Alphabetic Knowledge and Phonemic Awareness

A hands on approach

By Patricia Dickens

ObjectivesParticipants will be able to explain why it is

important for young children to learn the alphabet letter names and sounds.

Participants will be able to plan a lesson using a hands on activity to teach alphabet letters and sounds.

Participants will be able to create an activity to use in teaching students how to manipulate sounds in words.

Alphabet letters and soundsIt is important to teach letter names,

sounds and formation at the same time. Research shows this is the most effective way to teach phonemic awareness. In order to properly teach phonics, correct modeling of the sounds of the alphabet is essential. View the following video and we will have a short reflection afterwards.

Phonemic Awareness ResearchIn order to understand the importance of

alphabet letter knowledge and phonemic awareness, we will read excerpts from some research articles and have a jigsaw activity. Each group will have an article to read and discuss in your group. Create a poster that highlights the main ideas from the article. Finally each group will explain what they thought was the most important facts from their article.

Knowing the Alphabet

Letter-shape knowledgeLetter-name knowledgeLetter-sound knowledgeLetter-writing ability

Alphabet Letter Sounds

http://bcove.me/adr4hnr5

Letter sounds must be taught correctly for phonics instruction to be effective. It is very important to be careful to pronounce consonant sounds properly. We will view a short video about how to pronounce these sounds.

Minute ReflectionAfter viewing the video, reflect on

your knowledge of letter sounds.Do you see any changes you should

make when you model the letter sounds.

Discuss your response with a neighbor.

Activities for teaching alphabet letter names

The use of alphabet books in the classroom-teacher talk to support learning.

Brain storm ideas for talking about text in an alphabet book.

Dramatic play to teach alphabet letter names.Producing alphabet books.Other hands on activities-letter rubbings,

writing the letters in shaving cream, magnetic letters and boards.

Alphabet Letter Formation

An idea for a hands on way to have children practice letter formation is from Lakeshore. The large letters become “roads” and the children “drive” the little cars over the road. To add an auditory aspect the child can say the letter name and sound as she drives the car over the “road”.

Hands on Activities for Teaching Phonemic Awareness

Picture puzzles

Elkonin boxes

Dramatizing Nursery Rhymes

Odd Man Out

M Not M

Make and Take Session

The remainder of this session will be available for you to prepare one of the activities I have modeled for you.

References Jill Howard Allor, K. A. (2006). The Stop and Go Phonemic Awareness Game: Providing

Modeling, Practice, and Feedback. Preventing School Failure , 23-30. Jones, B. A. (2007). Sharing alphabet books in early childhood classrooms. The Reading Teacher

, 452-463. Klein, A. G. (2004). A Speech-Language Approach to Early Reading Success. Teaching

Exceptional Children , 8-14. Manyak, P. C. (2008). Phonemes in Use: Multiple Activities for a Critical Process. The Reading

Teacher , 659-662. Moats, L. C. (2005). Language Essentials for Teachers of Reading and Spelling Module 1 The

Challenge of Learning to Read. Longmont, CO: SOPRIS WEST EDUCATIONAL SERVICES. Moats, L. H. (2010). LETRS for Early Childhood Educators. Longmont, CO.: Cambium

LEARNING Sopris West. Padak, T. V. (2009). From Phonics to Fluency Effective Teaching of Decoding and Reading

Fluency in the Elementary School. Boston: Pearson. Roush, B. E. (2005). Drama rhymes: An instructional strategy. The Reading Teacher , 584-587. Ukrainetz, L. M. (2009). Using Scaffolding to Teach Phonemic Awareness in Preschool and

Kindergarten. The Reading Teacher , 599-603. V.Dickson, D. J. (1999). Phonological Awareness: Instruction and Assessment Guidelines.

ldonline . Yopp, H. K. (2000). Supporting phonemic awareness development in the classroom. The

Reading Teacher , 130-143.