Print Concepts &
Phonological Awareness
Grades K-2
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Pages 15 & 16 of the Common Core State Standards Binder
• They are not an end in and of themselves.
• They are necessary and important components of an effective, comprehensive reading program.
• They are necessary to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.
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Page 15 & 16 of the Common Core State Standards Binder
• Good readers will need much less practice with these concepts than struggling readers will.
• Teach students what they need to learn and not what they already know.
• Each skill need not to be a separate focus of instruction. Often several skills can be addressed by a single rich task.
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Pages 15 & 16 Common Core State Standards Binder
1. Move to demonstrating understanding of the organization and basic features of print:
• Follow words from left to right, top to bottom, and
• Recognize that spoken words are represented in
• written language by specific sequences of letters.
Understand that words are separated by spaces in print.
• Recognize and name all upper- and lowercase letters of the alphabet.
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Pages 15 & 16 Common Core State Standards Binder
1. Move to demonstrating an understanding of the organization and basic features of print.
• Recognize the distinguishing features of a ending punctuation).
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1. (Addressed in K-1)
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• Concept of Word
• Sound/symbol relationship
• Sequence of sounds
• Spelling patterns

• Shared Reading
• Modeled Reading
• Environmental print
Reading
• Teacher made books
• Pocket charts
• Familiar easy books
• Language Experience Approach (LEA)
Turn to page 15 in the CCSS and discuss how these instructional approaches can address the Print
Concepts standards.

For beginning readers, shared reading is a proficient reader reading with someone who is learning to read .

For more proficient readers, shared reading lets the teacher focus on comprehension, vocabulary, content concepts, and advanced literacy skills.

Print Concepts Phonological Awareness
• Directionality • Hearing sounds in words
• 1 to 1 Matching • Rhyming
•
• Spacing
• • Syllabication
Core State Standard(s) that match
Concept of first and last parts of words,
•
• Onset and rime
Segmentation and blending
• Punctuation, reading the punctuation
• Sounds in sequence
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Writing
• Shared writing
• Interactive writing
• Structured writing
Turn to page 15 in the CCSS and discuss how these instructional approaches can address the
Print Concepts standards.

• Teacher has the pen.
• Children watch the teacher write and help with the content.
• Teacher thinks aloud while writing, inviting oral interaction from the children on concepts about print.
• Shared writing lessons come from the children’s writing.

• every day
• content kids relate to
• personal or classroom experiences
• short and sweet
• illustrated by kids

• Point to the first word
• Underline sight words
• Count the spaces
• Count the words
•
Core State Standard (s) that match
How many letters in the last word
• Find a word that starts the same as… standard
• What comes at the end of a sentence?

• Teacher and children “share the pen”.
• Teacher negotiates content with children.
• Focuses attention on concepts and conventions of print, sounds in words, and how these sounds connect to letters.

• Negotiate a sentence.
– Have students think of stories/information that they would like to share
– Choose several students to share out loud
– Choose one or more that will lend to your skill/strategy of the week
• Sight word
• Capitalization
• End punctuation

• Count the words on fingers.
– You say the sentence/word out loud
– Students repeat
– Count the words on fingers (concept of word)
• Recall the word to be written and stretch the word.
– Focus on one word at a time
– Use a technique to stretch the word

• Share the pen .
– Choose a student to help write the word
– Be conscience of abilities and expectations
• Matthew will write first letter, you will write the rest
• Esmeralda will write entire word
– Student writes word or part of under your direct instruction
– Mistakes are fixed with a “band-aid”
immediately (with kindness)
• Correct modeling of upper and lower case letter use
• Correct spelling of each word
• Proper spacing and return sweep

• Recheck the message by pointing and reading.
– Start at the beginning each time you finish a word
– Excellent way to introduce editing
– Focus on concept of word
• Spacing between words
• Return sweep
• Left to right directionality

• Recall entire sentence to be written, then go back to step 3.
– Ask a child to be the secretary
– Their job is to remember the original sentence and tell the class after each rereading.

• Proudly display their writing.
• Interactive writing can be used for:
– bulletin boards
– big books
– charts
– lists

• How did the instructor differentiate instruction?
• Look in your Common Core State Standards binder and make a list of standards that were covered in the lesson and write Interactive Writing next to them.
• How can you find time to add this valuable lesson to your already full agenda?

• Providing a language structure with blanks to be filled in
• Lists, sentence frames, poetic structures
• Print concepts

• Thematic picture cards
• Matching word cards
• Optional: an introduction

• I like ____________ apples.
• A __________ is blue
• A ___________can fly.
• May there always be __________.

I like __________
Yes I do!
How about you?

• Find and highlight the Common
Core State Standard that goes with this activity
• Write Something from Nothing next to the standard

page 15 & 16 Common Core State Standards Binder
2. Move to demonstrating an understanding of spoken words, syllables, and sounds
(phonemes).
•
•
•
G NV Standard
Demonstrating phonological awareness of spoken words through rhyming, concepts of word, syllable
• awareness, and onset/rime awareness; demonstrating phonemic awareness of spoken include CVC’s ending with /l/, /r/, or /x/.)
• words through matching, isolating, blending,
Add or substitute individual sounds (phonemes) in simple, onesegmenting, deleting, and substituting; matching and isolating initial sounds in spoken words
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page 15 & 16 Common Core State Standards Binder
2. Move to demonstrating an understanding of spoken words, syllables, and sounds (phonemes).
•
•
Distinguish long from short vowel sounds in spoken single-syllable words.
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• isolating, blending, segmenting,
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
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2. (Addressed in K-1)
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Turn to pages 17-22 in Appendix A of the CCSS
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What the Research Says
Phonemic Awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.
California Department of Education, 1996, p.5

is p.a.
Matthew Effects (Stanovich, 1986) likes to read good comprehension good decoding reads more not p.a.
poor decoding poor comprehension doesn’t like to read reads less

Phonological Awareness
“A broad term that includes phonemic awareness. In addition to phonemes, phonological awareness activities involve work with rhymes, words, syllables, and onsets and rimes.”
It is an auditory skill that need not involve print.
Put Reading First
Nation al Institute for Literacy
September 2001

…the same as Phonemic Awareness?
NO!!!
Phonemic Awareness is just one type of phonological awareness, defined as the ability to notice, think about, or manipulate the individual sounds in words
(phonemes).

Phoneme
Onset-Rime
Syllable
More
Complex
Activities
Word
Sound
Awareness
Less
Complex
Activities

Phonological Awareness
Sound Awareness Level
Word Level
Syllable Level
Onset-Rime Level
Phoneme Level
Grapheme Level

Phonological Awareness
Sound Awareness Level
Challenges children to listen attentively
Stories, songs, fingerplays, and poems

Phonological Awareness
Word Level
 Rhyme
 Words and Sentences
 Compound Words

I’m Thinking of a Word That Rhymes
By Diane Neese
(sing to the tune of “I’m Bringing Home a Baby Bumblebee”)
I’m thinking of a word that rhymes with
It starts with /f/ /r/
The word is _________
I’m thinking of a word that rhymes with
It starts with /b/
The word is _________

On The Day I Went To Sea

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• Find and highlight the Common
Core State Standard that match the previous four activities
• Write the activity names next to the standard

Phonological Awareness
Syllable Level
Allows for breaking words into smaller bits.
Children learn to analyze words into smaller rhythmic parts.

Super Duper 1, 2, 3
Can you tap (clap) your name for me?

• Find and highlight the Common
Core State Standard that match the previous two activities
• Write the activity names next to the standard

Phonological Awareness
Onset-Rime Level
The onset is the part of the word before the vowel.
The rime is the part of the word including the vowel and what follows it.

Blending Onset-Rime Chant
This word begins with /c/
And ends with /at/
Put the sounds together
• Find and highlight the Common
Core State Standard that goes with the activity.
Repeat the following: /b/ /ed/
• Write the activity name next to the
/m/ /itten/
/p/ /ail/
/c/ /ake/

Phonological Awareness
Phoneme Level the smallest unit of sound in a word that makes a difference in its meaning
/m /
1 st phoneme
/a/
2 nd phoneme
/n/
3 rd phoneme

Phonological Awareness
Grapheme Level
The smallest part of written language that represents a phoneme in the spelling of a word.
It may be one letter: b,d,f,p or
It may be several letters: ch,sh,igh

The Alphabet is All You Need
The alphabet is all you need
To sing this song and learn to read
•
What’s the name now?
Find and highlight the Common
Core State Standard that goes with the activity
• Write the activity name next to the standard Take it down now!
T, t, t, t, t, t, t,
Raise the roof now!
/t/ /t/ /t/ /t/ /t/ /t/ /t/

Phonological awareness is a crucial step towards understanding the alphabetic principle.
The understanding that the sequence of letters in written words represents the sequence of sounds in spoken words.

Phonological Awareness:
Large to Small
Sentence: The sun is bright.
Word: sun
Syllables: sun, sun-shine, sun-ny
Onset-rime: s-un, s-unshine
Phoneme: s-u-n

What the Research Says
Deficits in phonological processing can be identified in late kindergarten and first grade, and the presence of these deficits are a strong indicator that difficulties in learning to read will follow.
Lyon & Alexander, 1996. 1997, p.14

Phonemic Awareness
The ability to hear, identify, and manipulate the individual sounds – phonemes - in spoken words.
Put Reading First
National Institute for Literacy
September 2001

…the same as Phonics?
NO!!!
 Phonemic awareness focuses on the sound units
(phonemes) used to form spoken words.
 Phonics instruction associates sounds to written symbols (i.e. the alphabet).

Phonological Awareness
Phoneme Level the smallest unit of sound in a word that makes a difference in its meaning
/m /
1 st phoneme
/a/
2 nd phoneme
/n/
3 rd phoneme

How many phonemes are in the following words?
shout 3 boil thank 4 ox

Phonemic Awareness
Recognition and Isolation
Segmentation and Counting
Blending
Manipulation

Phonemic Awareness
Recognition and Isolation
Children recognize individual sounds in words.
What is the first sound in van ?

Jump in, jump out
Turn yourself about
Jump in, jump out
Jump in ________(Judy)
Child jumps in to the middle of the circle and sings:
My name is Judy
Class responds
Yeah!
Child:
My sound is /j/, /j/, /j/
Class echos:
/j/, /j/, /j/

My Bonnie Lies Over the Ocean
My Bonnie lies over the ocean
My Bonnie lies over the sea
My Bonnie lies over the ocean
Oh, bring back my Bonnie to me
Bring back, bring back
Oh bring back my Bonnie to me, to me
Bring back, bring back
Oh bring back my Bonnie to me

• Find and highlight the Common
Core State Standard that matches the previous four activities
• Write the activity names next to the standard
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Phonemic Awareness
Segmentation and Counting
Children break a word into separate sounds, saying each sound as they tap out or count it.
How many sounds are in grab ?

• Find and highlight the Common
Core State Standard that goes with the activity
• Write the activity name next to the standard

Phonemic Awareness
Blending
Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word.
What word is /b/ /i/ /g/ ?

• Find and highlight the Common
Core State Standard that goes with the activity
• Write the activity name next to the standard

Manipulation
Children take words apart and put them back together again, often to form entirely new words.

• Find and highlight the Common
Core State Standard that goes with two previous activities
• Write the activity names next to the standard

Phonemic Awareness Activities
• Phoneme isolation
• Phoneme segmentation
• Phoneme blending
• Phoneme substitution
Don’t forget to tell your group which Common Core
State Standard matches your activity card

What the Research Says
Phonemic Awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.
California Department of Education, 1996, p.5

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