I. Exhibit phonemic awareness by identifying and categorizing phonemes, by orally blending phonemes into one-syllable words, by sequencing one-syllable words into phonemes, and by rhyming. (AL COS 1) B. Exhibit phonemic awareness hear similar initial, final and medial phonemes hear and say individual phonemes (sounds) in words segment one-syllable words into phonemes (sounds) blend phonemes (sounds) into one-syllable words

Lesson Plans: 1. Hear similar initial, final and medial phonemes Candy Walk The children will be able to identify  and give the corresponding sound for a given letter. The children will be able to tell what letter a word begins and/or ends with. When presented with a picture, they will be able to give a rhyming word for that picture.The children, when shown a picture, will be able to sound out and spell the word for that picture. Alphatech: Alphabet Slide Show Using a digital camera and a computer, students will assist the teacher in creating an alphabet slide show for the association of beginning sounds and letters. Also supports Tech COS 2 Phoneme Isolation: Building Phonemic Awareness In this lesson, students engage in games and chants to identify beginning and ending phonemes. Students will match objects with the same beginning or ending sound, identify whether a given sound occurs at the beginning or ending of a word, and connect phonemes with graphemes. 2. Hear and say individual phonemes (sounds) in words Candy Walk The children will be able to identify  and give the corresponding sound for a given letter. The children will be able to tell what letter a word begins and/or ends with. When presented with a picture, they will be able to give a rhyming word for that picture.The children, when shown a picture, will be able to sound out and spell the word for that picture.  3. Segment one-syllable words into phonemes (sounds) Phoneme Segmentation Children count the number of sounds in words. Taking a Sound Hike By focusing on sound words, this activity helps children develop reading and spelling strategies. As children focus on sound words, they begin with their ability to listen to and mimic the sounds. From this beginning step, they move on to use spelling strategies to create the letters and letter combinations that represent those sounds. 4. Blend phonemes (sounds) into one-syllable words The Magic Hat This activity offers the children an opportunity to practice sound substitution and sound blending both orally and with concrete material.

Resources: Phonemic Awareness Assessment Tools: It is best to assess children individually and frequently throughout the year. Explicit systematic instruction can then take place in small groups according to student need. Words and Pictures: Develop auditory discrimination - similarities and differences of sound Letter Lane: A great website with many resources for letters of the alphabet Gamequarium Junior:  An Internet site with many educational games for students of all ages. Kidport Kindergarten:  An Internet resource with language arts activities. Phonemic Awareness Activities: Here are some activities that will help you extend phonemic awareness concepts and skills. Are You a PBS Teacher?: You are if you use digital media to teach! Sign up and join thousands of classroom teachers, home educators, media specialists and professional development providers who use PBS and public media resources to engage students. When you register, you will receive: Access to select PBS resources A personalized page with resources aligned to your subject & grade A customized local station program schedule A 10% discount coupon for PBS Shop for Teachers Suggestions for English Language Learners (ELLs): (E/B=Entering/Beginning, D=Developing, E=Expanding) E/B: Identify and restate format elements of book (i.e. front cover, title, back cover). E/B: Identify and restate symbols and signs within classroom and community environment; D: Identify and restate symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment. E/B: Identify and express beginning sounds of words. E/B: Recognize some simple sight words; D: Recognize and produce some simple sight words; E: Recognize and produce various sight words. E/B: Listen and repeat rhyming patterns in language; D: Listen and produce rhyming patterns in language. E/B: Distinguish between capital and lowercase letters. E/B: Follow sequence of words from left to right. E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a spoken word. E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category. D: Blend two to four phonemes into recognizable words. D: Recognize and identify capital and lowercase letters. D: Distinguish between individual sounds and syllables; E: Blend vowel-consonant sounds orally to make words or syllables. D: Begin to correct self when reading simple words or sentences aloud; E: Correct self when reading simple words and sentences aloud. E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings. Teacher Domain Vowels video Starfall Segment spoken words into component sounds manipulating letters to represent each sound. abcgulp Listen as letter is spoken and grab the letter. scholastic Sound match (Clifford) - Phonics fun for early readers

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