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Funēmics

Understanding Funēmics

  1. How can I find out more about Funēmics?
  2. Why teach reading at such a young age?
  3. Why do students need this program?
  4. Does Funēmics meet the Common Core State Standards?

1. How can I find out more about Funēmics?

Check out these articles on the Read Naturally blog, visit the Read Naturally webpage on the research basis of Funēmics, check out the information on the product page (be sure to scroll down and click on the tabs), or download the sampler, the Funēmics' Fidelity Checklist or the Funēmics' Teacher's Manual.

2. Why teach reading at such a young age?

Actually, the Funēmics program is entirely pre-reading. It takes the letters out of the equation, and instead focuses on playing with the sounds of the language through rhyme, song, and word play in an age-appropriate way. It uses research-based methods to either prepare a pre-school- or kindergarten-aged-child for reading, or to help a struggling reader learn the essential components of phonemic awareness.

3. Why do students need this program?

“Research indicates that, without direct instructional support, phonemic awareness eludes roughly 25 percent of middle class first graders and substantially more of those who come from less literacy-rich backgrounds. Furthermore, these children evidence serious difficulty in learning to read and write” (Adams et al., 1998, p. 1)1.

4. Does Funēmics meet the Common Core State Standards?

The Funēmics curriculum meets all of the Common Core State Standards for Phonological Awareness in kindergarten and grade 1.

CCSS Reading: Foundational Skills—Phonological Awareness

The standards listed below are reprinted from the Common Core State Standards Initiative website: http://www.corestandards.org/ Each standard is followed by a list of the lessons of Funēmics that address the standard.

Kindergarten 

CCSS.ELA-LITERACY.RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words. (Book.Lesson: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10)
CCSS.ELA-LITERACY.RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words. (Book.Lesson: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8)
CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words. (Book.Lesson: 4.1, 4.2, 4.3, 4.4, 4.5, 5.4, 5.5)
CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Book.Lesson: 5.7, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 6.12)
CCSS.ELA-LITERACY.RF.K.2.E: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (Book.Lesson: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 5.4, 5.5, 5.9, 5.10, 6.10, 6.11, 6.12)

Grade 1 

CCSS.ELA-LITERACY.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.2.A: Distinguish long from short vowel sounds in spoken single-syllable words. (Book.Lesson: 6.7, 6.12)
CCSS.ELA-LITERACY.RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (Book.Lesson: 4.1, 4,2, 4.3, 4.4, 4.5, 5.4, 5.5, 5.7, 5.9, 5.10, 6.2, 6.3, 6.4, 6.5, 6.6, 6.10, 6.11, 6.12)
CCSS.ELA-LITERACY.RF.1.2.C: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (Book.Lesson: 5.1, 5.2, 5.3, 5.6, 5.7, 5.8, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 6.12)
CCSS.ELA-LITERACY.RF.1.2.D: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (Book.Lesson: 5.7, 6.2, 6.3, 6.4, 6.5, 6.6, 6.8, 6.9, 6.10, 6.11, 6.12)

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