Phonological Awareness Skills - Book 5 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 substitution...........................60–154

About the games and activity pages........ iv

Teacher notes...................................... 60–61

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

Pre-test....................................................... 62

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

Games, activities and resources...... 63–152

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

Assessment...................................... 153–154

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

Phoneme reversal............................... 155–215

Phoneme segmentation .......................... 1–59

Teacher notes.................................. 155–156

Teacher notes...........................................1–2

Pre-test..................................................... 157

Pre-test..........................................................3

Games, activities and resources.... 158–213

Games, activities and resources...........4–57

Assessment...................................... 214–215

Assessment.......................................... 58–59

Assessing the three skills.................... 216–217 Class recording sheet.................................. 218

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PHONOLOGICAL AWARENESS SKILLS (Book 5)

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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 6: Phoneme phone segmenting A phonic phone is needed to complete this activity. Buy a set of whisper phones or make your own using the instructions at <www.classroomdiy.com/2012/05/diyphonics-phones.html>. Phonic phones amplify sounds, making it easier for the child to hear them. The children will also need the picture cards on pages 27—30 and counters or markers. The game is played in pairs.

The skill component is stated

• Isolate the separate sounds in words

Full instructions and reference to any resources needed are stated

The first child chooses a picture card. The second child says the word represented by the picture and orally segments the sounds in the word into the phonic phone. For example, if the picture shows a hat, the child says /h/ /a/ /t/. The first child places a counter for each phoneme on the card. The children then swap roles. This activity can also be used with any word given by the teacher or adult helper and the Elkonin boxes on page 31. ANSWERS: Page 27: axe–/a/ /x/; sun–/s/ /u/ /n/; bag–/b/ /a/ g/; snake–/s/ /n/ /a/ /k/; cow–/c/ /ow/; tea–/t/ /ea/ Page 28: fish–/f/ /i/ /sh/; two–/t/ /oo/; lips–/l/ /i/ /p/ /s/; bib–/b/ /i/ /b; tie–/t/ /ie/; pig–/p/ /i/ /g/ Page 29: house–/h/ /ou/ /s; hay–/h/ /ay/; cap–/c/ /a/ /p/; mat–/m/ /a/ /t/; clock–/c/ /l/ /o/ /ck/; plug–/p/ /l/ /u/ /g/ Page 30: train–/t/ /r/ /ai/ /n/; fan–/f/ /a/ /n/; ant–/a/ /n/ /t/; hut–/h/ /u/ /t/; chin–/ch/ /i/ /n/; key–/k/ /ee

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

• 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 5)

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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PHONOLOGICAL AWARENESS SKILLS (Book 5)

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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 pages 216–217. 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 218 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.

viii

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SKILL 10: PHONEME SEGMENTATION TEACHER NOTES What is phoneme segmentation? Phoneme segmentation is the process of identifying and breaking a word into each separate sound in the correct sequence. In essence, children identify the individual sounds in words.

What does phoneme segmentation involve? Phoneme segmentation involves: • ‘stretching’ out words by saying them slowly and emphasising each sound

Levels of phonological awareness

• isolating the separate sounds in words

word

• counting the separate sounds in words

syllable

• segmenting for spelling

Why is phoneme segmentation important?

onset and rime

Phoneme segmentation is a skill that directly links relates to the ability to spell. When children can stretch out words, segment words into individual sounds and have learnt the letters that represent these sounds, they can write them in order to spell words.

phoneme

© R. I . C.Publ i cat i ons What do I need• to f remember when doing phoneme segmentation? o r r e v i e w p u r posesonl y• • Teachers need to demonstrate this skill, but they need to make sure that they do not stretch out the The same process links segmenting sounds and reading.

sounds so much that the sounds cannot connect them back to the word. • It is important for children to understand the difference between phonemes and letters. The number of phonemes in a word does not necessarily equal the number of letters. For example, if the word boat is segmented into phonemes, they are /b/ /oa/ /t/—three sounds, where as, there are four letters in the word. • Some letter sounds can be lengthened and held for a length of time. Others, however, when lengthened, may change the sound. Sounds that can be elongated and held continuously

Sounds that CANNOT be elongated and held continuously

a, e, f, i, l, m, n, o, r, s, u, v, w, y, z

b, c, d, g, h, j, k, p, q, t, x

These sounds are easier to blend so instruction should commence with these.

These sounds are more different to blend without changing the sound, so introduce these gradually.

Use words such as fan, sum, fuzz etc. Hold for 1 or 2 seconds and blend smoothly with the next sound.

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Say the sound once only, pause for 1 or 2 seconds, then say the next sound elongating this sound for 1 or 2 seconds

PHONOLOGICAL AWARENESS SKILLS (Book 5)

SKILL 10: PHONEME SEGMENTATION What is the best way to support children as they learn about phoneme segmentation? • As always, the most effective instruction method for any reading skill is modelling. Model segmenting in a number of different ways, always being slow, clear and correct. Increase the speed of the sounds delivery until the children become proficient. • Always provide plenty of practice segmenting sounds orally before introducing the letters that represent the separate sounds articulated. • Revise segmenting sentences into words, segmenting compound words, segmenting words into syllables and segmenting words into onset and rime, before introducing the skill of segmenting words into phonemes. This ensures children move from breaking down larger units to the smallest units of sounds. The unit on segmentation and syllabification provides an abundance of activities to practice these skills. • Always use plenty of visual support, pointing to pictures when learning segmenting. Visual representations aid memory of sounds. • Introduce letters for sounds only when you feel the children are ready to grasp the concept. • When slowly sounding out a word such as ‘rrrruuunnnn’, point to each letter as each sound is pronounced. • Ensure that all senses are engaged, as most children benefit from hands-on activities. Counters and markers should be used, or the children can ‘run’ a small plastic car over the letters on a card as they say the sounds slowly.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• • The use of phoneme segmentation boxes such as Elkonin boxes, like those above, provide a good visual representation for children as they learn to segment words into phonemes.

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PHONOLOGICAL AWARENESS PRE-TEST Phoneme segmentation

Comments

Say these instructions to the child: I’m going to say a word slowly. I want you to tell me the sounds you hear in the word. Use the following as an example: Say: in

What sounds do you hear? /i/ /n/

Say the following instructions: 1. at What sounds do you hear? /a/ /t/ 2. up What sounds do you hear? /u/ /p/ 3. is What sounds do you hear? /i/ /s/ 4. go What sounds do you hear? /g/ /o/ 5. off What sounds do you hear? /o/ /f/ Total:

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PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 1: Hands-on segmenting The children stand, spaced some distance apart, and use their hands to represent how words can be ‘stretched out’. The children place their hands together straight out in front of them. The teacher or adult helper says a word and then repeats it slowly, stretching out the phonemes in the word. For each sound heard, the children move their hands apart until the last sound is stated.

• Stretch out words

Once the children understand how to ‘stretch out’ words with their hands, selected children can be chosen to demonstrate how to ‘stretch out’ a word of their own. When proficient, the children can be given their own word to ‘stretch out’.

ACTIVITY 2: Silly segmenting Use putty or playdough for this activity. This activity is similar to the one above.

Each child is given a ball of putty or playdough which they roll into a fat ‘sausage’ shape. The teacher says a word and repeats it slowly, stretching out the sounds. The children stretch out the putty or playdough each time they hear a new sound in the word. Start with words with a small number of phonemes then increase the number until the putty or playdough is so stretched it breaks.

• Stretch out words

After each word has been ‘stretched out’, the children can roll the putty or playdough back into a fat sausage shape.

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PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 3: ‘Stretched out’ word cards Use the divided cards on pages 17–24 to play this game. Each card must be cut up into the correct number of phonemes in the word. Cards should be printed onto cardboard and laminated for durability before using. The cards provided are divided into the number of phonemes in each word represented by an image.

feet

bike

bed

The cards for words with the same number of phonemes should be stored together in separate ziplock bags. One bag will contain pictures for all the words with 2 phonemes, another will hold all the 3-phoneme words, a third will hold all the 4-phoneme words and the last will hold the 5-phoneme words.

sun

web

road

• Stretch out words

The game may be played individually, in pairs or in small groups. The cut-apart cards are mixed up and the child/children move the parts together to complete the picture and say the complete word. Then they move the pieces apart segmenting the word. Ensure the children point to each part (sound) as they say the sounds that make up each word. Words are provided for more capable children who want to read them.

ACTIVITY 4: Phoneme jumping (or hopping)

Place three different-coloured small hoops on the floor or ground. Say a two- or threephoneme word aloud and have each child say the sounds they hear in the word as they jump into each hoop. Different-coloured hoops tell the child that each sound is a different one. Select from the words on the phoneme word list on page 25. This activity is good to use with words that are difficult to represent visually, such as am, at, is etc.

• Stretch out words

Progress to four- or five-phoneme words when the children have demonstrated their capability.

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PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 5: Egg carton game Use the pictures on pages 26 and 27 to play this game, individually, in pairs or in small groups. Photocopy the pictures onto cardboard, laminate them and cut them out. Glue them inside an egg carton with one picture placed inside each cup. The child places a counter or button inside the egg carton, closes the lid firmly, then shakes the egg carton. The egg carton is opened and the child finds where the counter or button has landed. The child looks at the picture beneath the counter/ button and names the picture. Then the child segments the word into phonemes. The next child then has a turn. Continue until all the words naming the pictures have been segmented. The words depicted are:

Pictures 2: mat, rat, dam, ram, tap, bat, peg, ten, net, lid, pig, dig, wig, bin, fin, dog, pin, mop, top, cot, jug, tub, sun, hut Enough pictures have been provided to fill four different egg cartons.

• Stretch out words

Pictures 1: duck, nail, sack, cake, rain, jam, van, hen, knife, zip, goat, log, lock, cow, mug, ham, bed, leg, jet, pen, bib, bag, hat, chin

ACTIVITY 6: Phoneme phone segmenting

A phonic phone is needed to complete this activity. Buy a set of whisper phones or make your own using the instructions at <www.classroomdiy.com/2012/05/diyphonics-phones.html>. Phonic phones amplify sounds, making it easier for the child to hear them.

The first child chooses a picture card. The second child says the word represented by the picture and orally segments the sounds in the word into the phonic phone. For example, if the picture shows a hat, the child says /h/ /a/ /t/. The first child places a counter for each phoneme on the card. The children then swap roles. This activity can also be used with any word given by the teacher or adult helper and the Elkonin boxes on page 32. ANSWERS: Page 28: axe–/a/ /x/; sun–/s/ /u/ /n/; bag–/b/ /a/ g/; snake–/s/ /n/ /a/ /k/; cow–/c/ /ow/; tea–/t/ /ea/ Page 29: fish–/f/ /i/ /sh/; two–/t/ /oo/; lips–/l/ /i/ /p/ /s/; bib–/b/ /i/ /b; tie–/t/ /ie/; pig–/p/ /i/ /g/ Page 30: house–/h/ /ou/ /s; hay–/h/ /ay/; cap–/c/ /a/ /p/; mat–/m/ /a/ /t/; clock–/c/ /l/ /o/ /ck/; plug–/p/ /l/ /u/ /g/ Page 31: train–/t/ /r/ /ai/ /n/; fan–/f/ /a/ /n/; ant–/a/ /n/ /t/; hut–/h/ /u/ /t/; chin–/ch/ /i/ /n/; key–/k/ /ee

PHONOLOGICAL AWARENESS SKILLS (Book 5)

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• Isolate the separate sounds in words

The children will also need the picture cards on pages 28—31 and counters or markers. The game is played in pairs.

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 7: Break it up This activity requires no equipment. Tell the children that you are going to say a word and they have to break it up into sounds. Give some examples, beginning with simple CV, VC or CVC words such as me, nut or game. Demonstrate how to break up the word. For example, /m/ /e/, /n/ /u/ /t/ and /g/ /a/ /me/.

• Isolate the separate sounds in words

Ask the children to clap, tap their knees, touch their head, stamp their feet, click their fingers or tap a triangle each time a new sound is stated in a word.

hot /h/ /o/ /t/

Once the children can segment simple words, progress to words with four or five phonemes.

CLAP!

ACTIVITY 8: What sounds do you hear?

Use the phoneme cards on pages 33–36 to help the children practise isolating phonemes in words. The children are told the number of phonemes in each word represented by a picture and they have to say the phonemes.

• Isolate the separate sounds in words

They point to the picture, say the word, segment it and say the sounds, making sure they have the correct number to match the card. Teachers may wish to provide children with counters, markers or pegs to clip to each card to represent each phoneme in the word. The following images are depicted: 1 — bee, key, boy, pea, pie, toe, cow, ape 2 — pan, hat, zip, jug, dog, jet, tap, sheep 3 — tree, leaf, shell, cake, kite, mouse, bike, bone 4 — lamp, snake, tent, clock, snail, train, crab, frog

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ISBN 978-1-925698-56-5

PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 9: Push and slide Use any readily-available manipulatives for this activity. Counters, beads, blocks, craft sticks etc. are all suitable. If dealing with three-phoneme words, each child will need three manipulatives; if dealing with four- or five-phoneme words, the children will need four or five manipulatives. To challenge the children, provide six manipulatives so the children have to think about how many to move.

Ensure the children are competent isolating the phonemes for two- or three-phoneme words before moving to words with more phonemes.

• Isolate the separate sounds in words

The children have their manipulatives lined up in front of them. The teacher or adult helper says a word and the child pushes or slides one manipulative forward for each phoneme heard in the word given. The manipulatives will form a new row towards the front.

ACTIVITY 10: Puppets

Provide individual children with puppets with mouths that open and close. Sock puppets may be used or the children can make their own puppet using the templates on pages 37–38. The puppet template should be coloured, cut out and glued to a folded paper plate. The children may wish to add extra details such as material bows, clothing etc. to brighten their puppet. Give the children a word with between two and five phonemes. The children open and close the puppet’s mouth for each sound in the word. The children may need to be shown how to use the puppet since many will simply try to ‘grab’ other children or objects using the mouth of the puppet rather than opening and closing the mouth to speak. • Isolate the separate sounds in words

Instructions for making simple sock puppets can be found at <https://tinyurl.com/y7voecnk>. Puppets like those at <https://craftprojectideas.com/paper-plate-puppy-puppet/> may also be used.

PHONOLOGICAL AWARENESS SKILLS (Book 5)

ISBN 978-1-925698-56-5

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

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 11: Animal names split up Use the animal cards on pages 39–41 to play this game. Photocopy, laminate and cut out the animal pictures. Form two teams of children. Use a six thrown on a dice or a tossed coin to decide which team starts.

• Isolate the separate sounds in words

The first team member is shown an animal picture. He/She segments the animal name. If correct, the team gets one point. The first team member in the second team has a turn. The team with the most points at the end, when all animal pictures have been shown, wins.

ACTIVITY 12: Phoneme walk

Draw a number path on a pathway or concrete area of the playground covering the numbers 1 to 5. (Walk-on number lines are available commercially.) Alternatively, coloured masking or electrical tape may be stuck to the floor. The teacher or adult helper says a word, the child repeats the word slowly, then, when the word is segmented, walks on one number until all the phonemes in the word have been counted. The teacher asks ‘How many sounds?’ The child says the final number walked on to give a count of the number of sounds in the word. Repeat with a number of different words.

• Count the separate sounds in words

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ISBN 978-1-925698-56-5

PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 13: Play those sounds! Provide the children with different musical instruments—triangles, bells, tambourines or castanets. The teacher or adult helper says a word with between 2 and 6 phonemes. The children ‘stretch out’ the word and strike their instrument once for each new sound in the word. They count how many times they strike their instrument to identify the number of sounds in the word. Repeat with other words.

• Count the separate sounds in words

To assist the children, select individual children to stand out the front like a conductor to count the number of ‘strikes’ in each word.

ACTIVITY 14: Counting sounds

Provide each child with the tracking sheet from page 42. These can be photocopied and laminated for the children to use with wipe-off markers or counters. The teacher or adult helper says a word with between 2 and 6 phonemes. The child segments the word and draws a cross (or places a counter) in each box vertically to show how many phonemes are in the word, starting at the top and going down. When each word is completed, the child counts the number of phonemes in the word. Each new word occupies a different column. Demonstrate first using a copy on the whiteboard.

PHONOLOGICAL AWARENESS SKILLS (Book 5)

ISBN 978-1-925698-56-5

• Count the separate sounds in words

The words in the lists on page 25 may be used.

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PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 15: Beanbag/Ball toss

Bean bag/ Ball

toss – Track ing

Word pict ure

sheet

How man y sounds?

Points

Use the tracking sheet on page 43 for this activity. The children will need beanbags or soft balls, and a basket or small hoop in which to throw them. The children look at the first picture on the tracking sheet, say the word, segment it into sounds and count how many sounds in the word. They write the number in the second column of the sheet.

How man y points altogeth

er?

• Count the separate sounds in words

Then they throw one beanbag/ball in the container/ hoop for each sound in the word. Each beanbag or ball earns the child one point, which the child records on the tracking sheet in the third column. When all six words have been completed, the child or an adult helper can help the child count the total number of points earned. (Each child may count out the correct number of counters for points earned and place these in a ziplock bag to help them count the total at the end.) A blank tracking sheet is provided on page 44 so teachers can create their own. ANSWERS: axe (2); bike (3); brick (4); rabbit (5); lamp (4); web (3)

ACTIVITY 16: Graphing sounds in words

This activity is similar to Activity 14. However, more fine motor skills and time are required. Each child will need a copy of the graphing sheet on page 45. The child looks at the picture at the bottom of each column, says the word, segments it into sounds, colours one box for each sound in the word and counts the number of sounds.

• Count the separate sounds in words

Once completed, the child should make statements comparing words with more, less or the same number of sounds. For those children whose fine motor skills need developing, counters or markers may be used in the boxes instead of colouring.

6 5 4 3 2 1

A blank template is provided on page 46 for teachers who would like to create their own or additional graphing sounds in words sheets. For more capable children or early finishers, ask them to draw a picture of an object from home or school, say the word, segment it into sounds and write the number of sounds next to the picture on the blank template. ANSWERS: book (3); toe (2); brush (4); house/home (3); monkey (5); pencil (6)

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ISBN 978-1-925698-56-5

PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 17: Photograph name counts Some preparation is required to play this game in pairs. Take digital photographs of each of the children in the class. Print them in colour, glue onto cardboard, write the student’s name underneath, laminate them and cut them out. On the back of each card, write the number of sounds in each child’s name. Place the photographs in a box.

Caleb

Jessica

The children will also need interlocking cubes such as Unifix™ cubes to represent the number of sounds in each name. The second child names the child in the photograph. Child One taps the number of sounds in the child’s name and checks the back of the card to see if they are correct. The second child then makes an interlocking tower of blocks that matches the number of sounds in the name of the child in the photograph. The tower can be placed beside the photograph. The children swap roles until the time has elapsed or all photographs have been selected.

• Count the separate sounds in words

The first child selects one photograph from the box.

ACTIVITY 18: Sorting words by sound numbers

Re-use the cards on pages 33—36 for this sound number sort. An additional page of pictures on cards is provided on page 48 for five-phoneme words. A plastic pocket chart is also required to complete this activity, which can be done by individuals, pairs or small groups. Print off the number cards on page 47 and place them along the top line of the pocket chart. These are the number headings.

The children take turns to select a picture card and name the object. The child segments the word into individual phonemes and counts the number. (They might like to tap out or clap the sounds to make it easier to count the number.) The picture card is then placed in the slot on the chart beneath the corresponding number. Continue until all picture cards have been selected.

NOTE: The numbers two to five are the most common but teachers may extend the children by asking them to draw pictures or write words with one phoneme or six.

PHONOLOGICAL AWARENESS SKILLS (Book 5)

ISBN 978-1-925698-56-5

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

• Count the separate sounds in words

Hang the pocket chart securely. Place the phoneme picture cards in a stack facedown on the floor or table close by.

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 19: Hopscotch Use a modified hopscotch frame to help the children practise segmenting words into phonemes. This activity can be played in pairs or small groups. This activity can be used with words that are difficult to represent in pictures, although phoneme picture cards may be used if desired. Select from those on pages 33–36 and page 48.

• Count the separate sounds in words

Say a word or ask the children to take turns to select a picture from a stack placed on the floor.

6 6 5 4 4 3 2 2 1

The child says the word, segments it into phonemes and counts the number. The child then hops and jumps along the frame, saying each sound as they move from one number to the next. The action of segmenting can be repeated as the child returns to the start. The next child has a turn and this continues until all the picture cards or words have been used up. Some words with six phonemes include dinosaur, backpack, snowman, violin, domino, strand, strength, sprint, splint, script and scrimp.

ACTIVITY 20: Phoneme spin

Re-use the picture cards of words with between two and five phonemes on pages 33–36 and page 48. The spinner is provided on page 49 and an optional recording sheet is on page 50. This game can be played in pairs or small groups. To play the game, select two of each of the different numbered phoneme picture cards—two pictures of words with two phonemes, two with three, two with four and two with five. Place these face up in 2 rows of four.

• Count the separate sounds in words

The children take turns to spin the spinner to identify a number. They then select a picture showing a word with the corresponding number of phonemes. They say the word, and segment it into phonemes. The game continues with the next child taking a turn until all the cards have been selected. (If teachers wish to extend the activity, they can ask the children to use the recording sheet on page 50. The child draws a picture of the object selected in the box corresponding to the number of phonemes in the word. Additional sheets may need to be photocopied depending on the number of turns each child has.)

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

ISBN 978-1-925698-56-5

PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 21: Who has the most sounds? Re-use the picture cards of words with between two and five phonemes on pages 33–36 and page 48 to play this game in pairs. Shuffle the cards and place them face down in two piles on the floor or table. One pile is for each child. The children take turns to select a card from their pile, turn it over, name the picture, segment the words into phonemes and count them. After each child has taken a turn, the children work out who has the word with the most sounds. The child with the most sounds, keeps both cards. If both have the same number of cards, each child takes another turn until one wins the ‘hand’. • Count the separate sounds in words

Continue until all picture cards have been selected. The child with the most cards at the end is the winner.

ACTIVITY 22: Phoneme count

Use the game boards on pages 51—54 to play this game in pairs. Counters are also needed. The children take turns to select a picture in any row on the game board. They name the picture, segment the word into sounds and count how many sounds are in the word. They then place the correct number of counters on top of the picture selected. When all pictures are covered in piles of counters, the children select three rows each to count up the total number of sounds in each row. The total should correspond to the number at the end of each row.

A blank game board is provided on page 55.

14 11 13 13

PHONOLOGICAL AWARENESS SKILLS (Book 5)

ISBN 978-1-925698-56-5

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

• Count the separate sounds in words

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 23: Segmenting circle The children will need a dice, the game board on page 56 and one counter each to play this game. This game can be played with between 2 and 5 players. One child will need to take on the role of judge. The children take turns to roll a dice to see who starts. (The child with the largest number goes first.) The child names the first picture, segments the phonemes in the word and says how many sounds there are.

• Count the separate sounds in words

If correct, the child places their counter to mark their position. For each consecutive correct answer, players move forward with the aim to get to the finish. Enlarge the game board to a more appropriate size if desired, photocopy or glue onto cardboard and laminate for durability. A blank Segmenting circle game board is also provided on page 57 so that teachers can create their own games.

T AR ST and H IS FIN

Howy man

sounds

NOTE: The words depicted in the images on page 55 are more challenging. They include: rake (3), sack (3), chain (3), wheel (3), brush (4), shark (3), nail (3), broom (4), goat (3), balloon (5), knife (3), crown (4), pillow (4), chest (4), spoon (4).

ACTIVITY 24: Sound spelling

This segmenting activity should only be used when the children have sound–letter correspondence and are ready to try to ‘spell’ their own words. You will need large sheets of paper/cardboard/chart paper or a whiteboard and a marker; and paper and pencils or mini whiteboards for the children. This is a whole class activity. Select a word and, with the children, segment it into phonemes. Use the large sheet of paper/cardboard/chart paper to demonstrate how to write the word phonetically. This is invented spelling so will be a close approximation rather than the correct spelling.

• Segment for spelling

A word like ‘house’, for example, may be written phonetically as /h/ /ow/ /s/—and while this is not the correct spelling, this method leads the children towards segmenting for spelling. Give the children some words of their own to try to write.

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

ISBN 978-1-925698-56-5

PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES ACTIVITY 25: Online segmenting phonemes games Visit: • <https://itunes.apple.com/us/app/hearbuilder-phonological-awareness/ id667457445?mt=8> to find phonological awareness activities (Hearbuilder Phonological Awareness). There are a number of different games including phoneme segmentation and identification. The app is suitable for use on iPads®. • <https://au.ixl.com/ela/preschool> and select ‘Put the sounds in order’ to see simple CVC words segmented for the children to rearrange into the correct order for correct spelling.

• <http://www.readingresource.net/websitesforkids.html> to play phoneme count. • <https://itunes.apple.com/au/app/teach-your-monsterto-read-phonics-and-reading/id828392046?mt=8> to find an app to practise blending and segmenting. (This app needs to be purchased.)

cat

PHONOLOGICAL AWARENESS SKILLS (Book 5)

ISBN 978-1-925698-56-5

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

• Segment for spelling

• <http://www.theclassroomkit.com/classroom-links-cvc-words.html> to play Reading CVC Words Machine. This game provides a picture that players must name and segment; and three simple CVC words to choose from. This game hat is only suitable for very capable children.

PHONEME SEGMENTATION GAMES AND ACTIVITIES Stretched-out word cards Two-phoneme words—1

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ISBN 978-1-925698-56-5

PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES Stretched-out word cards Two-phoneme words—2

PHONOLOGICAL AWARENESS SKILLS (Book 5)

ISBN 978-1-925698-56-5

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

PHONEME SEGMENTATION GAMES AND ACTIVITIES Stretched-out word cards Three-phoneme words—3

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

ISBN 978-1-925698-56-5

PHONOLOGICAL AWARENESS SKILLS (Book 5)

PHONEME SEGMENTATION GAMES AND ACTIVITIES Stretched-out word cards Three-phoneme words—4

PHONOLOGICAL AWARENESS SKILLS (Book 5)

ISBN 978-1-925698-56-5