English Language Arts and Reading.1.2.A.v

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The student is expected to

demonstrate phonological awareness by:

 

blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;

beginning reading writing teks talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

Have students blend phonemes with initial and final blends.

Blending Phonemes with Initial Blends

  1. If I say the sounds /b/-/l/-/a/-/s/-/t/ and then put them together, the word is ______. (blast)
  2. If I say the sounds /c/-/r/-/o/-/p/ and then put them together, the word is ______. (crop)
  3. If I say the sounds /s/-/k/-/A/-/t/ and then put them together, the word is ______. (skate)
  4. If I say the sounds /g/-/r/-/o/-/w/ and then put them together, the word is ______. (grow)
  5. If I say the sounds /f/-/l/-/a/-/g/ and then put them together, the word is ______. (flag)

Blending Phonemes with Final Blends

  1. If I say the sounds /b/-/e/-/s/-/t/ and then put them together, the word is ______. (best)
  2. If I say the sounds /w/-/e/-/n/-/t/ and then put them together, the word is _______. (went)
  3. If I say the sounds /h/-/o/-/l/-/d/ and then put them together, the word is _______. (hold)
  4. If I say the sounds /f/-/a/-/s/-/t/ and then put them together, the word is _______. (fast)
  5. If I say the sounds /s/-/t/-/a/-/n/-/d/ and then put them together, the word is _______. (stand)

 

Consonant blends are two or three consonant phonemes before or after a vowel in a syllable (e.g., initial blends bl, gr, sp, str, tw and final blends nd, sp, mp, rk).
A phoneme is the smallest meaningful unit of sound in speech (e.g., the /s//ă//d/ of sad).
Phonological awareness is the ability to detect and manipulate the sounds structures of spoken language, including recognizing differently sized sound parts (i.e., phrases, words, syllables, phonemes) and manipulating those parts (i.e., blend, segment, delete, add, and change).

Research

Baker, S. K., Beattie, T., Nelson, N. J., & Turtura, J. (2018). How We Learn to Read: The Critical Role of Phonological Awareness. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://improvingliteracy.org/brief/how-we-learn-read-critical-role-phonological-awareness

Summary: Phonological awareness involves being able to recognize and manipulate the sounds within words. This skill is a foundation for understanding the alphabetic principle and reading success. There are several ways to effectively teach phonological awareness to prepare early readers, including: 1) teaching students to recognize and manipulate the sounds of speech, 2) teaching students letter-sound relations, and 3) teaching students to manipulate letter-sounds in print using word-building activities.