Phonological Awareness Series - Book 2: Phonemic Awareness by Teacher Superstore

Series: Phonological Awareness Title: Phonemic Awareness Book 2 © 2018 Ready-Ed Publications Printed in Australia Author: Leanne Bidzinski Illustrators: Terry Allen, Melinda Brezmen, Kathryn Bryce, Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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Published by: Ready-Ed Publications www.readyed.net info@readyed.com.au

ISBN: 978 192 561 122 9 2

Contents Teachers’ Notes..................................................4-5 Curriculum Links...................................................5

Section 3: Initial, Medial And Final Sounds With Pictures.......................................... 30 Initial Sounds - Sort 1....................................... 31

Section 1: Onset And Rime..................... 6

Initial Sounds - Sort 2....................................... 32

Teachers’ Notes..................................................7-8

Initial Sounds - Build A Snowman!.............. 33

Onset And Rime Resource Cards............. 9-10

Initial Sounds - Blowing Bubbles!............... 34

Jigsaw Puzzle Glue And Draw 1................... 11

Initial Sounds - Build A Sound Ice Cream..... ...............................................................35

Jigsaw Puzzle Glue And Draw 2................... 12 Onset And Rime Bingo..............................13-16 Caller Cards.......................................................... 17 Section 2: Single Syllables.................... 18 Teachers’ Notes.............................................19-21 Single Syllable Resource Cards...............22-25 Whole Picture Resource Cards................26-27

Initial Sounds - Train......................................... 36 Medial Sounds - Picture Sort......................... 37 Medial Sounds - Great Day Fishing!............ 38 Medial Sounds - Sorting Dogs...................... 39 Final Sounds - Picture Sort............................. 40 Final Sounds - Caterpillar Lunch.................. 41 Final Sounds - Clowning Around!................ 42

Jigsaw Puzzle Glue And Draw 1................ ...28

Final Sounds - Listen, Think And Draw (Teachers’ Notes)................................................ 43

Jigsaw Puzzle Glue And Draw 2.....................29

Final Sounds - Listen, Think And Draw.......44 Section 4: Board Game.......................... 45 Race To The Carrot Patch! (Teachers’ Notes) .............................................. 46 Game Cards...................................................47-48 Race To The Carrot Patch! (Board Game)....49

Teachers’ Notes This book is the second book in a four part series entitled Phonological Awareness. The other books are: Syllables and Rhyming (Book 1); Alphabet Knowledge (Book 3) and Alphabet Letter Formations (Book 4). It is strongly recommended that the books are used sequentially. This book, Phonemic Awareness (Book 2), focusses on the development of skills at foundation level and therefore the activities are primarily oral, aural and requiring movement. An array of pictures are included that can be laminated and used for whole class demonstrations, oral games or small group instruction. Ensure the children are exposed to repeated oral opportunities to hear and demonstrate the sounds within words that include whole body movements like clapping, stomping and jumping. The children will require room to jump in hoops, walk on stepping stones and move picture cards and counters to learn and practise the tasks. There are four sections in this book:

Section 1: Onset And Rime The ‘onset’ is the initial phoneme of a word (e.g. d in dog) and the term ‘rime’ refers to the letters that follow; usually a vowel and the final consonants (e.g. og in dog). Not all words have onsets. Photocopy, laminate and cut the pictures in this section to use with the following activities. Use large ones for whole class demonstrations on the whiteboard and reduce the size to create individual practice packs for the children. Use adhesive magnetic tape attached to the large cards to enable whole class demonstrations on the whiteboard or easel.

Section 2: Single Syllable Pictures At this level, the pictures used are broken down even further into each individual sound. Words with two and three sounds (vc and cvc examples) are appropriate for foundation level of development. Activities are broken into two areas – blending and segmenting. Blending is a prerequisite to master early reading - children are required to blend individual sounds to solve a word, e.g c-a-t makes cat. Segmenting is a prerequisite to early spelling and writing - children are required to segment a word into its individual sounds, e.g. what sounds do you hear in ‘cat’?

Section 3: Initial, Medial And Final Sounds With Pictures At this level, the activities use pictures only and no letters of the alphabet are included. This is to ensure that the children use their aural skills to hear and differentiate between the sounds within words. Remember to concentrate on the sounds within a word not the letters, e.g. ‘shark’ has three sounds ‘sh’ ‘ar’ ‘k’.

Section 4: Board Game This game brings together the initial, medial and final sounds in a fun “Race to the Carrot Patch” dice game. Children will need to differentiate the individual sounds in single syllable pictures to get their counter to the carrot first!

Phonological Awareness Definition Phonological awareness is a broad skill that includes identifying and manipulating units of oral language. Children who have acquired phonological awareness are able to clap out the number of syllables in words, identify and produce oral rhymes and can hear and manipulate individual sounds in spoken words (phonemic awareness). Phonological awareness skills are one of the best predictors of how well children will acquire early literacy skills and a strong relationship exists between them. Strong achievement in this area makes learning to read, write and spell a lot easier. Therefore, a focus on phonological skills and careful individual monitoring of achievements is needed to ensure successful development of early literacy skills in young children. Phonemic awareness is a subset of phonological awareness where the children hear, identify and manipulate the individual sounds within words. Separating the spoken word ‘dog’ into ‘d’ ‘o’ ‘g’ requires phonemic awareness and is an essential pre-requisite skill to reading and writing in early literacy. This book focuses on the development of phonemic awareness and uses pictures to ensure that the children are ‘hearing’ the activities rather than focussing on the distraction of letters. Early instruction should be primarily oral and aural before any form of writing occurs. Phonemic awareness tasks are essential and require regular practise especially for children who are at risk of learning difficulties or whose early literacy development is not at the expected level.

Curriculum Links This book, Phonemic Awareness is based on the following Content Descriptions from the Australian Curriculum: English – Foundation Year – Language Content – Phonics and Word Knowledge Understand that words are units of meaning and can be made of more than one meaningful part. (ACELY 1818) Elaboration: learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words. (ACELY 1819) Elaborations: identifying and manipulating sounds (phonemes) in spoken words, for example ‘c-a-n’ identifying onset and rime in one-syllable spoken words, for example ‘d-og’ and ‘b-ig’ blending phonemes to form one-syllable spoken words, for example ‘s-u-n’ is orally expressed as ‘sun’ and ‘b-a-g’ is orally expressed as ‘bag’

Section 1: Onset And Rime

Teachers’ Notes Page 9 - 10 Onset And Rime Resource Cards Photocopy, laminate and cut cards for teacher use. Make smaller versions as required for child use. Complete activities 1-3 below.

Activity 1: ‘I have a picture of ....’ Materials: Assortment of large onset and rime cards for teacher demonstration. Matching small pack in ziplock bags for children. Instructions:

On whiteboard/easel, place the two cards that make up a picture side-by-side. Place them face down so the children cannot see the picture they make. E.g. Teacher Teacher says … ‘ I have a picture of a …’ Move first card to the left and say … ‘c’ Move second card to the left and say … ‘at’ Children Children listen, identify picture and say … ‘cat’.

Begin with 2 cards face down on board

(A number of teacher demonstrations may be required before children can say correct word.) Teacher With cards face up now repeat the onset and rime, moving cards as you say … ‘c’ ‘at’ ‘cat’ Children Children say with teacher and also select individuals to practise aloud. Turn both cards over Use different pictures and apply the above method to each. Once all combinations have been completed, ask children to open their ziplock bags and find the two cards that make the picture of the cat and place them side-by-side face up. Children Children move the cards and say … ‘c’ ‘at’ ‘cat’. Repeat with other pictures in the ziplock bag. Teacher can move and monitor children, individually demonstrating as required. Repeat daily using different pictures.

Teachers’ Notes Activity 2: Jigsaw Puzzle Pictures Materials: Assortment of onset and rime pictures. Two hoops. Instructions: Place pictures face up on the carpet/table. Ensure pictures are jumbled. Place the two hoops close together on floor in a line. Children Each child finds a matching pair of pictures. E.g. Child places first picture in the first hoop and second picture in the second hoop. Child stands behind first hoop and jumps in saying … ‘c’ Jumps into second hoop saying … ‘at’ Jumps out saying … ‘cat’ The next child with a different picture completes the same task. Teacher may need to demonstrate by saying the onset and rime and child copies until skills develop. This activity is best done with small groups of children to ensure they practise with many examples. Use in literacy group rotations or adapt so children demonstrate as they leave the classroom for recess and lunch. Use stepping stones as an alternative to hoops.

Activity 3: Hand Claps Materials: Onset and rime pictures or single pictures. Instructions: Display picture(s) on whiteboard/easel. Demonstrate hand clap movement to children while saying the onset and rime sounds for the picture. Children copy. Hand Clap Movement – hold hands in front of chest with palms touching. Move hands slightly apart as you say onset sound. Move hands further apart for rime sound. Clap hands together for whole word. Be creative with this activity. Ask groups, ask individuals, ask children to choose/point to a picture for class to clap. Again, children demonstrate as a method of leaving or entering the classroom. Use single syllable words from class big books to clap. Provide plenty of opportunities to practise.

Page 13 - 17 Onset And Rime Bingo And Caller Cards

Give each child a bingo board and nine plastic counters. Teacher uses caller cards saying onset and rime of each picture. Children solve the word. If they have the completed word as a picture on their card, they cover it with a counter. Children call out ‘Bingo’ when all pictures are covered with counters. 8

Onset And Rime Resource Cards

Jigsaw Puzzle Glue And Draw 1 Cut out the jigsaw puzzle pictures and glue them to make a complete picture. Then draw the completed picture.

Jigsaw Puzzle Glue And Draw 2 Cut out the jigsaw puzzle pictures and glue them to make a complete picture. Then draw the completed picture.

Onset And Rime Bingo Board 1

Board 2

Onset And Rime Bingo Board 3

Board 4

Onset And Rime Bingo Board 5

Board 6

Onset And Rime Bingo Board 7

Board 8

Caller Cards

Section 2: Single Syllables

Teachers’ Notes Page 22 - 25 Single Syllable Resource Cards

Photocopy, laminate and cut cards for teacher use. Make smaller versions as required for child use. Complete activities 1-2.

Activity 1: ‘I have a picture of … ’ Materials: Assortment of large single syllable cards, broken into 3 sections for teacher demonstration. Matching small pack in ziplock bags for children. Instructions: On whiteboard/easel place the three cards that make up a picture side-by-side. Place them face down so the children cannot see the picture they make, e.g. Face down on board. Teacher Teacher says, … ‘ I have a picture of a … ’ Move first card to the left and say … ‘c’ Begin with 3 cards face Move second card to the left and say … ‘a’ down on board Move third card to the left and say … ‘t’ Children Children listen, identify picture and say … ‘cat’. (A number of teacher demonstrations may be required before children can say correct word.) Teacher With cards face up now repeat the sounds, moving cards as Turn cards over you say … ‘c’ ‘a’ ‘t’ ‘cat’ Children Children to say with teacher then select individuals to practise aloud. Use different pictures and apply the above method to each. Once all combinations have been completed, ask children to open their ziplock bags and find the three cards that make the picture of the cat and place them side-by-side face up. Children move the cards and say … ‘c’ ‘a’ ‘t’ ‘cat’. Repeat with other pictures in the ziplock bag. Teacher can move and monitor children, individually demonstrating as required. Repeat daily using different pictures. 19

Teachers’ Notes Activity 2: Jigsaw Puzzle

(Skill: blending and segmenting)

Materials: Assortment of single syllable pictures. Three hoops. Instructions: Place pictures face up on the carpet/table. Ensure pictures are jumbled. Place hoops close together on the floor in a line. Child finds a matching set of pictures. Child places first picture in the first hoop, second picture in the second hoop and third picture in the third hoop. Child stands behind first hoop and jumps in saying … ‘c’ Jumps into second hoop saying … ‘a’ Jumps into third hoop saying … ‘t’ Jumps out saying … ‘cat’ The next child with different picture completes the same task. Teacher may need to demonstrate by saying the individual sounds and child copies until skills develop. This activity is best done with small groups of children to ensure they practise with many examples. Use in literacy group rotations or adapt so children demonstrate as they leave the classroom for recess and lunch. Use stepping stones as an alternative to hoops. Once children have mastered this step move onto the next activity that practises the next stage of development.

Page 26 - 27 Whole Picture Resource Cards

Photocopy, laminate and cut cards for teacher use. Make smaller versions as required for child use. Complete activities 3-4.

Activity 3: Hoops Materials: Whole picture resource cards. Three hoops. Instructions: Place hoops in a line on the floor. Children stand in a line behind the first hoop. Teacher Holds up the first picture to the first child in line. Teacher says, … ‘What sounds do you hear in the word ‘dog’?’ 20

(Skill: segmenting)

Teachers’ Notes Children Child jumps in the first hoop saying … ‘d’ Jumps in the second hoop saying … ‘o’ Jumps in the third hoop saying … ‘g’ Jumps out saying … ‘dog’ Go to the back of the line Next child with different picture completes the same task as above. Teacher may need to demonstrate by saying the individual sounds and child copies until skills develop. This activity is best done with small groups of children to ensure they practise with many examples. Use in literacy group rotations or adapt so children demonstrate as they leave the classroom for recess and lunch. Use stepping stones as an alternative to hoops.

Activity 4: Hand Claps

(Skill: segmenting)

Materials: Whole picture resource cards. Instructions: Display picture on whiteboard/easel. Demonstrate hand clap movement to children while saying the individual sounds for the picture. Children copy. Hand Clap Movement – hold hands in front of chest with palms touching. Move hands slightly apart as you say first sound. Move hands further apart for second sound. Move hands further apart for third sound Clap hands together for whole word. Be creative with this activity. Ask groups, ask individuals, ask children to choose/point to a picture for class to clap. Again, children demonstrate as a method of leaving or entering the classroom. Use single syllable words from class big books to clap. Provide plenty of opportunities to practise.

Activity 5: Single Syllable Bingo

(Skill: blending)

Materials: Use Onset And Rime Bingo Cards (page 13-16); counters and Caller Cards (page 17). 9 plastic counters per child. Instructions: As per onset and rime instructions, but use three individual sounds of each picture for children to solve, search and cover with a counter. (Segmenting) At the completion of the game, ask individual children to remove a counter to reveal a picture and then break that picture into its individual sounds.

Single Syllable Resource Cards

Whole Picture Resource Cards

Jigsaw Puzzle Glue And Draw 1 Cut out the jigsaw puzzle pictures and glue them to make a complete picture. Then draw the completed picture.

Jigsaw Puzzle Glue And Draw 2 Cut out the jigsaw puzzle pictures and glue them to make a complete picture. Then draw the completed picture.

Section 3:

Initial, Medial And Final Sounds With Pictures

Initial Sounds - Sort 1 Cut out the pictures at the bottom of the page. Glue each one onto the large picture with the same initial sound. E.g. Glue the snail onto the Sun because both begin with the â&#x20AC;&#x2DC;sâ&#x20AC;&#x2122; sound.

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Initial Sounds - Sort 2 Cut out the pictures at the bottom of the page. Glue each one under the picture with the same initial sound.

Initial Sounds - Build A Snowman! Build a snowman by adding the body parts with the same beginning sound as the picture on the hat.

Initial Sounds - Blowing Bubbles! Cut out the bubbles and glue above the fish with the same beginning sound.

Initial Sounds - Build A Sound Ice Cream Build an ice cream by adding the toppings with the same beginning sound as the pictures in the cones. Colour the toppings in your favourite flavours!

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Initial Sounds - Train Connect the train carriages with the same beginning sound as the pictures on the engine.

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Medial Sounds - Picture Sort Cut out the pictures at the bottom of the page. Glue each one under the picture with the same middle sound.

Medial Sounds â&#x20AC;&#x201C; Great Day Fishing! Cut out the fish and glue them in the bowls so that all the fish have the same middle sound.

Medial Sounds - Sorting Dogs Cut out each dog and glue it in the kennel with the same middle sound.

Final Sounds - Picture Sort Cut out the pictures at the bottom of the page. Glue under the picture with the same end sound.

Final Sounds - Caterpillar Lunch Cut out the pictures at the bottom of the page. Glue on the caterpillar with the same end sound.

Final Sounds â&#x20AC;&#x201C; Clowning Around! Cut out the juggling balls at the bottom of the page. Glue so they have the same last sound as the pictures.

teachers' notes

Final Sounds – Listen, Think And Draw! Teacher (parent helper) reads the instructions below and the children draw the pictures in the boxes on the next page. Ensure the letter sound is used and not letter name. Box 1:

Draw something that you see in the sky that ends with the ‘n’ sound. (plane, moon, sun, etc.)

Box 2:

Draw something that you eat on your birthday that ends with the ‘k’ sound. (cake)

Box 3:

Draw an animal that ends with the ‘t’ sound. (goat, cat, rat, etc.)

Box 4:

Draw something you sleep in that ends with the ‘d’ sound. (bed)

Box 5:

Draw something you wear that ends with the ‘s’ sound. (socks, pants, dress, shoes, etc.)

Box 6:

Draw a big jungle animal that ends with the ‘t’ sound. (elephant)

Box 7:

Draw something you drink from that ends with the ‘p’ sound. (cup)

Box 8:

Draw a sea creature with eight legs that ends with the ‘s’ sound. (octopus)

Final Sound – Listen, Think And Draw! Follow the teacher’s instructions to work out what to draw in each box below.

Section 4:

Board Game

teachers' notes

Race To The Carrot Patch! Materials needed: game cards (pages 47-48) race board (page 49) standard dice counter for each child (see bottom of page) Preparation: Photocopy, laminate and cut out game cards (pages 47 - 48) Enlarge race board (page 49) to A3 and laminate Instructions: Place game cards in the centre box. Child takes top card and completes the task (see below). If correct, child throws the dice and moves forward required spaces. If incorrect, child stays on the current spot. Tasks: If the first sound box is shaded, the child needs to give the beginning sound of the picture. If the second sound box is shaded, the child needs to give the middle sound of the picture. If the third sound box is shaded, the child needs to give the end sound of the picture. If all sound boxes are shaded, the child needs to give all sounds of the picture.

Game Cards

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Game Cards

Race To The Carrot Patch! )

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Place cards here.

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