Hearing the Sounds - Part 2 - Basic Phonemic Awareness
- Julie Feyereisen
- Oct 18, 2023
- 6 min read
Updated: Nov 7, 2023
Basic Phonemic Awareness
Okay.... welcome to Part 2 of 'Hearing the Sounds'. In 'Hearing the Sounds, Part 1', we started to explore what we would call beginning sound recognition. In 'Hearing the Sounds, Part 3' we'll explore advanced explore advanced phonemic awareness. In this blog we'll start to explore basic phonemic awareness sound recognition exercises.
Blending Sounds
This is such a fun activity. Blending sounds is the ability of your child to hear each sound of the word and blend the sounds together to say the actual word. I like to call this activity, “Say It Fast”. In this activity, you will have a list of words. Say each word slowly, emphasizing each sound. You will then ask your child to blend the sounds together and tell you what the word is.
Instructions:
Pronounce each sound in the word slowly. Then, tell your child, “Say it Fast”. Your child will repeat the word back to you as it is normally spoken. When you feel your child has mastered this activity, move onto the next one.
Remember that this is an auditory activity. There are words that have multiple letters that produce 1 sound. All words listed will only have 2 sounds in each.
Remember that this is an auditory activity. There are words that have multiple letters that produce 1 sound. All words listed will only have three sounds in each.
Matching Ending Sounds
In this activity, Matching Ending Sounds, your child will listen for the ending sound of each word. In the Early Reading Awareness activities, you spent time helping your child to hear the beginning sounds of words. Now, your child will focus on the ending sounds of each word. This activity will help your child pay attention to the sounds they hear at the end and match the words that have the same ending sound.
Instructions: Matching Ending Sounds
Read the two words listed to your child. Ask them if the words have the same ending sound, if they do, have them say the sound.
Mapping Sounds
Mapping Sounds is another activity to really elevate your child’s phonemic awareness. This one activity will help them decode words quickly. They will do this by pulling words apart so they can hear each sound of the word.
The benefits of mapping sounds are immense. First, this is a multi-sensory activity which engages more parts of the brain and allows the sounds of each letter to be emphasized and stored in their memory. This gives your child time to explore sounds long before a letter (grapheme) is associated with it. By doing this, it lays the groundwork for phonics. Second, the ability to separate all sounds in a word is the basis for decoding words - the foundation for reading words fluently. In previous activities, you have had your child separate words into syllables. Those exercises were in preparation for this very activity!
Instructions:
Beginning Mapping
CVC Words - (Closed syllables)
Place three blocks in front of your child. (You can really use any objects you prefer.). Say the word, "Sat". Have your child repeat the word. Then he or she will pull the block towards them for each sound they hear in the word. S A T. Instruct them to say each sound as they pull the block toward themselves. Then, have your student blend the sounds to say the word.
First, you do several examples so they can see how this activity is done. Next, do several examples together. Last, have your child practice this skill on their own. Provide positive feedback and correction if needed. If your child does not say each correct sound, you say the word again emphasizing each sound. Then, have them repeat the word again correctly.
Use the CVC words from the lists we have already created.
Basic Mapping
Closed Syllables with digraphs
Remember that the word digraph means: two letters which make one sound (like CH or SH or WH or TH). Like the beginning version of the activity, say the word. "Chin". Have your child repeat the word. Then, have your child pull each block toward them for every sound they say. Since CH is a digraph - those 2 letters only make one sound so only one block will be touched for that combined sound. CH I N .
First, you do several examples so they can see how this activity is done. Next, do several examples together. Last, have your child practice this skill on their own. Provide positive feedback and correction if needed. If your child does not say each correct sound, you say the word again emphasizing each sound. Then, have them repeat the word again correctly.
Advanced Mapping
Closed Syllable with 2 sound blends
Two sound blends are 2 consonants side by side (like ST or SP or MP or SW).
These will be 4 block words. Place 4 blocks in front of your child. Say the word, "Stop". Have your child repeat the word. Have your child pull a block towards themselves for each sound they hear in the word. S T O P. Instruct them to say each sound as they touch the block. And then blend the sounds to say the word again.
First, you demonstrate the activity. Do several examples so they can see how this activity is. Next, do several examples together. Last, have your child do the activity on their own. Give needed feedback. Let them know the sounds they said correctly. Correct them if there was a sound they did not get.
Have fun with this one. Your efforts will pay off.
Stretching the Word
Stretching the Word is an activity similar to mapping sounds but it can be done anytime and anywhere. When you stretch a word, you and your child will pronounce each sound in the word. You will hold up a finger for each sound you hear.
The word is "Cat". You will make a fist with my right hand. Your child will be in front of you mirroring your actions with their left hand. This is done to help your child mentally map out the word just as if they were reading or writing the word, moving from left to right. (Your child will see their hand movement from left to right which is the way they write things.) "Cat" C A T. It is that simple. "Hop" - H O P
The beauty of stretching words is it allows each sound to be isolated and heard.
For example, the word "Tent". When the word is stretched, your child will be able to pronounce each sound in the word. T E N T
Remember, some letters are combined as a digraph to only produce one sound. Just like mapping, one block represents one sound. In this activity, one finger represents one sound.
It is so simple and yet so beneficial. Your consistency in doing these activities will make a difference.
Instructions:
Sit face to face with your child. You hold up your right fist and have your child hold up their left fist. Say the word. Starting with your thumb, raise one finger per sound you hear in the word. Demonstrate how this works to your child several times. Then you and your child will do it together at the same time. Remember, your student will be using their left hand to help them mentally map out the word just as if they were reading or writing the word from left to right. Once you feel your child understands the activity, they no longer need to mirror you but can continue on with the activity.
Note: If they miss a sound, stretch the word again for them emphasizing the sound they missed.
Substituting Beginning & Ending Sounds
This activity is really going to help your child move forward with their phonemic awareness. Substituting beginning and ending sounds may seem like a very simple exercise but some children struggle with it. Spend as much time as you need on this activity.
Instructions:
Read aloud a word from the list. Provide your child a new beginning sound to substitute. Ask your child to say the new word.
Beginning Sound Substitution
Read aloud a word from the list. Ask your child to substitute the ending sound to create a new word.
Ending Sound Substitution:
Substituting Middle Sounds
Are you ready to do the hardest substitution there is? Substituting middle sounds is the trickiest for children to get. Take your time with this one. Revisit this activity as many times as you need to.
Instructions:
Read aloud a word from the list. Provide your child a new middle sound to substitute. Ask your child to say the new word.
Demonstrate this several times for them. Then do the activity together. Have your child try it on their own.
Part 3 is Next
Remember that in Part 2 we covered the basic or intermediate steps. Your role as the parent or teacher is to identify and help fill the gaps in the student's learning. In Part 3 we will move on to more advanced activities. See you there!
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