Do you know 5 fantastic phonological awareness skills that are needed for all readers? These phonological awareness skills are the basis of reading and need a lot of practice before kiddos ever need to learn letter names and sight words. The skills are word awareness, syllables, onset-rime, rhyming/alliteration, and phonemic awareness. If you have kiddos struggling to read, step back and and ask if they know phonological awareness skills.
The lack of these 5 phonological awareness skills causes so many problems for readers.
Do you know 5 fantastic phonological awareness skills?
Do you know 5 fantastic phonological awareness skills meanings?
1. Word Awareness-Tracking words in sentences. Here are few things to look for:
- number of spaces,
- number of words,
- number of lines,
- what and where do you find at the beginning (capital letter),
- what and where is the end (punctuation),
You will be surprised at how many of your students struggle with a few of these concepts. Bring a few up each time you work in guided reading to help develop these skills. You can also do it with poetry. Check out how I use word awareness with poetry here. Check out how I show word awareness with👉Humpty Dumpty.
2. Responsiveness to rhyme and alliteration during word play-Enjoying and reciting rhyming words or alliterative phrases in familiar storybooks or nursery rhymes. This is not about supplying rhyming words. Rhyming poems and nursery rhymes are a great way to practice. Check out Rhyming Books and Games for a few ideas.
Recognizing a rhyme is much easier than producing a rhyme. Therefore, kiddos start with just finding the words in poems you read and them move to producing more rhyming words.
Do You Know The Most Important Phonological Awareness Skill
5. Phonemic Awareness– It is the most difficult phonological awareness skill. It manipulates the smallest sounds in speech called phonemes. Here is the order from easiest to hardest:
1st Step-Identify and match the initial sounds in words, then the final and middle sounds.
2nd Step-Segment and produce the initial sound. (What sound does bat start with? /b/)
3rd Step-Segment and produce the the final sound. (What sound is at the end of bat? /t/)
4th Step-Segment and produce the middle sound. (Say the vowel sound in rope /long o/)
5th Step-Blend sounds into words When I say these sounds, what word am I saying? /m/ /ē/ /t/.
Say it fast-meat)
6th Step-Segment the phonemes in two- or three-sound words moving to four- and five- sound words (The word is pie. Stretch and say the sounds: /p/ /ī/ )
7th Step– Manipulate phonemes by removing, adding, or substituting sounds (Say smoke without the /k/).
I hope you’ve found my tips helpful. If you have any additional tips that might help a teacher, please share it with us!