Procedures and Materials to Stimulate Growth of Phonemic Awareness

Place some familiar objects or pictures that rhyme near the small group of children (e.g., "cat," "hat," "mat").

Model: "I spy with my little eye, something that rhymes with cat. It's a hat."

Guided practice: "Your turn. See if you can guess what I see. I spy with my little eye something else that rhymes with cat."

Extra support: "If child struggles, provide a forced choice: "Is it a pen or a mat?"

Enrichment/extension: "Can you think of something else that rhymes with cat?"

Read a book that has lots of rhyming words and have children identify the rhymes.

Place some common objects or pictures that begin with two easily distinguishable letters near the small group of children (e.g., "mat," "man," "monster," "sun," "sock," "soap").

Model: "I can match these pictures with their starting sound. This letter says /m/ like Mom. So I am going to put all the pictures that start with the /mmm/ sound with the letter."

Guided practice: "Your turn to match the pictures with their starting sound. Say /mmm/ with me. Can you find something that starts with /mmm/?"

Extra support: Give a forced choice, emphasizing the first sound: "Is it 'mmmman' or 'sun'?" This may be easier using continuous sounds like /mmm/ rather than stop sounds.

Enrichment/extension: "Can you think of something else that starts with /mmm/?"

Read a book that emphasizes alliteration such as Fox in Socks by Dr. Seuss (1965).

 Place some objects or pictures that begin with two easily distinguishable sounds near the small group of children (e.g., "mouse," "man," "sun").

Model: "I am going to say these words in a funny slow way. See if you can guess my picture. 'mmmoussss.' "

Guided practice: "Your turn to match the pictures with their starting sound. Say /mmm/ with me. Can you find something that starts with /mmm/?"

Extra support: "Is it sun or mouse?"

Enrichment/extension: "Can you think of something else that starts with /mmm/?"

Place some objects or pictures that have 2 or 3 phonemes and that begin with two easily distinguishable letters near the small group of children (e.g., "tie," "shoe," "coat").

Model: "Today we are going to build some words with these blocks. First, I'll make 'tie.'" Move a marker as you say both sounds in /t/ /ie/. "There are two sounds in 'tie.' "

Guided practice: "Your turn to build 'tie' with the blocks. Now let's try to build 'shoe.' "

Extra support: "Let's build it together." Enrichment/extension: "Can you build 'sock' all by yourself? What word has more sounds, shoe or sock?"

Include some decodable words.

 A good transition activity.

Model: "Today I am going to call you to line up in a silly way. I am going to pretend everyone's name starts with a /sss/ like Samantha's. Samantha, you come up and be the leader, because we are using your letter today!"

Guided practice: Looking directly at her, ask Alexis, "Salexis, will you line up?"

Extra support: And take his hand and say, "Sonathon, will you line up?"

Enrichment/extension: "If your silly-sound-name is Sarlos, line up. Sarlos, since your funny name starts and ends with /sss/, you can be at the end of the line."