Strategies in Developing:

1. Phonemic Awareness
2. Alphabet Knowledge
3. Decoding Skills
1. Phonemic Awareness
 it is the child’s basic understanding that speech is
composed of a series of individual sounds and that
these sounds blend together.

 refers to the specific ability to focus on and

manipulate individual sounds (phonemes) in
spoken words.
1. Phonemic Awareness
 it emphasizes sounds more than letters
names.

 begins with oral activities using objects

and pictures.
Why is it important?
 it is the foundation for spelling and
word recognition skills.
 is one of the best predictors of how well
children will learn to read during the first
two years of school instruction.
Developmental Sequence of
Phonological Skills
AGE SKILL EXAMPLE
• Rote imitation and enjoyment of • Cat hat sat bat mat
4
rhyme and alliteration • Sally sang silly songs
• Which two rhyme? bat, bug, hat
• Recognizing Rhyme
5 • dog (1 syllable), monkey (2
• Clapping/Counting Syllables
syllables)
• /b/ /oat/ (boat), /t/ /ree/ (tree)
• Blends Onset and Rime
• Tell me a word that rhymes with
• Produces a Rhyme
5 1/2 cat. (rat)
• Isolates Beginning sounds
• Say the first sound in ‘bat’. (/b/)
Developmental Sequence of
Phonological Skills
AGE SKILL EXAMPLE

• Say “tulip” now say it again, but don’t say

• Syllable Deletion
/tu/ (lip)
• Blending of 2- and 3- phoneme words
6 • /s/ /u/ /n/ (sun)
• Segments 2- and 3- phoneme words (no
• Say the sounds in the word “boat” as you
blends)
move a bead for each sound (/b/ /o/ /t/)
• Segments words that have up to 3- or 4- • Say the sound in the word “black” as you
phonemes (including blends) move a bead for each sound (/b/ /l/ /a/
6 1/2
• Phonemes substitution to build new words /k/)
(no blend) • Change the /c/ in “cat” to /b/ (bat)

• Phoneme Deletion (initial and final word • Say “speed”. Now say it again without the
7
positions) /s/ and /d/ (pee)
Developmental Sequence of
Phonological Skills
AGE SKILL EXAMPLE

• Phoneme Deletion (initial position • Say “sled”. Now say it again without
8
including blends) the /s/ (led)

• Phoneme Deletion (medial and final • Say “snail”. Now say it again without
9
blend positions) the /n/ (sail)
Strategies to use:
• Finger Plays • Counting Tasks
• Alliteration • Word Building
• Sorting Tasks
Finger Plays (4)
 an action or movement combined with
singing or spoken-words to engage the child's
interest.

 It can be in the form of songs or chants.

Alliteration (4 to 4 1/2)
 the occurrence of the same letter or sound
at the beginning of adjacent or closely
connected words.
Let students come up with words with the
same initial sounds.
Counting Tasks （5 to 6）
 Each student jumps, taps, or claps for each
syllable of the word.
Ex.: Cat=1 jump, tap or clap
River=2 jumps, taps or claps
Counting Tasks （5 to 6）
 Each student is given a number of tokens-
represent concept of one.
Students put a chip out in front for each
sound heard.
Ex.: Dog= 3 chips/token)
Insect Slapping
For this game, students “slap” out the
syllables of each word that they read. For
example: “laws” gets one slap. “Pres-i-dent”
gets three slaps.
Insect Slapping
For this game, students “slap” out the
syllables of each word that they read. For
example: “laws” gets one slap. “Pres-i-dent”
gets three slaps.
Say-It-Move-It Tasks (6)
Students are given four boxes and few letter
cards. Teacher sounds a word and students say
the sound and put a letter in the box.
Ex.: Teacher says can; Ss say /k/ and move c to
the first box; so on and so forth.
Sorting Tasks (6 ½)
Picture sorting activity

Ex. Pictures of tent, tiger, table, school,

stairs, and sink will be sorted to two groups by
students.
Word Building (6 ½ to 7)
 This activity focuses on making words by
using letter cards.
 Its’ range of difficulty depends on the
abilities of the students.
2. Alphabet Knowledge
 is the ability to name, distinguish shapes,
write, and identify the sounds of the alphabet.
(Mason, 1984)
2. Alphabet Knowledge

 refers to the matching of letter names

with their respective graphemes (the
written symbols in a language).
2. Alphabet Knowledge

 is absolutely essential in developing

further literacy skills such as word
recognition.
Research done by Worden &
Boettcher (1990) shows that there is
a stable set of letters that are easy
and others that are difficult, and that
these tend to be the same for
children as they grow older, as shown
in between-age rank-order
correlations.
 For example, uppercase letter
O was consistently the most easily
recognized across the ages, and
lowercase d was one of the most
difficult.
 Children of all ages had trouble
printing uppercase Z, and lowercase i
was one of the easiest to print.
 Certain letters are particularly
difficult to produce sounds for (such
as Q), and certain letters are
consistently easy to find
words for (such as A).
Strategies to use:
• Alphabet Songs • Teaching
• Alphabet Books Shapes/Writing
Letters
• Alphabet Activities
Alphabet Songs
 This is where the teacher exposes the
students with letter names through songs.
There are different versions of the “Alphabet
Song.”
Exposing a child not just to one rhythm may
enhance learning.
Procedure
 The teacher first model how to sing the
alphabet song and later on lets the students
sing with him/ her.
Alphabet Books
 Start an alphabet book where children can
read each letter and let the students put
pictures they find that begin with the featured
letter.
Alphabet Books
Alphabet Activities
 Alphabet activities are dynamic and are
meant not just to teach the alphabet but to
make learning letters a memorable and
engaging experience.
Teaching shapes/Writing letters

Children must come to recognize their

shapes.
Air writing is one of the best activities
for teaching the students to write letters.
Sand Paper Letters

This activity is a pre-writing activity that

lets children use their finger to trace the
sandpaper letters. This tells the child
where to start and which direction to go
when writing a letter.
Procedure
 Show the students a letter. Let them
trace the sandpaper letters. Each time
they trace the letter, let them say the
letter name. Do formative assessments.
For example, asking the students to pick
up “m.”
3. Decoding Skills
 is the process of translating print into
speech by rapidly matching a letter or
combination of letters (graphemes) to
their sounds (phonemes) and recognizing
the patterns that make syllables and
words.
3. Decoding Skills
 is a term used to describe the process
of reading an unfamiliar word by 'cracking
the code' linking the letter patterns and
speech sounds that make up the word.
3. Decoding Skills
 is “code-cracking” process that uses
letter-sound patterns to join phonemes
together and read unfamiliar words.
3. Decoding Skills
 allow children to access the thousands
of words they have already heard but
never seen in written form. They also help
kids to learn completely new words by
themselves.
3. Decoding Skills
 allow children to access the thousands
of words they have already heard but
never seen in written form. They also help
kids to learn completely new words by
themselves.
Strategies to Use:
• Playing language games
 Body Writing
 Spelling Games
• Reading out loud
Body Writing
 Students will use different parts of their
body to write a word.
It may be their hand, foot, or head.
Spelling Games
 Using different activities to do spelling is
an effective way to develop decoding
skills.
Letter tiles, letter stamps, foam letter,
boards, blending wheels, or sound flip are
some spelling games.