A Simple Method Of Teaching Phonological Awareness To First Graders

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They say brother.
I say, how many syllables do you hear?
They say 2
I say, what is the first part?
They say bro
I say, what is the last part?
They say ther
I say, say brother without the ther.
They say bro.
I say, say brother without the br.
They say other.
I say, say brother without the er.
They say broth.
I say, let’s count the sounds we hear in the the word brother.
They say, b,r,o,th,er 5 sounds.

3. Isolating

I ask, What are the 3 things the pigs used to build their houses?
I write on the chart paper as they say, stick, straw, brick.
I ask, What is the beginning sound of stick?
They say sssssss.
I do the same with straw and brick.
This one happens to lend itself to ask, Which two words begin the same way?
I ask, What is the ending sound of stick?
They say k
I do the same with straw and brick.
This one happens to lend itself to ask, Which two words end the same way?
I ask, What is the vowel sound in stick?
They say i
I do the same with straw and brick.
This one happens to lend itself to ask, Which two words have the same vowel sound?

4. Blending

I will stretch out several words. mmmmmaaaaaaannnnnnnn. They will say it fast, man. biiiiiiilllllllld (build) p…oooooot… (pot) I don’t bounce the letters, but I will draw out the sustained sounds.

5. Play

I will write a word on the chart. Pig.
I will say, If I change the p to a d , what word will I have?
They will say dig.
If I change the g to a p, what word will I have?
They say dip.
I will do this until I can’t think of anymore ways to change it. I will also include several 2 letter phonemes such as, If I change the d to a ch, What word will I have?
They say, chip.

screen shot of a phonics fill-in the blank exercise from the CSET study guide

By Elaine Kim

http://www.ACEtheCSET.com

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