LRI Phonemic Awareness Curriculum
I searched the internet for a video that used the Phonemic Awareness Curriculum. It is a systematic, explicit curriculum that offers 15 to 20 minutes of daily instruction on a variety of skills. I used this program this school year, and my students loved it! I do not know if the teacher is using the same program in this video, but it looks like she might have the same book on her lap and the activities are strikingly similar. If the teacher is using this same program, then this is a shortened lesson because each session takes about fifteen to twenty minutes. Note: there is a phonological awareness activity somewhere in the video.
In the first exercise, the teacher has the students stand up if the first sound of the given words is the same sound. The students also chorally repeat the sound. Students sit down if the spoken words do not begin with the same sound.
In the second exercise, the students use a hand motion to emphasize the final sound of a word. I the third exercise students use their fists to visibly “take away” and “put in” the sounds of a word. For example, the teacher says the word “kick.” Then she gives the direction: take away the /k/ and put in an /l/. The students respond with “lick.”
After a general phonological awareness activity, the teacher has the students segment given words in different ways. One student throws beanbags into rings to represent the three phonemes in the word “shown.” Another student hops on three circles to represent the three phonemes in “couch.” From what I have seen of the program, if the teacher is using the PAC program, the teacher added the beanbag and hopping components to the lesson. I think these are excellent ideas.
These phonemic awareness activities are interactive and it is easy for the teacher to get a sense of student understanding.
Edit: The teacher is using the Phonemic Awareness Curriculum.
I was interested in learning more about the LIPS program. I liked the strategy for using a mirror to help students see how they make the sounds. Some have difficulty differentiating between different sounds. I worked with a student who confused the sound for /y/ with /w/ likely because the letter name for “y” begins with the /w/sound. I showed them how the sounds were different and had her practice. I think they would have enjoyed the mirror technique and it would have been more memorable, too. I also liked how the teacher uses visuals to help the students understand how sounds are made.
Silly Names Song
Here is a video of an activity featured and described in Yopp & Yopp’s article. The teacher asks the students to say their names with a certain sound. The result is quite funny! This activity can be repeated to include different sounds. I would be careful to consider what name changes there might be to avoid anything inappropriate. I would also consider the maturity of the learners to have fun with the activity but not to continue using the name changes. Only the person whose name is “changed” will say that name change. Finally, some names will be easier to manipulate than others. Consider the name Skye. Thus, the activity should include vowel sounds as well as consonant sounds.