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Effective Phonemic Instruction - Module 8 Response by Mind Map: Effective Phonemic Instruction - Module 8 Response
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Effective Phonemic Instruction - Module 8 Response

Vocabulary Builder Role This role identifies new professional vocabulary to express professional knowledge Builds concept maps (or a word storm) to connect ideas and new information

by Kerri S. Zitar

Sounds Like...

phoneme isolation -focus children's attention on individual phonemes (the smallest units of sound) that make up words

Sound matching - children decide which of several words begins with a specific sound, eg - Teacher shows pictures of familiar objects (book, car, dog) and asks which begins with the /b/ sound

Sound isolation - children are given words and asked to identify what sound they hear at the beginning, middle or end, eg - teacher asks, "What is the sound you hear that starts these words: car, cat, cake?"

phoneme blending - children combine individual sounds to form words

"What am I Thinking of" game, eg - Teacher tells class he is thinking of an animal. He then says the name of the animal in separate phonemes, /d/ /o/ /g/. Children are then asked to blend the sounds together to come up with the name of the animal

phoneme segmenting - the opposite of phoneme blending. Children deconstruct words into individual sounds

Teacher can provide students with counters and Elkonin boxes. Children are asked to place counters in the boxes to represent each sound in the word, Elkonin boxes - a diagram of three blank squares representing the beginning, middle and ending sounds in a word, These concrete props make this abstract activity easier for children., eg - For the word bat, a marker would be placed in the left hand square for the /b/, another in the center square for /a/, and a third in the right-hand square for a /t/.

phoneme manipulation - most advanced form of phonemic awareness

phoneme addition - say a word and then say it again with a phoneme added at the beginning or end, an > fan or an > ant

Phonemic awareness is the awareness that spoken words are composed of individual sounds/phonemes

Looks Like..

Whole group direct instruction

Circle time activities

Shared reading

Shared writing

Small group direct instruction

Reading groups

Groups based on interest - eg: theme groups (transportation, ladybugs, dinosaurs, etc)

Individual direct instruction

Literacy based play

Story book props for dramatic play

theme props for dramatic play, Pizza Parlor, Grocery Store, Movie Theater, Post Office

Whole group games



Riddles and Rhymes

Feels Like...

Children feel safe in order to explore new situations

Child directed activities

Teacher directed activities


Excitement about learning


Pride - children feel a sense of pride and ownership over their knowledge

Lots of discussion

Lots of movement