Phonological Awareness Bundle Now Available!

I completed my 4th and final product targeting phonological awareness! It's up on my TPT store and you can buy it here: http://www.teacherspayteachers.com/Product/Phonological-Awareness-Bundle-Rhyming-Manipulating-Sounds-and-More-1373610

Here's some preview images. This product is all about adding, deleting, and substituting sounds in all positions of words.



Here's an example of task cards for adding initial sounds



Adding final sounds



Adding medial sounds



Deleting initial sounds



Deleting final sounds



Deleting medial sounds



Substituting initial sounds



Substituting final sounds



Substituting medial sounds

My whole store is on sale until tomorrow so go now!

I also bundled ALL my phonological awareness products into a super-savings packet! It's 90 pages long and includes task cards for rhyming, blending/separating sounds and syllables, isolating sounds, and manipulating sounds. It's super discounted right now and you can buy it here: http://www.teacherspayteachers.com/Product/Phonological-Awareness-Bundle-Rhyming-Manipulating-Sounds-and-More-1373610

Enjoy that TPT sale!!!

More Phonological Awareness!

I've been working so hard on this next product! It's taken me a long time to complete but it's finally finished! Yay!

This phonological awareness packet focuses on isolating initial, final, and medial sounds from words. It really works on listening skills and the ability to hear sounds in different positions of words. Included are 16 different task cards for each of the following skills:

*Discriminating initial sounds
*Discriminating initial sounds with choices
*Isolating initial sounds independently
*Discriminating final sounds
*Discriminating final sounds with choices
*Isolating final sounds independently
*Discriminating medial sounds
*Discriminating medial sounds with choices
*Isolating medial sounds independently


Here's a preview of what it looks like:



These cards focus on deciding if two words start with the same sound
 



For these, the student is given a sound and asked to pick which word starts with that sound



Here, the student is asked to say with which sound a word starts

This will give students lots of practice with listening for sounds! I'm excited to use this my students very soon!

Go to my TPT store to buy it today: http://www.teacherspayteachers.com/Product/Phonological-Awareness-Isolating-Initial-Final-and-Medial-Sounds-Part-III-1351297

OR win it here:





a Rafflecopter giveaway

Win This!!

I decided to do another giveaway! I love winning things, though it rarely happens!

Do you work on phonological awareness skills with any of your students? I created a product to work on counting, blending, and segmenting sounds and syllables. You can enter to win it here!

Here's some preview images:

To learn more about the product go to my teacherspayteachers store.

Enter the raffle here!! a Rafflecopter giveaway

Give away! Enter to win!

I'm doing another give away! This time, I'm giving away a FREE copy of my TPT product: Phonological Awareness RTI Kit: Rhyming. It's Part I of a many part series targeting phonological awareness.

Check it out here: http://www.teacherspayteachers.com/Product/Phonological-Awareness-RTI-Kit-Rhyming-1302334

Enter to win it here:

a Rafflecopter giveaway

Phonological Awareness: Counting, Blending, and Separating Sounds & Syllables

Just posted Part II of my Phonological Awareness intervention kit. Here's a sneak peak for you:


Task cards for counting the number of syllables in words



Task cards for counting the number of sounds in words



Task cards for blending syllables



Task cards for blending sounds



Task cards for separating compound words



Task cards for separating 2-3 syllable words

Go to my TPT store to grab this! http://www.teacherspayteachers.com/Product/Phonological-Awareness-Counting-Blending-and-Separating-Sounds-and-Syllables-1305922



Phonological Awareness Skills, Rhyming, and RTI

I just posted my newest product on TPT! This product targets the phonological awareness skill of rhyming. It breaks it down into a hierarchy of tasks from discrimination up to independently generating rhyming words. In my last post, I talked about how these skills can even be missing in 5th graders. Please! Screen your 1st grade+ students and make sure they have the foundational skills needed for reading!

Rhyming is one of the earliest forming phonological awareness skills and should be developed by age 5. You would be surprised how many 4th grade students we found last year that could not rhyme! Imagine how difficult it is for these children to learn about word families when they cannot even identify words that rhyme!

So, with this product you have four tasks to choose from. The first task is a discrimination task ("Does x and y rhyme?"). Two images are shown and the child is asked to determine (Yes/No) if the two words rhyme. Because the focus is on phonological awareness and not phonics, no words are shown. Here's a sample page of 8 flashcards:

 

 

 

The second task has the child identify a rhyming word with choices. One image is shown at the top of the flashcard and two images are shown below a line on the bottom of the flashcard. The student decides which of the two images at the bottom rhymes with the word on top. The foils are words that start with the same initial sound, but do not rhyme. Here's a sample of what that looks like:

 

 

 

 

The third and fourth tasks have the student generate a rhyming word with and without clues. Pictures are provided to help lower the working memory demands of the task. After every task set there is an answer key so if you are unsure what the picture is trying to depict, you can look for it there.

 

 

At our school, we have had secretaries and clerks administer this treatment after we screen. It's easy for them to do, and requires just five minutes/day. When we piloted this last year, we were shocked with how quickly the kids picked up on these skills with targeted instruction. This RTI program can really strengthen a child's foundational literacy skills.

 

Download this today at my TPT store: http://www.teacherspayteachers.com/Product/Phonological-Awareness-RTI-Kit-Rhyming-1302334

 

Look for my next phonological awareness packet that will focus on counting, blending, and separating sounds and syllables! I hope to have that up by Thursday!

 

 

Grace



 

What I'm working on...!

A little background...

We piloted an RTI program for phonological awareness at our school this year. We (the SLPs) screened 2 children in each classroom based on the teacher's concerns using a screener a colleague developed. If the student scored lower than 80% on any section of the screener, they would be placed into an RTI program for those weaknesses. We looked at rhyming, blending syllables/sounds, counting syllables/sounds, identifying sounds, adding sounds, deleting sounds, and manipulating sounds in words. We didn't screen kindergarten students because most of these skills are emerging at that age anyway...everyone would end up qualifying!

Which brings me to developmental norms:

• Rhyming: should be developed by age 5
• Discrimination is easier than identification which is easier than generation
• Separating words into sounds and syllables: should be developed by age 5
• Counting syllables and sounds: should be developed by age 5;6
• Blending word parts, sounds, and syllables: should be developed by age 6
• Isolating sounds in words: should be developed by age 6
• Initial sound is easier than final which is easier than medial
• Manipulating sounds in words: should be developed by age 9
• Adding sounds is easier than deleting sounds which is easier than substituting sounds

Because of these norms, we started screening 1st grade through 5th grade. You would be amazed at how many 4th and 5th graders lack these skills.

Wait...my student is 10...Does this really pertain to me?

YES!

• Poor readers ages 7-12 years were given direct phonological awareness instruction and showed gains (Williams, 1980).
• Poor readers ages 8-10 were given instruction in phonological processing and showed marked improvement not only in reading accuracy, but also in reading comprehension (Gillon & Dodd, 1995).

The brain research says it all:

When phonological awareness instruction was direct, explicit, and systematic, the resulting brain patterns of struggling readers became similar to those of children who had learned to read without difficulty (Berninger et al., 2003).

So...what am I working on?

A phonological awareness product with lots of awesome graphics to engage students who are struggling with these skills!

Can't wait to share it!! I'm 1/4 of the way done!! Here's a preview of a rhyming discrimination page:

Do any of you have a program like this in your school?