Phonological Awareness Skills - Book 4 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

Unit 8

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 full-colour individual digital downloadable units. The skills in the books are presented in developmental order, so those in Book 1 should be completed before those in Book 5.

Levels of phonological awareness word

The books in the series include:

syllable

Book 1—Auditory discrimination, Rhyming and Alliteration Book 2—Segmentation and syllabification, and Blending

onset and rime

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

phoneme

Book 5—Phoneme segmentation, Phoneme substitution and Phoneme reversal

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

Phoneme addition and deletion.........91-158

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

Teacher notes.......................................91-92

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

Pre-test....................................................... 93

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

Games, activities and resources...... 94–156

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

Assessment...................................... 157–158

Assessing phonological awareness skills......................................... viii

Assessing the two skills....................... 159-160

Phoneme completion............................... 1–90

Class recording sheet.................................. 161

Teacher notes...............................................1 Pre-test..........................................................2 Games, activities and resources...........3–88 Assessment.......................................... 89–90

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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

ACTIVITY 3: I’m thinking of a word

Say to the children ‘I’m thinking of a word but it is not finished. Can you tell me the word?’ The children listen to the words—all of which have the final sound missing.

Full instructions and reference to any resources needed are stated

After each word spoken by the teacher, the children say the word, identify the sound that is missing and say the completed word with the missing sound.

fi_ fix fin fit fib

The examples below may be used: gra_ (b) tru_ (ck) sai_ (l), (m—same) be_ (d), (t), (n—Ben)

ten_ (t) quee_ (n) tee_ (th), (m—team) ca_ (t), (b), (n), (p)

fee_ (t), (d), (l) roa_ (d), (m) fla_ (sh), (b) ca_ (long a sound), (v), (p), (g—cage) etc.

Since the children are listening for the final sound, this activity is best completed using words with at least 3 phonemes. Remember that there may be a number of different final sounds that will create a sensible word.

• Identify the missing final sound in a word and provide it

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

The skill component is stated

• 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 2)

CURRICULUM LINKS

Unit 8

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

Unit 8

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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Unit 8

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 159-160. 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 161 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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Unit 8

SKILL 8: PHONEME COMPLETION

TEACHER NOTES What is phoneme completion? Phoneme completion is one skill involved in manipulating sounds. Phoneme completion involves finishing a word with a sound missing. For example, when shown a picture of a boat and told the word ‘boat’, the child is asked ‘Finish the word ‘boa_’. The child is required to say ‘b-oa-t—boat’, emphasising the ‘t’ sound. Phoneme completion activities are also included in the unit on phoneme isolation. The skill of phoneme completion is developed over time as children progress from the simpler skill of completing rhymes.

Levels of phonological awareness word

Teacher modelling and demonstration of phoneme completion is essential to teach children the skill correctly.

syllable

As with all phonemic activities, oral activities should dominate before children progress to sound—symbol activities. The skill of phonemic completion is not always included in lists of phonemic awareness activities. It is often covered when completing phonemic isolation activities.

onset and rime phoneme

Why is phoneme completion important?

Phoneme completion requires children to segment a word into its individual phonemes and listen for the one that is missing when only part of the word is spoken. Children who have mastered the skill of phoneme completion are more able to spell words when needed to, and are more able to decode unfamiliar words when they encounter them in reading activities.

What does phoneme completion involve? Phoneme completion involves: • identifying the missing final sound in a word* • identifying the missing medial sound in a word • identifying the missing initial sound in a word * Teachers may find it is easier to teach children phoneme completion by beginning with the removal of final sounds in words. This is because these are the last sounds heard when a word is spoken and, therefore, easier for the child to remember. For this reason, the order of following phoneme completion activities commences with final sounds, then moves to medial sounds, before finishing with initial sounds. Teachers should always give the whole word, segmenting the sounds so the children only have to identify and supply the one that is missing.

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

PHONOLOGICAL AWARENESS PRE-TEST Phoneme completion

Comments

Say these instructions to the child: I’m going to say a word. Then I’m going to say the word again without the last sound. I want you to finish the word for me. Use the following as examples, ensuring that the word is pronounced slowly and the last sound is left out: Say: Can you say ‘met’? (The child says met.) Now finish the word mmmm/eeeee/ Say: Can you say ‘fib’? (The child says fib.) Now finish the word fffff/iiiiii/ Say the following instructions: 1. Can you say ‘lab’? Now finish the word lllll/aaaaa/ 2. Can you say ‘Sam’? Now finish the word SSSSS/aaaaa/ 3. Can you say ‘look’? Now finish the word lllll/ooooooo/ 4. Can you say ‘fed’? Now finish the word fffff/eeee/ 5. Can you say ‘sip’? Now finish the word ssssss/iiiiii/ Total:

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Unit 8

PHONEME COMPLETION games and activities

ACTIVITY 1: Find the sound Children are told a simple CVC word from the examples on pages 26–27 and asked to repeat the word slowly, stretching out each sound. Ask the child to say the word again slowly while pointing to counters for each sound. When they reach the final sound they say it loudly as the identified final sound. This can also be done with beginning and medial sounds. At no stage does the child identify the corresponding letter. • Identify the missing final sound in a word and provide it

This is an oral activity only.

ACTIVITY 2: Name it!

Use the children’s names for this activity. The children sit in a circle.

• Identify the missing final sound in a word and provide it

The teacher says the name of a child but leaves out the final sound. The child whose name is called out stands up and says their name (with the missing sound) then says the sound the teacher left out. For example, Breann(a), Breanna says her completed name, the sound ‘a’/u/ which the teacher omitted, then her name again. Repeat as time allows until each child has had a turn.

jason

BREANNA AMY

An alternate way to play this game is to ask other children in the class to supply the omitted sound for the child named.

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

PHONEME COMPLETION games and activities

Unit 8

ACTIVITY 3: I’m thinking of a word

The children listen to the words—all of which have the final sound missing. After each word spoken by the teacher, the children say the word, identify the sound that is missing and say the completed word with the missing sound.

fi_ fix fin fit fib

The examples below may be used: gra_ (b) tru_ (ck) sai_ (l), (m—same) be_ (d), (t), (n—Ben)

ten_ (t) quee_ (n) tee_ (th), (m—team) ca_ (t), (b), (n), (p)

fee_ (t), (d), (l) roa_ (d), (m) fla_ (sh), (b) ca_ (long a sound), (v), (p), (g—cage) etc.

• Identify the missing final sound in a word and provide it

Say to the children ‘I’m thinking of a word but it is not finished. Can you tell me the word?’

ACTIVITY 4: Online games Visit:

• <https://www.topmarks.co.uk/english-games/5-7-years/letters-and-sounds> to play Slides—a game to find the missing final sound to complete a word. • <http://www.professorgarfield.org/phonics/fishing/fishing.html> to play Fishing with Garfield. NOTE: Simple CVC word reading or letter/sound correspondence is required to play the game although the word

• <http://www.literactive.com/Download/live.asp?swf=story_files/flying_kites_US.swf> to play Flying kites. NOTE: Reading of simple CVC words is required to find the word that does not end with the same final sound.)

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• Identify the missing final sound in a word and provide it

parts are audible.

Unit 8

PHONEME COMPLETION games and activities

ACTIVITY 5: Clip the missing final sound Use the cards on pages 12—23 to help children identify the missing final sound to complete simple CVC words. The children will require a peg to clip on the missing sound on each card.

• Identify the missing final sound in a word and provide it

This activity can be an oral activity before being used with more capable children who are beginning to associate letter symbols with sounds heard. NOTE: For the following words only the single sound such as ‘v’ and not the correct spelling—’ve’ is provided to make identifying the final sound easier for the children; kiss, bell, hive, slide, hill, wave, house, wall, olive, gate, ball, mouse, rake, smile, glove

Teachers may remove these cards if they would prefer the children to view the words with the correct spelling. All other individual sounds and digraphs such as ‘oo’ and ‘ai’ are given in correct form. However, the digraph ‘ck’ is given for words ending with the sound ‘c/k’.

ne s

ACTIVITY 6: Colour the final sounds Use the worksheets on pages 24—25 to identify the missing final sound and complete simple words.

• Identify the missing final sound in a word and provide it

The worksheets provided cover many final sounds in words. The children choose from three different final sounds and colour the sound that completes the word. This activity should only be used with children who have symbol–sound correspondence.

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

Unit 8

PHONEME COMPLETION games and activities

Play this game to complete the missing initial, medial or final sound in CVC words. In this instance, the game has been used to find medial sounds. This game works well for words that cannot be easily depicted using pictures. For example, can, beg, hit, a e did etc. A list of CVC words with short vowel medial i sounds is provided on pages 26 and 27. Play the game in small groups of two or three children. This game requires one beanbag for each child—each child receiving a different colour— and three buckets or small hoops. The buckets/hoops are labelled with the missing medial sounds—short a as in cat, short e as in bed, short i as in pig, short o as in dog and short u as in mud. A picture clue may be added for those children who do not have symbol—letter and sound correspondence. Teachers should select the vowel sounds most appropriate for their children. Between two and five may be used at one time. The teacher or adult helper calls out a word, enunciating it slowly. The teacher repeats the word, leaving out the medial sound. The child repeats the word, and then again, without the sound, then identifies the missing sound. The child then throws their beanbag into the appropriately-labelled bucket or hoop. The children in the group can evaluate the success or failure of each other’s answer. A score may be kept of correct answers if desired and a winner declared after a given number of words.

• Identify the missing medial sound in a word and provide it

ACTIVITY 7: Beanbag toss

ACTIVITY 8: Snap the medial sound!

Play this game with pairs or small groups of children after the children are familiar with all medial sounds in three-phoneme CVC words.

Short vowel sound cards are also provided on pages 34—38. Teachers will need to photocopy multiple copies of each one. All cards should be laminated and cut out before use. Teachers should select ten or more picture cards to play the game. The medial short vowel sound cards are shuffled and each player receives four or five. An adult helper or a child places one picture card down on the floor face-up in the middle of the group. The children look at the picture, say the word and decide on the missing medial sound. Players take turns to place down a medial short vowel sound card. The first player to say ‘Snap!’ if the medial sound completes the word for the picture wins the sound cards on the pile and the picture card. A new picture card is placed in the middle and the game continues. The winner is the player with the most cards when all picture cards have been used. 6

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• Identify the missing medial sound in a word and provide it

Picture cards with words with missing medial short vowel sounds are provided on pages 28—33.

Unit 8

PHONEME COMPLETION games and activities

ACTIVITY 9: Stamp the medial sound

Lower-case letter stamps are required for this activity. These are readily available from educational suppliers.

Use the worksheets on pages 39–44 for this activity.

The children look at the picture and the letters provided in the word.

The children work out what sound/letter is needed to complete the word and use the correct stamp to add the sound/letter.

This activity should only be used with very capable children.

• Identify the missing medial sound in a word and provide it

Photocopy the appropriate worksheet for each child.

Teachers who do not have access to letter stamps can provide photocopies of vowels on paper for the children to cut and paste in the boxes. Some are provided on page 45. Alternatively, the children can copy and write the vowels in the empty boxes to complete the CVC words or find vowels in magazines and cut and paste them in place.

ACTIVITY 10: Three in a row

Form groups of three children to play this game and have them stand or sit—on the floor or in a chair—in a row.

• Identify the missing medial sound in a word and provide it

This game requires the children to supply any medial sound to complete a word. The teacher says an initial and final sound, leaving out the medial sound. The medial sound can be replaced by an action such as hands wide and shoulders raised, to show ‘I don’t know what the sound is’. The missing sound can also be replaced by an action or sound such as ‘h-m-m-m’. So the teacher may say ‘s’, ‘h-m-m-m’, and ‘t’. The first child in the group repeats the initial sound, the second child repeats the ‘h-m-m-m’ or action and the third child repeats the final sound. Then, as a group, the children work out what medial vowel sound could be used to make a real word. Each group tries to be the first to make a real word. A number of correct responses should be considered; for example, sit and sat. Nonsense words should be acknowledged as good use of phonics skills such as blending. The children in each trio should change places so each child gets a chance to be in the medial sound position. Lists of CVC words are provided on pages 26 and 27.

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

Unit 8

PHONEME COMPLETION games and activities

ACTIVITY 11: Colour the medial sound

The children choose between two medial sounds and colour the one that completes the word.

This activity should only be used with children who have sound–symbol correspondence. Children may also be asked to write the missing sound in the box.

• Segment sentences into words

Use the worksheets on pages 46 and 47 to identify the missing medial sound and complete simple words.

ACTIVITY 12: I’m thinking of a word … Play this game as a whole class activity.

_ig

Say this rhyme to the children: ‘I’m thinking of a word. What can it be? The middle sound is

. The last sound is

The first sound is missing. What is the word? Can you tell me?’ The teacher completes the rhyme adding medial and final sounds to make a specific word. The children blend the sounds and work out an initial sound that could be placed before the other sounds to make a word.

big fig dig jig

A clue may be provided if necessary.

‘My word is tricky so here’s a clue. My word is something you do/see/eat/play with etc. I’m sure you know it too.’ Praise the children’s efforts if the words provided are real words, even though they may not be the one chosen.

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ISBN 978-1-925698-55-8

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• Segment words in a sentence

Say this rhyme to the children:

Unit 8

PHONEME COMPLETION games and activities

ACTIVITY 13: Initial sounds puzzles Use the puzzles on pages 48–53 to help the children identify and complete words with missing initial sounds. Four sets are provided on each page. The four should be used and stored as a set. The puzzles are created in such a way that only one piece fits in each puzzle to complete the CVC word.

• Identify the missing initial sound in a word and provide it

Picture clues are included to help the children match the pieces. The puzzles are self-correcting so that only one initial sound is possible to complete the words. Encourage the children to say and blend the medial and final sounds to make the rime before they consider the initial sound/onset that could make a ‘real’ word.

ACTIVITY 14: Plastic letter sounds

Use the cards on pages 54—58 to complete the missing initial sounds in CVC words using plastic lower-case letters that are readily available from educational suppliers.

• Identify the missing initial sound in a word and provide it

If teachers prefer, they can laminate the cards and allow the children to use wipe-off whiteboard markers to write the letters.

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

ISBN 978-1-925698-55-8

PHONOLOGICAL AWARENESS SKILLS (Book 4)

Unit 8

PHONEME COMPLETION games and activities

ACTIVITY 15: Online resources Visit: • <http://www.doorwayonline.org.uk/literacy/firstsounds/> to play a game to find the initial sounds in words. (Only for very capable children.) This site allows random selection of ten or more words and includes the sounds being pronounced.

• Identify the missing initial sound in a word and provide it

• <http://www.pippoplearning.com/posts> to find free downloads to print off. The downloads cover missing initial, medial and final sounds for very capable children.

ACTIVITY 16: Get the cheese

• GAME BOARD – 1

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nake

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Each game board deals with two different initial sounds

ent

ooth

ock

nowman

The game boards are used by two children. They will need one small object such as a coin, marker or dice to toss; and one differentcoloured marker for each child.

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ruck

START

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Each child places their marker on one of the mice at START. The children take turns to toss the object. (The marker is used to select a picture on the game board.) When it lands on a picture, the child names the picture and identifies the initial sound. The child then moves their marker to the first initial sound circle above their mouse. The first mouse to reach the cheese wins. NOTE: Words with the missing initial sound have been provided for more capable children, but the majority of children are not expected to read the words.

PHONOLOGICAL AWARENESS SKILLS (Book 4)

ISBN 978-1-925698-55-8

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

• Identify the missing initial sound in a word and provide it

Use the game boards on pages 59–68 to help the children practise finding the missing initial sound in words.

Unit 8

PHONEME COMPLETION games and activities

ACTIVITY 17: Guided CVC cards

• Identify the missing initial, medial or final sound in a word and provide it

Use the coloured CVC word cards on pages 69—72 to help the children practise completing any missing sound in a word. Counters, coins or small objects are used to cover a sound in each word on each child’s card of five words and pictures. Each child has one strip of CVC words and pictures. The teacher or an adult helper covers an initial, final or medial sound depending on the phonics focus, then says the word and the word with one sound missing. The child supplies the missing sound from each word on the card. These cards can be used in a number of different ways. • Use them with a small group and have an adult cover the initial, final or medial sound with a counter on the card for each child. The child must identify the missing sound. If capable, ask the children to write all sounds in the word on a mini whiteboard with a whiteboard marker. In this way, the children are writing simple words. • Ask the child to supply the missing covered sound orally for each word. No writing is involved. • Adapt the cards by deleting the words completely for more capable children who write all the sounds in each word.

fan

box

peg

fin

ACTIVITY 18: Sound ladder

Use the game boards on pages 73–80 to help the children practise finding the missing initial, medial or final sound in words. • Identify the missing initial, medial or final sound in a word and provide it

sun

Plastic lower-case letters are required to complete the words. Alternatively, teachers can laminate the boards and allow the children to write the missing sounds using wipeoff whiteboard markers. Each game board has picture clues and six different words which the children have to complete. The children start at the bottom to climb the ladder and complete the words.

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All the sounds in the first word are given. The children place plastic letters over the first word given, say each sound, blend the sounds and say the word. Then, they look at the next picture, say the word and the sounds provided; and work out what sound is missing. They find the relevant plastic letter and place it on the board to complete the word. The children should say the sounds in each word as they point to them, blend them and repeat the word. The children continue and complete all six words on their game board. This activity illustrates that changing one sound in a word can create another word. Additional worksheets are also provided on pages 81—88. R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925698-55-8

PHONOLOGICAL AWARENESS SKILLS (Book 4)

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—1

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

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

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—2

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—3

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

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

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—4

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—5

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

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

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—6

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

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—7

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

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

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—8

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

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PHONOLOGICAL AWARENESS SKILLS (Book 4)

PHONEME COMPLETION games and activities ‘Clip the missing final sound’ Picture cards—9

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