Last year I did a research study for my Master's program in this area. I compared two instuctional curriculums for teaching phonological awareness daily to students using two whole in-tact Kindergarten classrooms at my school. (Thank you WCPSS, for seeing the value in teacher practitioner research!) The control class taught phonological awareness for 10-15 everyday using the Micheal Heggerty Phonemic Awareness Curriculum and the experimental group taught phonological awareness for 10-15 everyday using the Hello Literacy Phonological Awareness Curriculum. The results, even after one month were amazing! I will not bore you with my 52 page research study, of which I got IRB-approval and an act of county congress to do the study, but after these results, I could not, NOT WRITE the rest of the curriculum. I truly believe it could have a huge impact of on our very youngest readers...if folks buy it and use it. That simple.
Phonological Awareness vs. Phonemic Awareness
These two terms are often used interchangeably in the reading research literature. It is accepted to use them synonymously. However, there is a difference between the two terms. Phonemic awareness is just that…awareness at the PHONEME level. A phoneme is a single unit of sound, regardless of the number of letters in the single sound. Here are a few examples of phonemic level sounds; /m/ as in made, /th/ as in thing, /dge/ as in bridge making the /j/ sound, or /ed/ as in washed making the /t/ sound. Phonemic awareness falls under the umbrella of phonological awareness, which covers awareness at the phoneme level, the syllable level, the word level and the sentence level.
Phonological Awareness vs. Phonics
Phonological awareness and phonics are two terms that are also often confused, but there is a clear difference between the two. The main way they are the same is they both deal with letters and their corresponding sounds. However, phonological awareness is sound only, without looking at print, only listening to sounds and producing sounds orally. Once you add letters for the child to look at when doing the phonological awareness work; the task becomes a phonics task. Phonological awareness, phonemic awareness, phonics (and fluency) are now housed in the Common Core standards as Foundational Reading Skills. The lessons created here in this Hello Phonological Awareness Curriculum, are strictly phonological awareness. We have meticulously gone through the Common Core standards for Reading Foundational Skills for both Kindergarten and First Grade, and identified the skills and learning outcomes that students are expected to know and do in the area of Reading Foundational Skills, related directly to phonological awareness. In addition to the standards (and skills embedded within them), there are also a few additional phonological awareness skills outlined in Appendix A of the Common Core document for ELA. The skills included in Appendix A that are not actual standards with numbers but are included in the lessons here are; Counting Spoken Words in a Sentence, Syllable Blending & Pronouncing, Phoneme Alliteration & Discrimination, and Initial Phoneme Deletion. We have included them in this curriculum, for a total of 16 essential phonological awareness skills.
We have created the following correlation table to show you how the Common Core standards for Reading Foundational Skills correlate to each phonological awareness skills embedded with the wording of the standards and the ELA appendix for the “general progression of phonological awareness skills (PreK-1).”
We have included the artic word lists we created and used to develop the curriculum in the event that you might want to use these words to develop vocabulary, language and phonics skills in other areas of your literacy block. Any letter or letters inside these symbols / / means that the sound of the letter or letters should be made, not the letter name itself.
The listening games themselves are meant to be quick, verbal exchanges between teacher and students. That is, the pace should be faster rather than slower. For each skill, the teacher “script” is indicated. Whatever it says inside the quotation marks is what the teacher should say to the students, using the words listed within each section.
I've put one lesson (which lasts a week) up for FREE, because I really want you to use it in your class for a week and see how you like it. We're so sure you'll love it, that we think you'll come back and purchase the monthly bundles. Check out our page HERE.