Phonemic Awareness Instruction

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Across
  1. 4. children recognize the same sounds in different words
  2. 6. the initial consonant sound of a syllable
  3. 7. children recognize the word that remains when a phoneme is removed from another word
  4. 8. children break a word into its separate sounds, saying each sound as they tap out or count it
  5. 9. when children work with phonemes in words, they are manipulating phonemes
  6. 10. a type of phoneme manipulation that combine onsets and rimes to make syllables
  7. 12. involves identifying and making oral rhymes, and identifying and working with syllables in spoken words
  8. 14. the part of the syllable that contains the vowel and all that follows it
  9. 15. smallest parts of sound in a spoken word that make a difference in the word’s meaning
  10. 17. the ability to notice, think about, and work with the individual sounds in spoken words
  11. 18. children substitute one phoneme for another to make a new word
  12. 19. children make a new word by adding a phoneme to an existing word
  13. 20. understanding that there is a predictable relationship between phonemes and graphemes
Down
  1. 1. children recognize the word in a set of three or four words that has the “odd” sound
  2. 2. involves identifying and working with onsets and rimes in spoken syllables, and identifying and working with individual phonemes in words spoken
  3. 3. children listen to a sequence of separate spoken phonemes, and then combine the phonemes to form a word
  4. 5. a type of phoneme manipulation that breaks words into individual phonemes
  5. 11. a word part that contains a vowel or vowel sound
  6. 13. children recognize individual sounds in a word
  7. 16. letters that represent sounds in written language