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EMPOWERING TEACHERS
Phonological Awareness Instructional Routines (Templates) Florida Center for Reading Research
Phonological Awareness Skill Page 1. Words in Sentences (chips)
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2. Syllables in words (clap) 2 3. Phoneme Segmentation with soundboxes 3 4. Phoneme Segmentation 6 5. Isolating Initial Phonemes 7 6. Isolating Final Phonemes 8 7. Isolating Phonemes: Scaffolded Instruction using Sound Boxes 9 8. Rhyme 10 9. Blending 11 10. Writing Simple Words (Transition from PA to Phonics) 12 11. Quick Sheet of Phonological Awareness Tasks (Sentences,
Syllables, Onset-Rimes, Phonemes) 13
Phonemic Awareness Instructional Routines
Kindergarten First Grade
Words
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Syllables
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Rhyme
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Phoneme Isolation
Phoneme Blending
Phoneme Segmenting
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EMPOWERING TEACHERS
©2007 Florida Center for Reading Research www.fcrr.org
TEACHER EXPLAINS TASKWe are going to count the words in a sentence.
TEACHER MODELS TASKListen.
He can run.I’m going to move one block for each word.As you say each word slowly, move one block.
He…can…run.Touch and count each block.
1, 2, 3. There are three words in the sentence. Repeat the sentence and touch one block for each word.
He…can…run.
TEACHER & STUDENTS PRACTICE TASK TOGETHERNow say the sentence with me and move one block for each word.
Say it again and touch one block for each word.
Count the blocks. How many words are in this sentence?
Yes, there are three words in this sentence.
STUDENTS PRACTICE TASKYour turn.Say the sentence and move one block for each word in the sentence.
He …can …run.Touch and count the blocks. How many words are in the sentence?
threeYes, there are three words in this sentence.
INDEPENDENT PRACTICEWhen students consistently count the correct number of words in a sentence, provide individual turns using other sentences. Call on students in an unpredictable order, calling more frequently on students who made errors.
SCAFFOLDING SUGGESTION FOR ERRORSVerify that students are moving one block for each word. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, present a two word sentence (e.g., I run).
Phonemic Awareness Instructional Routine: Words Preparation/Materials: Four to six manipulatives per student, 10 sentences (two to six wordsper sentence)
Adaptations using this instructional routine:
- Italicized type is what the teacher does - - Bold type is what the teacher says teacher and student(s) say in unisonK
EMPOWERING TEACHERS
©2007 Florida Center for Reading Research www.fcrr.org
TEACHER EXPLAINS TASKWe are going to count the syllables in a word.
TEACHER MODELS TASKListen.
!owerI’m going to clap for each syllable I say.
!ow...erI clapped two times so there are two syllables in the word ‘!ower.’
TEACHER & STUDENTS PRACTICE TASK TOGETHERSay !ower with me.
Now say !ower slowly and clap one time for each syllable.
Yes, there are two syllables in !ower.
STUDENTS PRACTICE TASK Your turn. Say !ower slowly and clap one time for each syllable.
!ow…er
twoYes, there are two syllables in !ower.
INDEPENDENT PRACTICEWhen students consistently count the number of syllables in the word, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.
SCAFFOLDING SUGGESTION FOR ERRORSVerify that students are clapping one time per syllable. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, present a compound word (e.g., cup...cake, air…plane) to make it easier for the student to hear the different syllables.
Phonemic Awareness Instructional Routine: Syllables Preparation/Materials: Words with one to four syllables
Adaptations using this Instructional Routine:
For further independent student practice, refer to the FCRR Kindergarten and First Grade Student Center Activities at http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part2.pdf
Italicized type is what the teacher doesBold type is what the teacher saysK
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Italicized type is what the teacher does
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type are what the teacher - Bold type is what the teacher says and student(s) say in unison - Regular type is what the student(s) say - Sounds are noted using / /
EMPOWERING TEACHERS Phonemic Awareness Instructional Routine: Segmenting with Soundboxes Preparation/Materials: Words with three to five phonemes (e.g., flip, lamp, cat, cake, trips).
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TEACHER EXPLAINS TASK We are going to segment all the sounds in a word. TEACHER MODELS TASK Listen and watch.
ay the word slowly and stretch the word while I move one chip into
the sound box for each sound that I say. I call this Say It Move It.
x as each sound is spoken.] [Count the number of chips that you moved]. I count one, two, three, four chips.
TEACHER & STUDENTS PRACTICE TASK TOGETHER
Say slip. slip
Now Say It and Move It. [Prompt: owly and move one chip for each sound that you say.]
How many chips did you move (push up)?
How many sounds are in slip?
Yes. Slip has four sounds. STUDENTS PRACTICE TASK
Your turn. Let s try a new word. Say slack.
slack owly and move one chip for each sound. Say It and Move it.
/sss/ /lll/ /aaa/ /k/ How many chip did you move?
four How many sounds are in slack?
four Yes. Flip has four sounds.
s level or the target sounds. Use format: Say grow [word] Now say it and move it. How many chips did you move? So how many sounds are in ______.
INDEPENDENT PRACTICE
When students consistently segment all the sounds in each words, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.
EMPOWERING TEACHERS
©2007 Florida Center for Reading Research www.fcrr.org
TEACHER EXPLAINS TASKWe are going to segment all the sounds in a word.
TEACHER MODELS TASKListen and watch. Say the word slowly. Put up one !nger for each sound in the word. /fff/…/lll/…/iii/…/p/ Count your !ngers aloud. one, two, three, fourThere are four sounds in "ip.
TEACHER & STUDENTS PRACTICE TASK TOGETHERSay "ip.
Now say "ip slowly and put up one !nger for each sound.
How many !ngers are up?
How many sounds are in "ip?
Yes. Flip has four sounds.
STUDENTS PRACTICE TASKYour turn. Say "ip.
!ipSay "ip slowly and put up one !nger for each sound.
/fff/ /lll/ /iii/ /p/ How many !ngers are up?
fourHow many sounds are in "ip?
fourYes. Flip has four sounds.
INDEPENDENT PRACTICEWhen students consistently segment all the sounds in each words, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.
SCAFFOLDING SUGGESTION FOR ERRORSVerify that students are segmenting each sounds each word. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, present a word with fewer phonemes (e.g., it, sit).
Phonemic Awareness Instructional Routine: SegmentingPreparation/Materials: Words with three to !ve phonemes (e.g., "ip, lamp, cat, cake, trips).
Adaptations using this instructional routine:
For further independent student practice, refer to the FCRR Kindergarten and First Grade Student Center Activities at http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part5.pdf
- Italicized type is what the teacher does - - Bold type is what the teacher says and student(s) say in unison1
EMPOWERING TEACHERS
©2007 Florida Center for Reading Research www.fcrr.org
TEACHER EXPLAINS TASKWe are going to identify the !rst sound in a word.
TEACHER MODELS TASKListen.
sun/sssun/
/s/ is the !rst sound.
TEACHER & STUDENTS PRACTICE TASK TOGETHERSay sun with me.
Say the !rst sound in sun.
Yes, /s/ is the !rst sound in sun.
STUDENTS PRACTICE TASK Your turn.Say sun.
sunSay the !rst sound in sun.
/sss/Yes, /s/ is the !rst sound in sun.
INDEPENDENT PRACTICEWhen students consistently isolate the first sound in each word, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.
SCAFFOLDING SUGGESTION FOR ERRORSVerify that students are isolating the first sound in each word. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, present a word with two sounds (e.g., it, me).
Phonemic Awareness Instructional Routine: Isolation Preparation/Materials: Simple words (e.g., met, sun, lot, fat)
Adaptations using this instructional routine:
d d
For further independent student practice, refer to the FCRR Kindergarten and First Grade Student Center Activities at http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part4.pdf
Italicized type is what the teacher doesBold type is what the teacher says teacher and student(s) say in unisonK
EMPOWERING TEACHERS
©2007 Florida Center for Reading Research www.fcrr.org
TEACHER EXPLAINS TASKWe are going to identify the last sound in a word.
TEACHER MODELS TASKListen.
kite/k/ / / /t/
/t/ is the last sound.
TEACHER & STUDENTS PRACTICE TASK TOGETHERSay kite with me.
Say the last sound in kite.
Yes, /t/ is the last sound in kite.
STUDENTS PRACTICE TASKYour turn. Say kite.
kiteSay the last sound in kite.
/t/Yes, /t/ is the last sound in kite.
INDEPENDENT PRACTICEWhen students consistently isolate the last sound in each word, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.
SCAFFOLDING SUGGESTION FOR ERRORSVerify that students are isolating the last sound in each word. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, present a word with a continuous ending sound (e.g., miss).
Phonemic Awareness Instructional Routine: Isolation Preparation/Materials: Words with three phonemes (e.g., kite, coat, big, ship).
Adaptations using this instructional routine:
For further independent student practice, refer to the FCRR Kindergarten and First Grade Student Center Activities at http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part4.pdf
Italicized type is what the teacher doesBold type is what the teacher says and student(s) say in unison1
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Italicized type is what the teacher does
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Bullet (•) and bolded type are what the - Bold type is what the teacher says teacher and student(s) say in unison - Regular type is what the student(s) say - Sounds are noted using / /
EMPOWERING TEACHERS
Phonemic Awareness Instructional Routine: Scaffolded Isolation using Sound boxes Preparation/Materials: Simple words (e.g., met, sun, lot, fat)
K TEACHER EXPLAINS TASK We are going to identify the first sound in a word TEACHER MODELS TASK Listen.
sun. I am going to Say It and Move It. /sss/ /uuu/ /nnn/ [move one chip into the soundbox as each sound is spoken.] Now I’m going to touch and say, and listen when I say the first sound. /sss/ /uuu/ /nnn/ [accent the /sss/ sound] The first sound in sun is /ssss/
TEACHER & STUDENTS PRACTICE TASK TOGETHER
Say sun with me. • sun
Now say it and move it. [Prompt: move one chip into the soundbox as you say each sound.] /sss/ /uuu/ /nnn/
Now touch and say. /sss/ /uuu/ /nnn/
Say the first sound in sun. • /sss/
Yes, /s/ is the first sound in sun.
STUDENTS PRACTICE TASK Put your chips back up. Your turn. Say sun.
sun Now say it and move it.
/sss/ /uuu/ /nnn/ Touch and say.
/sss/ /uuu/ /nnn/ Say the first sound in sun.
• /sss/ Yes, /s/ is the first sound in sun.
INDEPENDENT PRACTICE
When students consistently isolate the first sound in each word, provide individual turns using other words. Call on students in an un who made errors. SCAFFOLDING SUGGESTION FOR ERRORS
Verify that students are isolating the first sound in each word. If an error is made, repeat the steps by explaining, modeling, and prov present a word with two sounds (e.g., it, me).
Adaptations using this instructional routine:
• Use a manipulative to represent each sound in the word. Point to the first manipulative when asking the student for the initial sound.
• Say three words, two of which have the same initial sound. Students identify the two words with the same initial sound (e.g., dog, sat, dip).
• Say two words, ask students to identify the same final or medial sound (e.g., identify the final sound in fit as /t/ or identify the medial sound in hug as /u/)
©2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
©2007 Florida Center for Reading Research www.fcrr.org
TEACHER EXPLAINS TASKWe are going to blend sounds to make a word.
TEACHER MODELS TASKListen.
/sss/ /t/ /ooo/ /p/I will blend the sounds to say the word.
stop
TEACHER & STUDENTS PRACTICE TASK TOGETHERListen.
/sss/ /t/ /ooo/ /p/What is the word?
Yes. When you blend the sounds quickly in /sss/ /t/ /ooo/ /p/ the word is stop.
STUDENTS PRACTICE TASKYour turn.
/sss/ /t/ /ooo/ /p/What is the word?
stopYes. When you blend the sounds quickly in /sss/ /t/ /ooo/ /p/ the word is stop.
INDEPENDENT PRACTICEWhen students consistently blend sounds to make a word, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.
SCAFFOLDING SUGGESTION FOR ERRORSVerify that students are blending all the sounds to make a word. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, present a word with fewer sounds (e.g., it, my).
Phonemic Awareness Instructional Routine: Blending Preparation/Materials: Words with three to !ve phonemes (e.g., stop, !n, street).
Adaptations using this Instructional Routine:
For further independent student practice, refer to the FCRR Kindergarten and First Grade Student Center Activities at http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part5.pdf
- Italicized type is what the teacher does - - Bold type is what the teacher says and student(s) say in unison1
EMPOWERING TEACHERS
©2007 Florida Center for Reading Research www.fcrr.org
TEACHER EXPLAINS TASKWe are going to say and write words.
TEACHER MODELS TASKListen and watch.I will say and write the word “mat”. I will hold up one !nger for each sound in “mat”.
/mmm/ /aaa/ /t/The !rst sound is /mmm/. The second sound is /aaa/. The third sound is /t/. I’m going to write “mat” as I say each sound.
Write each letter as you say its sound./m/ /a/ /t/ “mat”
TEACHER & STUDENTS PRACTICE TASK TOGETHERLet’s do this together.Say the word “mat”.
Hold up one !nger for each sound in “mat”.
What is the !rst sound?
What is the second sound?
What is the third sound?
Now write “mat” as we say each sound.
Yes, /m/ /a/ /t/ is mat.
STUDENTS PRACTICE TASK Your turn.Say the word “mat.”
“mat”Hold up one !nger for each sound in “mat”.
/mmm/ /aaa/ /t/What is the !rst sound?
/mmm/What is the second sound?
/aaa/What is the third sound?
/t/Now write “mat” as we say each sound.
/m/ /a/ /t/ “mat”Yes, /m/ /a/ /t/ is “mat.”
INDEPENDENT PRACTICEWhen students consistently write words with known letter sounds, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.
Phonics Instructional Routine: Writing Simple WordsPreparation/Materials: Whiteboard or chart paper, paper and pencil for each student, simple words made up of previously learned letter-sounds
- Italicized type is what the teacher does - - Bold type is what the teacher says - Regular type is what the student(s) say - Letters and words that are in print are- Sounds are noted using / / in “quotation marks”K
