Gr. 1 Phonological Awareness - Info & Weekly Videos (view)
Units included with this Open Author resource:
- Information for Parents & Teachers
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- Keywords:
- Phonemic Blending, Phonological Awareness, Segmentation
- Week 1 - Isolating First and Last Sound
- Week 2 - Identify and Create Rhymes
- Week 3 - Isolating Middle Sound
- Week 4 - Deleting a Syllable
- Week 5 - Blending Sounds
- Week 6 - Segmenting and Blending Sounds
- Week 7 - Isolating Middle Sounds
- Week 8 - Deleting Onset
- Week 9 - Deleting Onset
- Week 10 - Blending Sounds
- Week 11 - Segmenting and Blending Sounds
- Week 12 - Substituting Sounds
- Week 13 - Blending Sounds
- Week 14 - Blending Sounds
- Week 15 - Segmenting and Blending Sounds
- Week 16 - Deleting Onset
- Week 17 - Substituting Sounds
- Week 18 - Deleting Sounds From Consonant Blends
- Week 19 - Substituting First Consonant of Blends
- Week 20 - Deleting Final Consonants
- Week 21 - Deleting Final Consonants
- Week 22 - Deleting Sounds from Consonant Blend
- Week 23 - Substituting First Consonants of Blends
- Week 24 - Deleting Final Consonants
- Week 25 - Deleting Final Consonants
- Week 26 - Deleting Sounds From Consonant Blends
- Week 27 - Substituting First Consonant of Blends
- Week 28 - Deleting Final Consonants
- Week 29 - Substituting Middle Sounds
- Week 30 - Deletion Second Sound in Initial Blend
- Week 31 - Substitution of Second Sound in Initial Blend
- Week 32 - Substituting Middle Sounds
- Week 33 - Substitution of Final Consonant
- Week 34 - Deleting Second Last Sound - Split a Blend
- Week 35 - Substituting Final Consonant
- Week 36 - Substitution of Final Consonant in a Blend
- Week 37 - Deleting Second Last Sound - Split a Blend
- Week 38 - Deletion & Substitution of Second Sound in Initial Blend
- Week 39 - Reversing Sounds (saying words backward)
Summary
Phonological awareness skills are important in order to develop good reading and spelling skills. Having good phonological awareness skills means that a child is able to manipulate sounds and words, or “play” with sounds and words. For example, you might ask your child to break the word “cat” into individual sounds: “c-a-t.” Important: These skills deal with SOUNDS not letters. For example, /t/ represents the sound and not the letter name “tee.” You will not use any written or visual letters when working with phonological activities. These activities are done with listening and speaking only. Learning the letter names and their corresponding sounds is also very important but should be taught and practiced at a different time of the day. This resource will have a weekly activity for your to work on with your child/student(s). It will include a handout with information and guidance, as well as a video to help support you and the learner. CLICK THE WORDS "INFORMATION FOR PARENTS AND TEACHERS" TO GET STARTED (do not click on view description).