CEEDAR  CEM:  Reading  K–5  

Handout  3.2  A  

Say It and Move It Activity      

1. Give children a “Say It and Move It” card and several counters.  

2. Have children place the counters above the solid line.  

3. Say a word with two or three phonemes, such as the word sip.  

4. Have the children segment the word into phonemes by saying the word slowly and moving the counters. They move the counters down to the arrow as a guide for placement.

 /s/ Children move a counter down to the dot on the arrow. /i/ Children move a second counter down to the right of

the first counter on the arrow. /p/ Children move a third counter down to the right of

the second counter on the arrow.  

5. After they have moved all three counters to the arrow, have the children blend the sounds together as they repeat the word and slide their fingers below the counters in a left to right sequence. (Variation: Children repeat the word while sliding all of the counters in one continuous motion across the arrow in a left to right sequence.)

 6. Continue with this procedure using other words (e.g., mat, let).

 7. This activity can be used for practice with:

 • Words with silent e (e.g., make, mine) and words with

consonant combinations (e.g., ship, that).  

• Letter tiles for blending letter-sound correspondences to read words.          

Adapted from Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes; Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX: Author. All rights reserved. 1-713-664-7676. www.neuhaus.org

Say It and Move It Card

                                                                               

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CEEDAR  CEM:  Reading  K–5  

Handout  3.2  C  

Grab  a  Group  Activity  

 

Grab  a  Group  is  a  fun  activity  to  reinforce  phonemic  awareness.    After  students  have  learned  to  segment  one-­‐syllable  words  of  3-­‐4  phonemes,  use  this  activity  for  a  couple  of  minutes  several  times  during  the  day.  

Important  Instructional  Tips:  

1. Be  sure  the  students  can  see  your  mouth  and  lips.  2. Say  the  word  and  use  it  in  a  sentence.  3. After  you  say  a  word,  have  the  students  repeat  the  word.  4. When  segmenting  the  word,  be  sure  students  say  the  sounds  of  the  

phonemes,  not  the  letter  names.  5. Model  each  step  several  times  before  the  students  are  expected  to  work  

independently.  6. When  the  groups  have  formed,  check  that  the  students  are  correct  by  having  

students  repeat  the  word,  say  the  phonemes  while  raising  a  finger  for  each  sound,  then  reforming  their  groups  if  necessary  to  match  the  correct  number  of  phonemes.  

7. To  make  the  game  more  challenging,  add  more  difficult  words  with  more  phonemes.  However,  only  use  one-­‐syllable  words.  

8. Students  can  also  make  up  nonsense  words.  The  idea  is  to  perceive  the  sounds;  the  words  do  not  need  to  be  real  words.  

Sample  Script:  

Listen,    the  word  is  me.  What  word?  (Students  say  “me”).  Will  you  play  with  me?  What  word?  Yes,  me.  Listen  to  the  sounds.  (Enunciate  clearly,  exaggerating  mouth  movements.  Do  not  put  a  “uh”  on  the  end  of  the  sounds;  clip  the  sounds.  Raise  a  finger  as  you  say  each  sound,  using  your  left  hand  so  the  sequence  moves  from  left  to  right  for  the  students  in  front  of  you).  Mmmmmmmm  eeeeeeeeee.  How  many  sounds?  (“2”).  Yes!  Two  sounds.  Let’s  say  it  together:  mmmmmmm  eeeeeee.  Now  say  it  fast:  me.  What  word?  (“me”)  Yes!  Me!  

 

Some  teachers  use  a  puppet  to  illustrate  phonemic  awareness.    For  example,  Tommy  Turtle  crawls  very  slowly  and  talks  very  slowly.    When  we  say  dog  Tommy  Turtle  would  day  /d/  /o/  /g/.    People  talk  more  quickly.  What  word  would  we  say?  Yes,  dog!  

 

Sample  Words:  Easier  to  More  Difficult  

Word   Phonemes   Number  of    phonemes  

Word   Phonemes   Number  of  phonemes  

1.  at   /a/  /t/   2   6.  wave   /w//a//v/   4  

2.  cat   /k//a//t/   3   7.  slip   /s//l//i//p/   4  

3.  dog   /d/  /o/  /g/   3   8.  truck   /t//r//u//k/   4  

4.  she   /sh/  /e/   2   9.  catch   /c/  /a/  /tch/   3  

5.  that   /th/  /a/  /t/   3   10.  fox   /f/  /o/  /k/  /s/  

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CEEDAR CEM: Reading Instruction K–5 Part 3.2

Phonological Awareness Assessments

ECLAS-2 Early Childhood Language Arts Systems (K-3) http://schools.nyc.gov/daa/eclas/images/ECLAS-2.pdf PALS Phonological Awareness Literacy Screening https://pals.virginia.edu/ DIBELS Dynamic Indicators of Basic Early Literacy Skills https://dibels.uoregon.edu/ PASP Phonological Awareness Skills Program http://www.proedinc.com/customer/productView.aspx?ID=1582 CTOPP Comprehensive Test of Phonological Processing http://www.proedinc.com/customer/productview.aspx?id=5187 LAC-3 Lindamood-Bell Auditory Conceptualization Test http://www.ganderpublishing.com/LAC-3-Lindamood-Auditory- Conceptualization-Test.html  

 

CEEDAR CEM: Reading Instruction K–5 Part 3.2

Quiz: Phonological Awareness  Name Date  

1. What are phonemes? a. Letters that correspond to sounds in the English language. b. The smallest units of sound in spoken words. c. Syllables selected to teach to English language learners. d. Letter combinations that can be easily pronounced.

 2. Blending and segmenting words will help children—

a. Understand that sentences are made of words. b. Sound out words when reading. c. Identify distinct units of sound. d. Identify consonant clusters and the subsequent sounds.

 

 3. Alliteration involves—

a. Producing groups of words that have the same initial sound. b. Segmenting spoken words into syllables. c. Recognizing words with the same ending sounds. d. Locating rhyming words.

 4. In the word mice,

a. rice b. m c. ice d. mic

is a rime.

 5. Phonological awareness should be taught—

a. With focused drill activities and worksheets b. As part of special education classes. c. Explicitly and systematically. d. In whole groups.

 6. When a first-grade teacher says, “Listen to these sounds and tell me the word: /f/ /at/,”

she is using— a. Phonemic manipulation. b. Onset and rime blending. c. Syllable blending. d. Phonemic segmentation.

     

7. The letters p and h together making the sound /f/ is an example of— a. A consonant cluster. b. A blend. c. A digraph. d. An allophone.

 

 8. Which of the following are two predictors of early reading success?

a. Onset-rime manipulation and letter-sound knowledge b. Letter recognition and invented spelling experiences c. Success with rhyme and alliteration in kindergarten d. Phonemic awareness and letter recognition

 

 9. How many phonemes are in the word threat?

a. 1 b. 2 c. 3 d. 4

 

10. When working with young children on phoneme awareness, best practice indicates that a teacher should—

a. Spend 30-60 minutes per day on phonemic awareness. b. Expect children to segment multisyllabic words into individual phonemes. c. Associate sounds with letters as soon as students can segment three or four

phonemes. d. Associate sounds with letters when PA instruction first begins.

     

CEEDAR CEM: Reading Instruction K–5 Part 3.2

Quiz: Phonological Awareness  

ANSWERS      

1. What are phonemes? a. Letters that correspond to sounds in the English language. b. The smallest units of sound in spoken words. c. Syllables selected to teach to English language learners. d. Letter combinations that can be easily pronounced.

 2. Blending and segmenting words will help children—

a. Understand that sentences are made of words. b. Sound out words when reading. c. Identify distinct units of sound. d. Identify consonant clusters and the subsequent sounds.

 

 3. Alliteration involves—

a. Producing groups of words that have the same initial sound. b. Segmenting spoken words into syllables. c. Recognizing words with the same ending sounds. d. Locating rhyming words.

 4. In the word mice,

a. rice b. m c. ice d. mic

is a rime.

 5. Phonological awareness should be taught—

a. With focused drill activities and worksheets b. As part of special education classes. c. Explicitly and systematically. d. In whole groups.

 

 6. When a first-grade teacher says, “Listen to these sounds and tell me the word: /f/ /at/,”

she is using— a. Phonemic manipulation. b. Onset and rime blending. c. Syllable blending. d. Phonemic segmentation.

     

7. The letters p and h together making the sound /f/ is an example of— a. A consonant cluster. b. A blend. c. A digraph. d. An allophone.

 

 8. Which of the following are two predictors of early reading success?

a. Onset-rime manipulation and letter-sound knowledge. b. Letter recognition and invented spelling experiences. c. Success with rhyme and alliteration in kindergarten. d. Phonemic awareness and letter recognition.

 

 9. How many phonemes are in the word threat?

a. 1 b. 2 c. 3 d. 4

 

10. When working with young children on phoneme awareness, best practice indicates that a teacher should—

a. Spend 30-60 minutes per day on phonemic awareness. b. Expect children to segment multisyllabic words into individual phonemes. c. Associate sounds with letters as soon as children can segment

three or four phonemes. d. Associate sounds with letters when PA instruction first begins.

 

 

CEEDAR  CEM:  Reading  K–5  Part  3.2.  References  and  Resources  

   Adams,  M.  J.  (1990).  Beginning  to  read:  Thinking  and  learning  about  print.  Cambridge,  MA:  

MIT  Press.  Adams,  M.  J.,  Foorman,  B.,  Lundberg,  I.,  &  Beeler,  T.  (1998).  Phonemic  awareness  in  young  

children.  Baltimore,  MD:  Brookes.  Al  Otaiba,  S.,  Kosanovich,  M.,  &  Torgesen,  J.  (2012).  Assessment  and  instructioninphonemic  

awareness  and  word  recognition  skills.  In  A.  G.  Kamhi  &  H.  W.  Catts.  Language  and  reading  disabilities,  3rd  edition.  Needham  Heights,  MA:  Allyn  &  Bacon.  

Berninger,  V.,  Vaughan,  K.,  Abbott,  R.,  Brooks,  A.,  Abbott,  S.,  Reed,  E.,  Rogan,  L.,  and  Graham,  S.  (1998).  Early  intervention  for  spelling  problems:  Teaching  spelling  units  of  varying  size  within  a  multiple  connections  framework.  Journal  of  Educational  Psychology,  90,  587-­‐605.  

Blachman,  B.  A.  (2000).  Phonological  awareness.  In  M.  L.  Kamil,  P.  B.  Rosenthal,  P.  D.  Pearson,  &  R.  Barr  (Eds.),  Handbook  of  reading  research,  vol.  3  (pp.  484–502).  Mahwah,  NJ:  Lawrence  Erlbaum.  

Brady,  S.  A.  (2011).    Efficacy  of  phonics  teaching  for  reading  outcomes:  Indications  from  post-­‐   NRP  research.  In  Brady,  S.  A.,  Braze,  D.,  &  Fowler,  C.  A.  Explaining  individual  differenes     in  reading:  Theory  and  evidence.  New  York:  Psychology  Press.  Connor,  C.  M.,  Alberto,  P.  A.,  Compton,  D.  L.,  O’Connor,  R.  E.  (2014).  Improving  reading  

outcomes  for  students  with  or  at  risk  for  reading  disabilities:  A  synthesis  of  the  contributions  from  the  Institute  of  Education  Sciences  Research  Centers  (NCERS  2014-­‐3000).  Washington,  DC:  National  Center  for  Special  Education  Research,  Institute  of  Education  Sciences,  U.S.  Department  of  Education.  This  report  is  available  on  the  IES  website  at  http://ies.ed.gov/  

Blachman,  B.  A.  ,  Ball,  E.  W.,  Black,  R.,  &  Tangel,  D.  M.  (2000).  Road  to  the  code:  A  phonological  awareness  program  for  young  children.  Baltimore,  MD:  Brookes.  

Ehri,  L.  (1997).    Phonemic  awareness  and  learning  to  read.  Literacy  Development  in  Young  Children,  4,  2–3.  

Ehri,  L.  C.  (1998).  Grapheme-­‐phoneme  knowledge  is  essential  for  learning  to  read  words  in     English.  In  J.L.  Metsala  &  L.C.  Ehri  (Eds.),  Word  recognition  in  beginning  literacy,  pp.  3-­‐   40.  Mahwah,  NJ:  Erlbaum.  Ehri,  L.  C.,  Nunes,  S.  R.,  Willows,  D.  M.,  Schuster,  B.  V.,  Yaghoub-­‐Zadeh,  Z.  &  Shanahan,  T.  

(2001).  Phonemic  awareness  instruction  helps  children  learn  to  read:  Evidence  from  the  National  Reading  Panel’s  meta-­‐analysis.  Reading  Research  Quarterly  36(3),  250–287.  

Ehri,  L.  C.,  &  Roberts,  T.  (2006).  The  roots  of  learning  to  read  and  write:  Acquisition  of  letters  and  phonemic  awareness.  In  D.  K.  Dickinson  &  S.  B.  Neuman  (Eds.),  Handbook  of  early  literacy  research  (Vol.  2,  pp.  113–131).  New  York,  NY:  Guilford  Press.  

Ehri,  L.  C.  (2014).  Orthographic  mapping  in  the  acquisition  of  sight  word  reading,  spelling  memory,  and  vocabulary  learning.  Scientific  Studies  of  Reading,  18:1,  5-­‐21.    

Foorman,  B.  R.,  &  J.  K.  Torgesen.  (2001).  Critical  elements  of  classroom  and  small-­‐group  instruction  promote  reading  success  in  all  children.  Learning  Disabilities  Research  &  Practice  16,  203–212.  

 

 

Lane,  H.  B.,  &  Pullen,  P.  C.  (2004).  Phonological  awareness  assessment  and  instruction:  A  sound  beginning.  Boston,  MA:  Allyn  &  Bacon.  

   Moats,  L.C.  (2004).  Language  essentials  for  teachers  of  reading  and  spelling  (LETRS),  Module     2,  The  Speech  Sounds  of  English,  and  Module  3,  Spellography  for  Teachers.  Longmont,   Colo.:  Sopris  West  Educational  Services.  Moats,  L.  (1997).  Teaching  reading  is  rocket  science:  What  expert  teachers  of  reading  

should  know  and  be  able  to  do.  Washington,  DC:  American  Federation  of  Teachers.  Retrieved  September  16,  2009,  from  www.aft.org/pubs-­‐reports/downloads/  teachers/rocketsci.pdf  

   Moats,  L.  C.  (2003).  The  speech  to  print  workbook:  Language  essentials  for  teachers.  Baltimore,  MD:  Brookes.  

   O’Connor,  R.  E.,  &  Jenkins,  J.  R.  (1999).  Prediction  of  reading  disabilities  in  kindergarten  and  first  grade.  Scientific  Studies  of  Reading,  3,  159–197.  

 Pressley,  M.  (1998).  Reading  instruction  that  works.  New  York,  NY:  Guilford  Press.    Rayner,   K.,   Foorman,   B.   R.,   Perfetti,   C.   A.,   Pesetsky,   D.,   &   Seidenberg,   M.   S.   (2001).   How  

psychological   science   informs   the   teaching   of   reading.  Psychological  Science   in   the  Public  Interest,  2(2),  31–74.  

Seidenberg,  M.  S.,  &  McClellan,  J.  L.  (1989).  A  distributed,  developmental  model  of  word  recognition  and  naming.  Psychological  Review,  96,  523–568.  

Snow,  Burns  &  Griffin,  1998  Torgesen,  J.  K.,  &  Mathes,  P.  (2000).  A  basic  guide  to  understanding,  assessing,  and  teaching     phonological  awareness.  Austin,  TX:  Pro-­‐Ed.  Uhry,  J.  K.  (2011).    Teaching  phonemic  awareness.    In  J.  R.  Birsh  (Ed.),  Multisensory  teaching  

of  basic  language  skills  (pp.  113-­‐143).    Baltimore,  MD:  Brookes.Vaughn,  S.  &  Linan-­‐Thompson,  S.  (2004).  Research-­‐Based  methods  of  reading  instruction  grades  K–3.    Alexandria,  VA:  Association  for  Supervision  and  Curriculum  Development.  

 

 

Module 7 | Handout 1 | 2 of    

Additional  Resources  

 

KTRA  :  Phonological  Awareness  Activity  Cards  ©2002  University  of  Texas  System/Texas  Education  Agency  

 3-­‐Tier  Reading  Model  Reading  Intervention  Tier  II  video.  (2009,  September).  Retrieved  from  http://buildingRTI.utexas.org  

Phonological  awarenss  continuum.  (2009).  Module  4:  Phonological  awareness.  In  Foundations  of  reading  instruction  presentations  and  print  files.  Austin,  TX:  Vaughn  Gross  Center.  Austin,  Texas:  Texas  Reading  First  Higher  Education  Collaborative.  

DIBELS:  www.dibels.org    TPRI:  www.tpri.org    RTI:  www.buildingrti.utexas.org    What  Works  Clearing  House:  www.whatworks.ed.gov      Pacific  Resources  for  Education  &  Learning:  www.prel.org    

*Focus  on  Fluency  &  Focus  on  Fluency  Assessment    *Focus  on  Vocabulary      

Florida  Center  for  Reading  Research:  www.fcrr.org    No  Child  Left  Behind:  //nclb2.esc.org      The  IRIS  Center  http://iris.peabody.vanderbilt.edu/      Center  on  Instruction  www.centeroninstruction.org    Reading  Rockets:  www.readingrockets.org