Phonological Awareness Skills - Book 3 by Teacher Superstore

Titles in this series:

Phonological awareness skills (Book 1) Auditory discrimination, Rhyming and Alliteration Phonological awareness skills (Book 2) Segmentation and syllabification, and Blending Phonological awareness skills (Book 3) Phoneme matching and Phoneme isolation Phonological awareness skills (Book 4) Phoneme completion, and Phoneme addition and deletion Phonological awareness skills (Book 5) Phoneme segmentation, Phoneme substitution and Phoneme reversal is material subject to copyright under the All material identified by Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2018. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

Copyright Notice A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes. Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher. This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

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Foreword The five books in the Phonological awareness skills series were developed to assist early childhood teachers develop these important skills with their children. The majority of the games and activities in this series of units are hands-on and oral, catering for pre-reading children. They are supported by teacher background information, including suggestions for teaching each skill, full instructions and all resources for each game and activity, additional resource worksheets and assessments. Literature and website links are also provided where applicable. These black and white hardcover books are also offered as fullcolour individual digital downloadable units.

Levels of phonological awareness

The skills in the books are presented in developmental order, so those in Book 1 should be completed before those in Book 5.

word syllable

The books in the series include: Book 1—Auditory discrimination, Rhyming and Alliteration

onset and rime

Book 2—Segmentation and syllabification, and Blending phoneme

Book 3—Phoneme matching and Phoneme isolation Book 4—Phoneme completion, and Phoneme addition and deletion

Book 5—Phoneme segmentation, Phoneme substitution and Phoneme reversal

Teacher background information.......... iv–viii

Phoneme isolation................................72–160

About the games/activities pages............ iv

Teachers notes.......................................... 72

How to use the games and activities......... v

Pre-test....................................................... 73

Suggested mastery of skills table.............. v

Games, activities and resources...... 74–158

Curriculum links.....................................vi–vii

Assessment...................................... 159–160

Assessing phonological awareness skills......................................... viii Phoneme matching .................................. 1–71

Assessing the two skills............................... 161 Class recording sheet.................................. 162

Teachers notes.............................................1 Pre-test..........................................................2 Games, activities and resources...........3–69 Assessment.......................................... 70–71

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TEACHER BACKGROUND INFORMATION The general term ‘phonological awareness’ includes phonemic awareness of sounds, words, syllables and rhyme. All phonological and phonemic awareness skills are learnt orally. Children need the ability to identify and work with the sounds of spoken language in order to make sense of sound–symbol relationships.

About the games/activities pages The majority of the games and activities in this series of units are hands-on and oral, catering for prereading children. However, some activities involve sound–symbol relationships so letters and written work are included. This caters for younger children who need extension and older children who need remediation, consolidation, reinforcement or revision of skills. Games and activities without resources are suitable for lesson breaks and ‘attention-grabbing’ games. The 12 different skills are presented in developmental order. The first skill—auditory discrimination—is the most basic, but undervalued skill; while the twelfth—phoneme reversal—is the most complex skill and harder to master. The skills are: auditory discrimination, rhyming, alliteration, segmentation and syllabification, and blending. The following skills involve manipulating phonemes: phoneme matching, phoneme isolation, phoneme completion, phoneme addition and deletion, phoneme segmentation, phoneme substitution and phoneme reversal. • Each skill has a number of different components. Games and activities for each component are provided together. An objective down the side of each game/activity states which component is covered by the game/activity.

For example, rhyming has three main components: discriminate rhymes between words (i.e. tell whether or not two spoken words rhyme); discriminate rhymes in context including listening to songs, poems, or nursery rhymes and find the rhymes; and produce rhymes. The title of the game/activity is given

Full instructions and reference to any resources needed are stated

The skill component is stated

ACTIVITY 2: Picture sorting game

Use the cards on pages 9–27 for this activity. The starter cards are placed next to each other on the floor. These cards name the sound for each group.

An image links to the resources needed. It also helps explain what the children are expected to do

Place the picture cards in a pile facedown. Players take turns taking a card from the pile, saying the object and deciding which starter card to place the card beneath. • Identify and match objects that end with the same sound

Continue taking turns until all players have had a turn and all picture cards are placed in a column beneath a starter card. This game may be played in small groups with an adult helper, or as a whole class. Teachers should choose three to five sound groups to sort at a time. Ensure the picture cards are shuffled well. Six picture cards are provided for each starter card. Words have been placed on all picture cards to ensure the correct word is provided but the children are not expected to read them. NOTE: To achieve the correct ‘ks’ sound of ‘x’, words like ‘six’ and ‘fox’ have been chosen that have ‘x’ in positions other than the beginning sound of a word.

• All games/activities are titled and reference is made to the pages on which any required resources are found. • Full instructions describe the game and the number of children involved. Where spoken words are required, a list of words is provided. • Answers are provided where relevant. • Images on the game/activity reflect the resources required. iv

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TEACHER BACKGROUND INFORMATION How to use the games and activities • All games and activities can be printed off onto cardboard, laminated, cut into A5 cards and stored in a box for easy access. Alternatively, the sheets may be printed off and placed in a plastic sleeve and stored in an A4 folder. Any full-colour resources can be photocopied, laminated and stored with them. • All activities are directed by a teacher or adult helper, so full instructions are given, including a script (where applicable) and a list of words to use. The children are not expected to read the words, although some may be included to clarify a picture so the correct word is generated, or to extend more capable children. • All resources should be collected and prepared before commencing a game or activity. Some games require sports equipment like beanbags, buckets, hoops or a hopscotch frame. Others require cards or game boards to be made. • Teachers or adult helpers should read all instructions and understand what the child is expected to do before starting an activity. • Some activities have resource worksheets to consolidate the concept and to engage children who like written work like ‘big kids’.

Suggested mastery of skills table Age

Skill

Auditory discrimination

4–5 4–5 4–5

Skill typically mastered

• Syllable segmentation • Syllable blending

5–6

Blending

• Phoneme blending (onset/rime) • Phoneme blending (all phonemes)

5–6

Phoneme matching

5–6

Phoneme isolation

5–6

Phoneme completion

6–7

Phoneme addition and deletion

6–7

Phoneme segmentation

7–8

Phoneme substitution

7–8

Phoneme reversal

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• Syllable deletion • Initial and final sound deletion

PHONOLOGICAL AWARENESS SKILLS (Book 3)

CURRICULUM LINKS The phonological awareness skills presented in this series of units cover a range of age groups and levels. To account for these, links to both the Early Years Learning Framework and Australian Curriculum have been provided.

The Early Years Learning Framework (EYLF) The games and activities in this series incorporate the following outcomes: Outcome 1: Children have a strong sense of identity Children develop their emerging autonomy, interdependence, resilience and sense of urgency. For example, when they increasingly cooperate and work collaboratively with others. Outcome 2: Children are connected with and contribute to their world Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. For example, when they broaden their understanding of the world in which they live; listen to others’ ideas and respect different ways of being and doing; use play to investigate, project and explore new ideas; and increasingly cooperate and work with others. Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional wellbeing. For example, when they increasingly cooperate and work collaboratively with others; recognise their individual achievement; and recognise the contributions they make to shared projects and experience. Children take increasing responsibility for their own health and physical wellbeing. For example, when they manipulate equipment and manage tools with increasing competence and skill.

Outcome 4: Children are confident and involved learners

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. For example, when they are curious and enthusiastic participants in their learning; use play to investigate, imagine and explore ideas; and participate in a variety of rich and meaningful inquiry-based experiences. Children develop a range of skills and processes such as problem-solving, inquiry, experimentation, hypothesising, researching and investigating. For example, when they apply a wide variety of thinking strategies to engage with situations and solve problems. Children transfer and adapt what they have learned from one context to another. For example, when they make connections between experiences, concepts and processes; and use the processes of play, reflection and investigation to solve problems. Children resource their own learning through connecting with people, places, technologies and natural and processed materials. For example, when they use their senses to explore natural and built environments; explore the purpose and function of a range of tools, media, sounds and graphics; manipulate resources to investigate, take apart, assemble, invent and construct; use information and communication technologies (ICT) to investigate and problem-solve; and explore ideas and theories using imagination, creativity and play. Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a range of purposes. For example, when they engage in enjoyable interactions using verbal and non-verbal language; contribute their ideas and experiences in play, small- and large-group discussions; interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate, and share new understandings; convey and construct messages with purpose and confidence, building on literacies of home/family and the broader community; exchange ideas, feelings and understandings using language and representations in play; and express ideas and feelings and understand and respect the perspectives of others. Children engage with a range of texts and gain meaning from these texts. For example, when they listen and respond to sounds and patterns in speech, stories and rhymes in context; sing and chant rhymes, jingles and songs; and begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter–sound relationships, concepts of print and the ways texts are structured.

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CURRICULUM LINKS The Early Years Learning Framework (EYLF) Outcome 5: Children are effective communicators (continued) Children begin to understand how symbols and pattern systems work. For example, when they develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them; begin to be aware of the relationships between oral, written and visual representations; and listen and respond to sounds and patterns in speech, stories and rhyme. Children use information and communication technologies to access information, investigate ideas and represent their thinking. For example, when they engage with technology for fun and to make meaning. The Early Years Learning Framework (PDF). Australian Government Department of Education and Training. Retrieved 13 June 2018.

Australian Curriculum English Foundation Phonics and word knowledge • Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

• Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)

• Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438) • Know how to read and write some high-frequency words and other familiar words (ACELA1817)

(ACELA1818)

• 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 (ACELA1819) • Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820) Year 1 Phonics and word knowledge • Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457) • Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words (ACELA1458) • Understand how to spell one and two syllable words with common letter patterns (ACELA1778) Year 2 Phonics and word knowledge • Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474)

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ASSESSING PHONOLOGICAL AWARENESS SKILLS Phonological awareness skills play an important part in early childhood learning. It is therefore essential to screen children as early as possible so that any gaps in education, misconceptions or weaknesses can be remedied quickly. Learning difficulties should be detected and rectified as early as possible so that issues of poor self-esteem do not develop. Phonological awareness is a strong predictor of literacy development and the Phonological pre-tests provide an overview of pre-reading skills needed for literacy development.

Levels of phonological awareness word syllable onset and rime phoneme

PRE-TESTING AND POST-TESTING It is essential to assess young children on their phonological awareness skills before introducing specific ones. Phonological awareness testing should occur early at kindergarten or prep level, and monitoring of the children’s progress should continue throughout the year. Both pre- and post-testing have been provided in this book. All tests should be administered on a one-to-one basis. The post-tests provided in this book are comprehensive and have a greater degree of difficulty, assessing a child’s understanding of phonological awareness skills. In-depth assessments are provided at the end of each skill section. An assessment covering all skills in the book is provided on page 161. Once gaps in learning or misconceptions have been identified, teachers can utilise the information to further assist children experiencing learning difficulties.

© R. I . C.Publ i cat i ons Teachers should use their own initiative about when to stop the testing if students are confused, or evi wobvious pur phave os eso n l y• frustrated or find the• testf too easyr (when it e is very they mastered the skill).

Full instructions are provided and no resources are required to carry out the testing. A section is provided for teachers to make comments about children’s responses.

A class recording sheet is provided on page 162 for the pre-test and for the post-test. More than one copy of the checklist may need to be printed to cover all the children in the class. Options for colouring the results are suggested to make it easier to view results at a glance. To administer the assessments, teachers or adult helpers will need: • one set of assessment task sheets for each child • three simple sound items for the auditory discrimination task • class recording sheet Administering the tests: • Assess children individually. • Give clear instructions (these are included). • Assess in an area where there are few distractions. • Model examples so children have a clear understanding of the tasks. • Record responses and comment about automaticity of answers. • Work through each section until the children have four consecutive incorrect answers.

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SKILL 6: PHONEME MATCHING TEACHER NOTES What is phoneme matching? Phoneme matching is the ability to identify words with the same sound. The skill of matching phonemes is typically mastered by children about the middle of their year in kindergarten. Many activities relating to phoneme matching will have been covered in the units on rhyming and alliteration. Some additional games and activities have been included in this unit.

Why is phoneme matching important? Phoneme matching is an advanced skill that requires children to be aware of specific sounds in spoken words. Differentiating sounds in words helps children develop the ability to read, write and spell.

Levels of phonological awareness word syllable onset and rime

What does phoneme matching involve? Phoneme matching can involve some, or all of the following:

phoneme

• identifying and matching images or objects that begin with the same sound

• identifying and matching images or objects where the name contains the same sound

• identifying and matching words with the same medial phoneme • identifying and matching words with the same vowel sound • identifying the same sound when it appears in different positions in words; for example, ‘t’ in tub and in ant Once children are proficient matching long and short phonemes, introduce the letters that represent the sounds and have the children complete games and activities to match these.

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PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONOLOGICAL AWARENESS PRE-TEST Phoneme matching

Comments

Say these instructions to the child: I’m going to say a special sound and then two words. I want you to tell me which word has the special sound in it. Use the following as an example: Say: Which word has the /g/ sound—goat or cat? (goat) Say the following instructions: . 1 2. 3. 4. 5.

Which word has the /s/ sound—sing or pin? Which word has the /t/ sound—tiger or buzz? Which word has the /p/ sound—pot or lick? Which word has the /z/ sound—brick or zebra? Which word has the /k/ sound—dog or cat?

Total:

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PHONEME MATCHING GAMES AND ACTIVITIES ACTIVITY 1: Which hoop?

• Identify and match objects that begin with the same sound

Collect a number of small objects or toys and place them in a group on the floor. Place three or four hoops in the centre of the room. Label each with a large ‘s’, ‘a’, ‘t’ or ‘p’ on a piece of paper inside a plastic sleeve. Demonstrate first, showing the children how to choose an object, say its name and place it in a particular hoop. One object for each different hoop should be chosen to begin with to assist the children. Once all objects have been allocated, say the names of those in each group, emphasising the sound. If possible, have enough objects so that each child can place one object in a hoop. The children are not expected to match initial sounds and letters yet, but labels will aid more capable children.

ACTIVITY 2: Picture sorting game

Use the cards on pages 10–28 for this activity.

• Identify and match objects that end with the same sound

The starter cards are placed next to each other on the floor. These cards name the sound for each group. Place the picture cards in a pile facedown. Players take turns taking a card from the pile, saying the object and deciding which starter card to place the card beneath. Continue taking turns until all players have had a turn and all picture cards are placed in a column beneath a starter card. This game may be played in small groups with an adult helper, or as a whole class. Teachers should choose three to five sound groups to sort at a time. Ensure the picture cards are shuffled well. Six picture cards are provided for each starter card. Words have been placed on all picture cards to ensure the correct word is provided but the children are not expected to read them. NOTE: To achieve the correct ‘ks’ sound of ‘x’, words like ‘six’ and ‘fox’ have been chosen that have ‘x’ in positions other than the beginning sound of a word.

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PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES ACTIVITY 3: Three stack Use the cards on pages 29–34 for this activity.

Players take turns to select the top card from each of the three stacks. They say the name of the picture and the sound each begins with. If the sounds on all three cards match, the player keeps all three cards. If two match, they keep the two, and place the extra card somewhere in its original stack. If no cards match, all cards are placed in the middle of their respective stack. The game continues until as many matches as possible are made. To make it easier for children to return picture cards to the correct stack, write the numbers on the back of the cards. Words have been placed on all picture cards to ensure the correct words are provided. The children are not expected to read the words.

• Identify and match objects that begin with the same sound

Photocopy, laminate and cut out the cards. Place all the cards marked ‘1’ in one stack, all those marked ‘2’ in another stack and all those marked ‘3’ in a third stack. The stacks should all be placed facedown.

ACTIVITY 4: What’s at the end?

Use the cards on pages 35–37 for this activity. Play this game like Concentration™ or Memory™. The cards are placed spread out, facedown on a flat surface. • Identify and match objects that begin with the same sound

Two to four players take turns to turn over two picture cards. The player names the objects and if both objects end with the same sound, the player keeps the cards. If the cards end in different sounds, the cards are turned over, and players try to remember where they are for their next turn! The winner is the player with the most pairs when all cards have been matched.

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PHONEME MATCHING GAMES AND ACTIVITIES ACTIVITY 5: Snap a final sound Use the cards on pages 35–37 for this activity.

• Identify and match objects that begin with the same sound

Play this game with two to four players.

A dealer (adult helper) shuffles the cards and deals even numbers of cards facedown to each player. The players are not allowed to see the pictures on the cards at this stage.

SNAP!

Players take turns in order around the circle. One player starts (usually the one to the left of the dealer) by taking one of their cards, turning it over and placing it face-up in the centre of the players. The second player places a card on top of the first one, and, if the cards have a picture of an object that ends with the same sound, the player must say ‘Snap!’ and place their hand quickly on the pair of cards. That player then gains those cards. Proceed around the circle, looking for pairs of final sounds until all cards have been used up. The winner is the player with the most cards at the end.

ACTIVITY 6: Domino final sounds

Use the cards on pages 38–40 for this activity. Players are looking for the same final sound in words. This game may be played with two to four players.

• Identify and match objects that end with the same sound

The domino cards are shuffled, then placed facedown on the floor. The players take turns in order around the group to turn over a domino until one player turns over the one with ‘START’ on it. The players continue to take turns revealing a domino. If the beginning picture on the domino matches that of the end picture on the first domino, the domino is placed adjacently. Players continue to take turns turning over and placing dominoes until all are used up.

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PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES ACTIVITY 7: Medial sound matching puzzles

Photocopy all puzzle pieces, laminate and cut them out. Store each individual set of puzzle pieces in a resealable bag so the pieces are kept safely together. Individual children mix up the puzzle pieces, and then name each object, segmenting the individual sounds to hear the medial short vowel sounds. Then they join together the two puzzle pieces that have the same medial sound. Encourage the children to say the names of the objects again to hear the medial vowel sounds. Six sets of puzzle pieces are provided. All puzzle pieces deal with medial short vowel sounds.

• Identify and match objects with the same short vowel sound in the middle

Use the puzzle pieces on pages 41–46 to match images of objects with the same medial short vowel sound.

Use the spinner on page 47 and the picture cards on pages 48–52. Photocopy all the components onto cardboard, laminate and cut out. Join the arrow to the spinner using a split pin. Play this game in small groups of two to four children. Shuffle the picture cards and give each child five. The remaining cards can be placed upside down in a pile in the centre. The first player spins the arrow and, when it stops, he/she names the picture being pointed to and the long vowel sound in the word. The player checks their five cards and, if they have a picture card with the same long vowel sound (in any form), they name their picture and the long vowel sound. Then they place the picture card faceup on the floor, and the next player takes a turn. If a player has no matching long vowel sound picture to put down, they keep all cards. The winner is the first player to dispose of all their cards. Teachers may choose to add the rule that if a player does not have a matching long vowel sound picture, they take another card from a pile in the centre of the group. 6

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• Identify and match words with the same long vowel sound

ACTIVITY 8: Spin a long vowel sound

PHONEME MATCHING GAMES AND ACTIVITIES ACTIVITY 9: Where in the word? This game requires the children to match in pairs, pictures of objects where the same sound is located in the initial and final positions in the word. • Identify and match words with the same sound in different positions

s–bus, star; t–ant, tiger; p–pumpkin, cap; n–pin, nest; c/k–caterpillar, brick; r–robot, hair; m–monkey, ham; d–dinosaur, hand; g–goat, bag; l–lizard, bell; f–fence, leaf; b–butterfly, tub; z–zebra, buzz; w–walrus, cow; v–vest, wave

• Identify and match lowercase plastic letters to the beginning sound of an object in a picture

There are 16 pairs of cards on pages 53–55 that cover the following sounds:

ACTIVITY 10: Letter/sound matching

ant

tiger

Challenge the children to match other pairs; for example, pumpkin and nest; ant and tiger; robot and dinosaur and so on.

Re-use the picture cards on pages 13–28. Select one card for each letter of the alphabet. The children can match plastic lower-case letters to each picture to show what letter the object begins with. Repeat with matching final sound letters to pictures and the medial vowel sounds.

This activity may also be played using small toys or objects.

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PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES ACTIVITY 11: Sort and match phonemes

Collect a number of small toys or objects readily available at school or home for each phoneme selected. The children say the name of each object then sort it into the correct labelled basket. Choose from four or five phonemes at a time.

Any of the picture cards provided in this unit may be used as well if appropriate.

• Identify and match objects to a phoneme—beginning, final or medial

Collect a number of small baskets, recycled ice cream containers or plastic tubs, and label each with a sound—initial, final, short vowel or long vowel sounds.

ACTIVITY 12: Cut and paste to match

The worksheets have sounds as introduced in order in the Jolly Phonics® teaching program but can be used in association with any phonological awareness program. To complete each worksheet, the children cut out the pictures at the bottom and glue each in the correct column to match them to the sounds with picture clues at the top.

NOTE: Most sound matching on the worksheets deals with initial sounds. The exclusions are: ck, ai, oa, ie, ee, or, ng, oo, oo, ou, oi, ue, er and ar.

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• Identify and match the names of objects to letters

A variety of cut and paste activities are provided on pages 56–69.

PHONEME MATCHING GAMES AND ACTIVITIES ACTIVITY 13: Phoneme matching online games

• Identify and match objects to a phoneme—beginning, final or medial

Visit: • <http://www.abcya.com/alphabet_matching_game.htm> to play ‘Monster mansion—alphabet matching’. The children click on pairs to match an upper-case letter to a labelled picture.

hat

• <http://www.readingresource.net/websitesforkids.html> to play ‘Phoneme pop’, ‘Sound match’, ‘ABC match’ and ‘Missing letters in words’ (The last game requires the children to use the keyboard to type in the last letter/ sound in simple words, so should only be used with capable children.)

cat

• the Google Play store and search for ‘alphabet matching game’ to download an app to play an alphabet matching game that involves matching pictures with labels to letters of the alphabet. The game includes matching 2, 3 and 4 cards. • <http://www.readwritethink.org/files/resources/interactives/picturematch/> to play ‘Picture matching’.

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PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Starter cards—1

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PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Starter cards—2

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PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Starter cards—3

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ISBN 978-1-925698-54-1

R.I.C. Publications® www.ricpublications.com.au

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Picture cards—1

star

sun

sock

snake

spider

ant

anchor

alligator

astronaut

R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925698-54-1

PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Picture cards—2

arrow

ankle

tiger

tree

table

teddy bear

tooth

tent

ink

PHONOLOGICAL AWARENESS SKILLS (Book 3)

ISBN 978-1-925698-54-1

R.I.C. Publications® www.ricpublications.com.au

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Picture cards—3

insects

iguana

infant

igloo

pencil

plant

pumpkin

pear

R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925698-54-1

PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Picture cards—4

necklace

nose

net

nuts

nurse

nail

caterpillar

cow

car

cake

PHONOLOGICAL AWARENESS SKILLS (Book 3)

ISBN 978-1-925698-54-1

R.I.C. Publications® www.ricpublications.com.au

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Picture cards—5

camel

carrot

key

king

kangaroo

elephant

engine

envelope

elbow

R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925698-54-1

PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Picture cards—6

elf

egg

hammer

hand

hippopotamus

horse

helicopter

house

robot

ring

PHONOLOGICAL AWARENESS SKILLS (Book 3)

ISBN 978-1-925698-54-1

R.I.C. Publications® www.ricpublications.com.au

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Picture cards—7

rabbit

rhinoceros

rainbow

rock

monkey

motorcycle

moon

mouse

mug

R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925698-54-1

PHONOLOGICAL AWARENESS SKILLS (Book 3)

PHONEME MATCHING GAMES AND ACTIVITIES Picture sorting Picture cards—8

duck

drum

dinosaur

dolphin

door

doughnut

goat

gate

grass

grapes

PHONOLOGICAL AWARENESS SKILLS (Book 3)

ISBN 978-1-925698-54-1