and link
  • 00:14:14
    the article that that
  • 00:14:16
    graphic was in it's a really informative
  • 00:14:18
    article and it shares
  • 00:14:19
    a lot of what i shared today and even
  • 00:14:21
    more in detail so
  • 00:14:22
    if you want to read a little bit more
  • 00:14:24
    about that i will link that down in the
  • 00:14:25
    description below
  • 00:14:27
    if you like this video and found it
  • 00:14:28
    informative please go ahead and give me
  • 00:14:29
    a thumbs up
  • 00:14:30
    so i know and if you want to know some
  • 00:14:33
    more
  • 00:14:33
    phonological awareness phonemic
  • 00:14:35
    awareness maybe some phonics activities
  • 00:14:38
    go ahead and leave me some comments down
  • 00:14:40
    below and i'll see if i can make a new
  • 00:14:42
    video sharing some tips tricks ideas
  • 00:14:45
    things that i'm learning
  • 00:14:46
    and investigating and having fun with
  • 00:14:48
    just like you as always be sure you are
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    subscribed to my channel and click that
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    bell
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    that way you can see all my new videos
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    and don't forget i upload a new video
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    every thursday
  • 00:14:56
    and sunday see you in the next one bye
  • 00:15:14
    you
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  • 音位意识
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