Transcript K.4 The student will hear, say, and manipulate phonemes

Instructions for this activity
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This activity can be done with one or more students that may or may not have difficulty sounding out
phonemes.
Show the student(s) the first slide and explain to them that they are going to have fun learning some tongue
twisters.
Show students the second slide and have them make the sound of a short /a/. Take time to model correct
speech especially if you notice a child is having difficulty.
After the students understand the proper sound of the phoneme read the tongue twister to them modeling
proper speech.
Have the students read it back to you. Have fun with this. See if they can do it three times fast without making a
mistake. Try collapsing the slide to see if they can remember it without seeing it.
Use the following teacher led investigative questions to foster a deeper understanding of the phoneme.
– Phoneme isolation
• Children recognize individual sounds in a word.
• Teacher: What is the first sound in van?
Children: The first sound in van is /v/.
– Phoneme identity
• Children recognize the same sounds in different words.
• Teacher: What sound is the same in fix, fall, and fun?
Children: The first sound, /f/, is the same.
– Phoneme categorization
• Children recognize the word in a set of three or four words that has the "odd" sound.
• Teacher: Which word doesn't belong? bus, bun, rug.
• Children: Rug does not belong. It doesn't begin with /b/.
Use the primary sources as conversation pieces to get the students to use the words orally in sentence form.
Each image is hyperlinked to the LOC’s bibliographic page. Here you can find more information about each
image.
Continue through the slide show repeating the steps above. It is not expected that you complete this in one
class period. You may spend an entire class period on one phoneme. This will depend on the age and skill level
of your students.
Phoneme
Alliterative
Tongue Twisters
/a/
 Andrew and
Alice asked
if Adam's
active
African
animals
were angry.
/b/
Betty
baked
brown
bread for
Barbara's
baby boy.
/k/
Carol and
Claire can
cook carrots,
corn,
cabbage, and
candy.
/d/
David's
daddy's dog
didn't dig dirt
in the dark.
/e/
Everybody saw
Eddie and the
Eskimo enter
the elevator.
/f/
The funny
furry fly
flew far to
the fancy
flowers.
/g/
Gary was glad
to play games
in great
grandmother's
green garden.
/h/
Harry had a
horrible
headache
and hated to
hear Henry
howl.
/i/
The
important
Indian was ill
with injuries
inside the
igloo.
/j/
John got
juice and
jelly on his
jacket when
Judy jumped
on him.
/k/
Kenny wasn't
kind in
kindergarten
when he
kicked Kate
in the
kitchen.
/l/
Lisa lost the
large lemon
for the lizard
Lenny loved.
/m/
On Mondays
Michael's
mother Mary
mostly
mopped
motor
coaches.
/n/
Nobody was
nice to
Nancy's
neighbor
Nick, but he
was never
nasty.
/o/
Oliver had an
operation in
October, and
Oscar gave
him an
octopus.
/p/
Peter Piper
picked a peck
of pickled
peppers.
/q/
"Be quiet,"
said the queen
quickly, "or I'll
quarrel with
your
question!"
/r/
Rob and Ron
ran after
Richard's
rabbit in the
rain.
/s/
Sam said
he was
sorry he
put salt in
Sally's
sandwich.
/t/
Tommy
tricked
Tim and
took his
train off
the track.
/u/
Uncle was
upset
because he
was unable
to put his
umbrella up.
/v/
Virgil visited
Vicky and
gave her
violets and
vegetables
with vitamins.
/w/
When the
weather is
warm we will
walk with
William in the
wild woods.
/ks/
The excited
experts
explained
that the
extra X-rays
were
excellent.
/y/
Yesterday
you yelled in
the yard for
a yellow yoyo.
/z/
The zebra
zoomed
zig-zag in
the
Zimbabwe
zoo.
Additional Teacher Information
Essential Understandings
 K.4

Understand that words are made up of small
units of sound and that these sounds can be
blended to make a word
 K.7

Understand that written words are composed of
letters that represent specific sounds.
 1.6

Understand that knowledge of the sounds of
letters can be applied to read or spell words.
 2.4

Understand the need to apply phonetic
strategies to decode and spell words.
Virginia English SOL
 K.4
 The student will hear, say, and manipulate
phonemes (small units of sound) of spoken
language.
 K.7
 The student will develop an understanding of
basic phonetic principles.
 1.6
 The student will apply phonetic principles to
read and spell.
 2.4
 The student will use phonetic strategies when
reading and spelling.
Phonemic Awareness Instruction

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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. (A letter between slash marks
shows the phoneme, or sound, that the letter represents, and not the
name of the letter. For example, the letter h represents the sound
/h/.)
A phoneme is the smallest part of spoken language that makes a
difference in the meaning of words. English has about 41 phonemes. A
few words, such as a or oh, have only one phoneme. Most words,
however, have more than one phoneme: The word if has two
phonemes (/i/ /f/); check has three phonemes (/ch/ /e/ /k/), and stop
has four phonemes (/s/ /t/ /o/ /p/). Sometimes one phoneme is
represented by more than one letter.

National Reading Panel - NRP Publications and Materials are Copyright-Free
Tongue Twisters
 From Wallach, M. A., & Wallach, L.
(1976). Teaching all children to
read. Chicago: University of Chicago
Press.
Useful Links
http://www.auburn.edu/~murraba/phon.html
http://www.loc.gov/index.html
http://www.aamnva.org/
http://members.tripod.com/~ESL4Kids/tongue.h
tml
 http://www.nifl.gov/partnershipforreading/public
ations/Cierra.pdf
 http://www.nationalreadingpanel.org/default.htm
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