Phonological Awareness
Table of Contents
Phonemic Awareness
9
Integrating Phonological Awareness
11
Hierarchy of Phonological Awareness Levels
12
Sample Lessons
13
Strategies That Support Phonological Awareness
21
Rhyming Book List
22
Alphabet Book List
23
Alliteration Book List
25
Audio Resources
26
Phonological Awareness Inventory
27
Phonemic Awareness
What follows is an excerpt from Put Reading First: The Research Building Blocks for
Teaching Children to Read - Kindergarten through Grade 3
Phonemic awareness is the ability to notice, think about, and work with the individual sounds in
spoken words. Before children learn to read print, they need to become aware of how the sounds in
words work. They must understand that words are made up of speech sounds, or phonemes.
Phonemes are the smallest parts of sound in a spoken word that make a difference in the word’s
meaning. For example, changing the first phoneme in the word hat from /h/ to /p/ changes the word
from hat to pat and so changes the meaning.
Children can show us that they have phonemic awareness in several ways, including:
 Recognizing which words in a set of words begin with the same sound (bell, bike and boy all
have /b/ at the beginning.)
 Isolating and saying the first or last sound in a word (The beginning sound of dog is /d/. The
ending sound of sit is /t/.)
 Combining or blending the separate sounds in a word to say the word (/m/ /a/ /p/ - map).
 Breaking or segmenting a word into its separate sounds (up - /u/ /p/).
Children who have phonemic awareness skills are likely to have an easier time learning to read and
spell than children who have few or none of these skills.
Phonemic awareness is not phonics. Phonemic awareness is the understanding that the sounds of
spoken language work together to make words. Phonics is the understanding that there is a
predictable relationship between phonemes and graphemes, the letters that represent those sounds in
written language. If children are to benefit from phonics instruction, they need phonemic
awareness.
The focus of phonemic awareness is narrow – identifying and manipulating the individual sounds in
words – and it can be taught and learned. Effective phonemic awareness instruction incorporates
lessons including:
 Phoneme isolation: Children recognize individual sounds in a word. (The first sound in van
is /v/.)
 Phoneme identity: Children recognize the same sounds in different words. (The first sound,
/f/ is the same in fix, fall, and fun.
 Phoneme categorization: Children recognize the word in a set of three or four words that
has the “odd” sound. (Rug does not belong with bus and bun. It does not begin with /b/.)
 Phoneme blending: Children listen to a sequence of separately spoken phonemes, and then
combine the phonemes to form a word. Then they write and read the word. (What word is
/b/ /i/ /g/? /b/ /i/ /g/ is big. Now let’s write the sounds in big. )
 Phoneme segmentation: Children break a word into its separate sounds, saying each sound
as they tap out or count it. Then they write and read the word.



Phoneme deletion: Children recognize the word that remains when a phoneme is removed
from another word. (What is smile without the /s/?)
Phoneme addition: Children make a new word by adding a phoneme to an existing word.
(What word do you have if you add /s/ to the beginning of park?)
Phoneme substitution: Children substitute one phoneme for another to make a new word.
(The word is bug. Change /g/ to /n/. What is the new word?)
Phonemic awareness instruction improves children’s ability to read words and therefore has a
positive effect on reading comprehension. For children to understand what they read, they must be
able to read words rapidly and accurately. Rapid and accurate word reading frees children to focus
their attention on the meaning of what they read.
Teaching phonemic awareness, particularly how to segment words in phonemes, helps children
learn to spell. This may be because children who have phonemic awareness understand that sounds
and letters are related in a predictable way. Thus, they are able to relate the sounds to letters as they
spell words.
Phonemic awareness can be developed through a number of activities, including asking children to:
 identify phonemes,
 categorize phonemes,
 blend phonemes to form words,
 segment words into phonemes,
 delete or add phonemes to form new words, and
 substitute phonemes to make new words.
Phonemic awareness instruction is most effective:
 when children are taught to use letters as they manipulate phonemes.
 when children are taught the skills focusing on one or two rather than several types of
phoneme manipulation;
 when children are taught the skills in pre-kindergarten, kindergarten and first grade;
 when children are taught the skills in small-groups;
 when children are taught the skills over the course of the year – taking no more than 20
hours for the year.
Phonemic awareness instruction is not a complete reading program; it cannot guarantee the reading
and writing success of all students. Adding well-thought-out phonemic awareness instruction to a
beginning reading program or to a remedial reading program is very likely to help students learn to
read and spell. Whether these benefits are lasting, however, will depend on the comprehensiveness
and effectiveness of the entire literacy curriculum.
Resources provided to the elementary schools include Phonemic Awareness in Young Children by
Adams, et. al. and Focus on Phonics by Cheyney.
Integrating Phonological Awareness
Components of the
Reading/Writing
Block
Modeled Reading
Shared Reading
Guided Reading
Independent Reading
Modeled Writing
Shared/Interactive and
Guided Writing
Independent Writing
Activity
Phonological Awareness
Target
Reading books that emphasize
language features such as rhyme
and alliteration.
Reading a big book and asking
students to clap every time they
hear a word.
The teacher models and teaches
the strategy of stretching out the
sounds in a word to figure out the
unknown word.
Providing time for students to
read their own books.
Students watch as words are
written on a chart, saying each
word slowly to stretch them.
Encouraging students to
participate in creating a message
by stating their ideas.
Providing time for students to
write.
Words are made up of sound
elements that sometimes sound
alike.
Words are separate units in the
speech stream. They can be used
to create stories and sentences.
Several word parts can be used to
create a word.
Stories are a written form of
language.
Several word parts can be used to
create a word.
Speech can be written. It is
written in chunks.
Sounds are used to create words
to communicate an idea to others.
Hierarchy
of
Phonological Awareness Levels
Phonemic awareness, like other stages in a student’s development, occurs in a sequence or along
a continuum; Emerald Dechant has identified the following phonemic awareness levels.
Supporting activities are included on subsequent pages.
Dechant Levels
Phonemic Awareness Levels
1.1
Awareness of Gross Differences:
Recognizing that words represent a sound
unit-word awareness.
1.2
Awareness of Rhyme: Hearing and
recognizing rhymes.
Segmentation of Words into Syllables:
Detecting that words are made up of different
parts-syllables.
1.3
2.1
2.2
2.3
3.1
3.2
3.3
Awareness of Initial Consonant Segments:
Generating a word that has a given sound at
the beginning, middle, or end.
Alliteration: Identifying words that have a
given sound.
Awareness/Segmentation of Onset and
Rime: Hearing and manipulating the onset
and rime of words.
Phonemic Segmentation: Isolating sounds
at the beginning of a word or in an entire
word. Sometimes the task requires hearing
and counting; other times it requires
producing the actual sound.
Blending of Phonemes and Syllables:
Putting sounds together to form a word.
Phonemic Manipulation: Substituting,
adding, or deleting sounds to create new
words.
Activity
Students are provided with some sort of
counter, such as peanuts and a small
container. After reading a story to students,
the teacher selects a sentence and says it
aloud. The sentence is then slowly repeated
and the students are asked to drop a peanut
into their bag every time they hear a word.
“Listen to this poem and tell me the rhyming
words you hear.”
After reading through a story, the teacher
selects some words that have single and
multiple syllables and invites students to clap
out the parts as individual words are read
aloud.
“Let’s name some words that begin with /b/.”
“Listen to this sentence and tell me how all
the words begin.”
Using one-syllable words from a story, show
students how to separate the initial consonant
sound from the rest of the word.
Hearing and Counting: “Tell me how
many sounds you hear in the word cat.” (3)
Producing Sounds: “Tell me the sounds
you hear in the word cat.” /c/ /a/ /t/
“I’m thinking of a word that names an
animal. It is a /d/ /og/. What’s the word?”
(dog)
Substituting: “What word do we have if we
change the /d/ in dog to /l/?”
Adding: “Add /k/ to row. What’s the name
of our bird?” (crow)
Deleting: “Take away the first sound in cat.
What’s your new word?” (at)
Awareness of Gross Differences
Awareness of gross differences is an awareness of words in spoken words, which is a component
of phonological awareness. It is the ability to break up sentences into words and to identify
words in a sentence.
Sample Lesson:
1. Choose sentences to be read orally from a text.
2. Read sentences on a selected page.
3. Reread and clap each time you say a word (model).
4. Invite students to choral read with you, clapping for each word.
5. Invite a student to come and select the next page to be read.
6. Repeat this process until at least 3 or 4 pages have been used.
Other Lessons:
1.
Phonemic Awareness in Young Children:
a. Chapter 3
b. Chapter 5
Awareness of Rhyme
Awareness of rhyme is the ability to hear words that rhyme. Rhyming is a first step toward
being able to blend and manipulate sounds in words.
Sample Lesson:
1.
Have the students listen for rhyming words as you read a page from a text. Remind the
students that rhyming words sound the same at the end.
2.
Ask which words do they think rhyme.
3.
Repeat for the next few pages, stressing the rhyming words.
4.
Write rhyming words on a chart (cat, hat). Ask students to brainstorm other words that
rhyme with words on the chart and add them to the list (sat, fat, mat).
5.
Choral read all of the words on the chart. Ask students what sound they hear at the end
of each word.
Other Lessons:
1.
2.
3.
4.
Fall Phonemic Awareness Songs & Rhymes
a. Page 36
b. Page 44
Winter Phonemic Awareness Songs & Rhymes
a. Page 16
b. Page 23
Spring Phonemic Awareness Songs & Rhymes
a. Page 72
b. Page 64
Phonemic Awareness in Young Children
a. Chapter 4
Segmentation of Words into Syllables
Segmentation of words into syllables is the ability to hear and break words into syllables, or
parts. An awareness of syllables is an intermediate step on the way to phonemic awareness.
Hearing onsets and rimes may follow hearing syllables and precede an awareness of
individual phonemes. For many students, hearing syllables in words may be easier than
hearing individual sounds.
Sample Lesson:
1. Choose one-syllable words from the story.
2. Ask students to feel their jaws move for each word.
3. Repeat with two-syllable words.
4. Mix one- and two-syllable words and ask students to count with their other hand,
using one finger for each syllable.
Follow-up:
1. Choose a list of 5 words from the text, mixing one- and two-syllable. Ask students
to pick up a poker chips for each syllable they hear.
2. Using pictures of nouns from the text, cut the picture apart into the number of
syllables it has to make a syllable puzzle. For example, a picture of a puppy would
be cut into 2 parts.
Other Lessons:
1.
2.
3.
4.
Fall Phonemic Awareness Songs & Rhymes
a. Page 32
b. Page 48
Winter Phonemic Awareness Songs & Rhymes
a. Page 24
b. Page 26
Spring Phonemic Awareness Songs & Rhymes
a. Page 85
b. Page 83
Phonemic Awareness in Young Children
a. Chapter 6
Awareness of Initial Consonant Sounds
Awareness of initial consonant sounds is the ability to hear the beginning consonant sound in
words. Begin by teaching words that can easily be extended or stretched out.
Sample Lesson:
1. Choose all words in a text that begin with a specific sound.
2. Read the words aloud, stressing the initial sound.
3. Say the words and have the students listen to the initial sound.
4. Discuss what their mouth does to make the sound.
5. Have the students repeat all of the words and feel what their mouth does at the beginning
of each word.
6. Have the students find and cut out pictures in magazines of things that begin with that
specific sound. Make a collage or book using the pictures the students found.
Other Lessons:
1.
Fall Phonemic Awareness Songs & Rhymes
a. Page 16
b. Page 23
2.
Winter Phonemic Awareness Songs & Rhymes
a. Page 29
b. Page 43
3.
Spring Phonemic Awareness Songs & Rhymes
a. Page 81
b. Page 76
4.
Phonemic Awareness in Young Children
a. Chapter 7
b. Chapter 9
Alliteration
Alliteration is the ability to hear and generate words that begin with the same initial sound. This
same initial sound may be represented by a consonant, vowel, blend or digraph.
Sample Lesson:
1. To model alliteration, read a text that contains samples of short phrases or sentences of
alliteration.
2. Using pictures from the collage or book from the awareness of initial consonant sounds
lesson, have the students make up short phrases or sentences. (See step 6 in Awareness of
Initial Consonant Sounds)
Have the students illustrate their phrase or sentence. Make a class book using the illustrated
alliteration phrase or sentence.
Awareness of Onset and Rime
Awareness of onset and rime is the ability to hear and manipulate the letter or letter cluster that
precedes the vowel in a monosyllabic word (onset), and the vowel and any subsequent
consonants (rime). The ability to use onsets and rimes helps with both spelling and word
identification. Adams identified 37 dependable rimes, rimes whose pronunciation doesn’t
change, regardless of the onset, that can make up nearly 500 primary-grade words. The rimes
identified are:
-ack
-ame
-at
-ell
-ight
-ink
-op
-ump
-all
-an
-ate
-est
-ill
-ip
-ore
-unk
-ain
-ank
-aw
-ice
-in
-it-ot
-ake
-ap
-ay
-ick
-ine
-ock
-uck
-ale
-ash
-eat
-ide
-ing
-oke
-ug
Sample Lesson:
1. Using one-syllable words from a text, show students how to separate the initial sound
(onset) from the rest of the word (rime).
a. Ex: f-at
c-at
s-at
h-at
2. Choose one rime pattern and brainstorm other words that rhyme
3. Break each of the words into its onset and rime (orally).
Other Lessons:
1.
Winter Phonemic Awareness Songs & Rhymes
a. Page 28
Phonemic Segmentation
Phonemic segmentation is the ability to break a word down into discrete sounds. Segmenting is
the opposite of blending.
Sample Lesson:
1. Choose words from a text that can be shown through a drawing or picture.
Ex.
a.
b.
cat: /c/ /a/ /t/
red: /r/ /e/ /d/
2. Using picture of the words chosen, show the students how to cut a piece of picture for
each sound.
3. Place the cut pictures in a pocket chart.
4. Repeat the above steps until all words have been cut.
Other Lessons:
1.
2.
3.
4.
Fall Phonemic Awareness Songs & Rhymes
a. Page 35
b. Page 46
Winter Phonemic Awareness Songs & Rhymes
a. Page 27
b. Page 68
Spring Phonemic Awareness Songs & Rhymes
a. Page 59
b. Page 63
Phonemic Awareness in Young Children
a. Chapter 8
Blending of Phonemes and Syllables
Blending of phonemes and syllables is the ability to hear the isolated sounds (phonemes) in
words and the ability to blend these sounds together to make a word.
Sample Lesson:
1. Using a one-syllable word from a text read, brainstorm words that rhyme (orally).
2. Segment the words into sounds.
3. Connect the corresponding number of unifix cubes as the students say the word parts and
then the whole word.
4. Repeat with the other brainstormed rhyming words.
Other Lessons:
1.
2.
3.
4.
Fall Phonemic Awareness Songs & Rhymes
a. Page 41
b. Page 51
Winter Phonemic Awareness Songs & Rhymes
a. Page 54
b. Page 57
Spring Phonemic Awareness Songs & Rhymes
a. Page 75
b. Page 70
Phonemic Awareness in Young Children
a. Chapter 7
b. Chapter 8
Phonemic Manipulation
Phonemic manipulation is the most difficult concept in phonemic awareness. It requires
blending, segmenting and sound-analysis skills. Manipulating sounds involves substituting one
phoneme for another, or adding phonemes to words to create new words.
Sample Lesson:
1. Choose a one-syllable word from a text read. (cat)
2. Have the students say the word, then segment each phoneme. (bat, sat, fat…)
3. Have the students create new words by changing the initial sound. (cat)
4. Using the initial word from the text read, have the students create new words by changing
the final consonants. (can, cab, cap, car….)
Other Lessons:
1.
2.
3.
4.
Fall Phonemic Awareness Songs & Rhymes
a. Page 17
b. Page 22
Winter Phonemic Awareness Songs & Rhymes
a. Page 18
b. Page 20
Spring Phonemic Awareness Songs & Rhymes
a. Page 69
b. Page 84
Phonemic Awareness in Young Children
a. Chapter 7
Strategies That Support Phonemic Awareness

Include nursery rhymes, poems and storybooks with patterned rhymes in your daily readaloud repertoire.

Read poetry and stories that contain alliteration and word play, including alphabet books.

When reading or chanting a familiar poem or rhyme, pause before a rhyming word and let
students fill in the rhyme.

Create your own simple rhymes and invite students to try some as well.

When students are familiar with the concept of rhyme, make or purchase games that feature
rhyming words. Students may match pictures that rhyme or they may use a bingo-type game
board to cover pictures that rhyme with one drawn from the box.

Invite students to clap the number of syllables they hear in someone’s name. First say the
name, then repeat it with the students as they clap with you: Jim gets one clap, Sandy gets
two, and so on.

Help students to identify similarities in sounds. Model the following in a “sing-song”
manner.
Dog is a word that starts like doll.
Dog/doll; dog/doll
Can you think of any other words in our story that starts like dog?
After the students grasp the idea, consider moving on to medial and final sounds. Keep the
words simple and stress the sound clearly as well as its placement in the word.

Using a known word, have students generate as many words as they can that rhyme with it.

Play “I Am Thinking of a Word.” It begins like cat and rhymes with man. What could it be?

Read Dr. Seuss books and encourage students to chime in.

Have students create tongue twisters (for more ideas see Tongue Twisters to Teach Phonemic
Awareness GR. 1-3)
Rhyming Book List
Ahberg, A., Monkey Do!
Beil, K., A Cake All for Me!
Blacksonte, S., Bear on a Bike
Blacksonte, S., Bear’s Busy Family
Blackstone, S., Bear in a Square
Bunting, E., Butterfly House
Carr, J., Frozen Noses
dePaola, T., Mice Squeak, We Speak
Edwards, P., The Grumpy Morning
Fleming, D., In the Small, Small Pond
Fox, M., Boo to a Goose
Godwin, L., Little White Dog
Greene, R., Barnyard Song
Hague, K., Ten Little Bears: A Counting Rhyme
Harris, P., Mouse Creeps
Hayles, M., Beach Play
Hood, T., Before I Go to Sleep
Hubbard, P., My Crayons Talk
Jewell, N., Five Little Kittens
Lear, E., A Was Once an Apple Pie
Lewis, K., Chugga-Chugga-Choo
London, J., Little Red Monkey
Martin, B., “Fire! Fire!” Said Mrs. McGuire
Martin, M., From Anne to Zach
McGrath, B., The Baseball Counting Book
Milgrim, D., Cows Can’t Fly
Miranda, A., Monster Math
Miranda, A., To Market, To Market
Monks, L., The Cat Barked
Nikola-Lisa, W., America: My Land, Your Land, Our Land
Reasoner, C., Color Crunch!
Rogan, J., The Biggest Snowball Ever!
Shields, C., Month by Month a Year Goes Round
Siomandes, L., My Box of Colors
Slate, J., Miss Bindergarten Celebrates the 100th Day of Kindergarten
Alphabet Book List
Agard, J., The Calypsos Alphabet
Aylesworth, J., The Folks in the Valley: A Pennsylvania Dutch ABC
Base, G., Animalia
Bayer, J., A My Name is Alice
Bowen, B., Antler, Bear, Canoe: A Northwoods Alphabet Year
Boynton, S., A Is for Angry
Bragg, R.G., Alphabet Out Loud
Brown, R., Alphabet Times Four: An International ABC
Cox, L., Crazy Alphabet
Doolittle, E., The Ark in the Attic: An Alphabet Adventure
Doubilet, A., Under the Sea From A to Z
Downie, J., Alphabet Puzzle
Drucker, M., A Jewish Holiday ABC
Ehlert, L., Eating the Alphabet: Fruits and Vegetables From A to Z
Elliott, D., An Alphabet of Rotten Kids!
Feelings, M., Jambo Means Hello: Swahili Alphabet Book
Hepworth, C., Antics! An Alphabetical Anthology
Hoban, T., A, B, See!
Hubbard, W., C is for Curious: An ABC of Feelings
Hudson, W., & Wesley, V.W., Afro-Bet Book of Black Heroes From A to Z: An Introduction to
Important Black Achievers for Young Readers
Hunt, J., Illuminations
Huygen, W., The Book of the Sandman and the Alphabet of Sleep
Isadora, R., City Seen From A to Z
Jernigan, G., Agave Blooms Just Once (a-gah’-vay)
Jonas, A., Aardvarks, Disembark!
Kitamura, S., From Acorn to Zoo and Everything in Between in Alphabetical Order
Knowlton, J., Geography From A to Z: A Picture Glossary
Lecourt, N., Abacadabra to Zigzag
Lyon, G.E., ABCedar: An Alphabet of Trees
Maddex, D., Architects Make Zigzags: Looking at Architecture From A to Z
Alphabet Book List Continued
Magee, D. & Newman, R., All Aboard ABC
Martin, C., A Yellowstone ABC
Mayrs, F.C., ABC: The Wild West Buffalo Bill Historical Center, Cody, Wyoming
McNab, N., A-Z of Austrlian Wildlife
Musgrove, M., Ashanti to Zulu: African Traditions
Owens, M.B., A Caribou Alphabet
Pallotta, J., The Victory Garden Alphabet Book
Paul, A.W., Eight Hands Round: A Patchwork Alphabet
Preiss, L.P., The Pigs’ Alphabet
Rice, J., Cowboy Alphabet
Rice, J., Texas Alphabet
Royston, A., & Pastor, T., The A-to-Z Book of Cars
Ryden, H., Wild Animals of Africa ABC
Snow, A., The Monster Book of ABC Sounds
Sullivan, C., Alphabet Animals
Van Allsburg, C., The Z Was Zapped
Wells, R., A to Zen: A Book of Japanese Culture
Zabar, A., Alphabet Soup
Alliteration Book List
Bayer, J., A My Name Is Alice
Base, B., Animalia
Chandra, C., A Is for Amos
Chess, V., Alfred’s Alphabet Walk
Cohen, I., ABC Discovery!
Cole, J., Six Sick Sheep: 101 Tongue Twisters
Duncan, P., Four Famished Foxes and Fosdyke
Duncan, P., Some Smug Slug
Duncan, P., The Wacky Wedding: A Book of Alphabet Antics
Ellwand, D., Emma’s Elephant and Other Favorite Animal Friends
Gardner, B. Have You Ever Seen…?
Gerstein, M., The Absolutely Awful Alphabet
Grover, M., The Accidental Zucchini: An Unexpected Alphabet
Heller, N., Goblins in Green
Kellogg, S., Aster Aardvark’s Alphabet Adventures
Jonas, A., Watch William Walk
Lester, A., Alice and Aldo
Lindbergh R., The Awful Aardvarks Go to School
Lobel, A., Alison’s Zinnia,
Lobel, A., Away from Home
Miranda, A., Pignic
Most, B., A Pair of Protoceratops
Most, B., A Trio of Triceratops
Niland, D., ABC of Monsters
Obligado, L., Faint Frogs Feeling Feverish
Steig, W., Apha Beta Chowder
Wood, J., Animal Parade
Yolen, J., Elfabet: An ABC of Elves
Audio Resources
Title
Artist
Baby Beluga
Raffi
Back to School
Mr. Al
Back to School Again
Mr. Al
Bop ‘til drop
Mr. Al
Corner Grocery Store
Raffi
Dr. Jean and Friends
Getting Better At
Getting Along
Keep on Singing and
Dancing With Dr.
Jean
Math All Around Me
Dr. Jean Feldman
Jack Hartman and
Friends
Dr. Jean Feldman
One Light One Sun
Shoreline Records
Rounder
Sing To Learn
Single Songs for the
Very Young
Sings Silly Songs
CJ’s Fundamentals
CJ’s Listen
CJ’s Once Upon A
Rhyme
Charlotte Diamond
Red Grammer
Jack Hartman and
Friends
Raffi
Raffi
Dr. Jean Feldman
Raffi
Music Company
National Education
Network
Child Like Consulting
LTE., Inc.
Child Like Consulting
LTE., Inc.
Child Like Consulting
LTE., Inc.
National Education
Network
Hop 2 It Music
Contact Number
1-800-537-6647
1-800-487-6725
1-800-487-6725
1-800-487-6725
1-800-537-6647
1-770-396-9349
1-888-219-2646
1-770-396-9349
Hop 2 It Music
1-888-219-2646
National Education
Network
National Education
Network
1-800-537-6647
National Education
Network
Dr. Jean Feldman
National Education
Network
National Education
Network
National Education
Network
National Education
Network
National Education
Network
1-800-537-6647
1-770-396-9349
1-800-537-6647
1-770-396-9349
1-800-537-6647
1-800-537-6647
1-800-537-6647
1-800-537-6647
1-800-537-6647
Phonological Awareness Inventory
Name_________________________________Teacher_________________________________
Level 1.1 Awareness of Gross Differences
“Clap your hands each time you hear a word: EX: Come to my house.” (4 claps)
I have a dog. (4 claps)
The floor was wet and cold. (6 claps)
The cat ran up the hill. (6 claps)
My house has a pool. (5 claps)
Tigers are big and strong. (5 claps)
Level 1.2 Awareness of Rhyme
“Do these words rhyme?”
fun-fan
leg-beg
sad-mad
sun-fun
play-pat
Level 1.3 Segmentation of Words
Ask, “How many syllables (word parts) do you hear?” Record the response.
cat_______________________
house_____________________
elephant__________________
jumping__________________
tyrannosaurus ____________
Phonological Awareness Inventory Continued
Level 2.1 Awareness of Initial Consonant Segments
“What sound do you hear ____________________?”
First
Last
In the Middle
sun
water
feet
foot
cuff
tub
yes
cat
lake
red
ten
pan
apple
bug
pot
Level 2.2 Alliteration
“Which word does not belong?”
mat, bat, bee
sun, sip, tub
meat, hop, mat
day, fat, farm
red, bed, run
Level 2.3 Awareness/Segmentation of Onset and Rime
“Say the word __________ but leave off the ___________ sound/s”
Beginning Sound
Ending Sound/s
pop
dip
not
cub
fin
can
ten
mop
log
set
Phonological Awareness Inventory Continued
Level 3.1 Phonemic Segmentation: Hearing and Counting
“How many sounds do you hear in these words:”
at
mom
lake
hen
bug
Level 3.1 Phonemic Segmentation: Producing Sounds
“I will say a word. Repeat the word slowly so I can hear each separate sound.
Ex: cat
c-a-t”
me
book
man
so
skip
Level 3.2 Blending of Phonemes and Syllables
“I’m going to say a word slowly. Listen carefully and tell me what the word is.”
f-a-t
c-a-ke
s-i-t
s-ay
br-o-ke
Phonological Awareness Inventory Continued
Level 3.3 Phonemic Manipulation: Substituting
“Replace the first sound in ______ with _________. What is the new word?”
pail
s
sail
log
fr
frog
jump
b
bump
dice
sp
spice
cat
f
fat
Level 3.3 Phonemic Manipulation: Adding
“Add the sound ______ in front of the word ________. What is the new word?”
f
at
fat
c
row
crow
s
it
sit
p
in
pin
m
an
man
Level 3.3 Phoneme Manipulation: Deleting
“Say the word _______, but leave off the ________.”
Beginning Sound
Ending Sound
pop
not
can
mop
tab
fin
dip
cub
set
pig