Activities to develop phonological awareness



Activities to develop phonological awareness

1. Syllable count – say the word (e.g. yesterday), then use fingers to count the syllables (yes/ter/day).

2. Finish the name – adult to say the first syllable of a two syllable name (e.g. Hen...), then ask the pupil to complete it (Henry).

3. Finish the word – adult to say the first syllable of a two syllable word (e.g. zeb...) then ask the pupil to complete it (zebra).

4. I spy 1 – initial sounds (everyday items in the classroom).

5. I spy 2 – initial sounds (pictorial choice).

6. Pairs – matching pictures to initial sounds.

7. Bingo – matching pictures to initial sounds.

8. I spy 3 – 'I went to the zoo/park/seaside and saw something beginning with...' (initial sounds).

9. Sound/picture mapping – match picture to sound by drawing lines.

10. I spy 4 – initial CV (consonant-vowel) blending (I am thinking of something beginning with ca...).

11. Pelmanism – matching pictures to initial CV.

12. Missing vowels – helps the pupils to become aware that there could be more than one choice of vowels for each word (e.g. bt – bat, bet, bit, but).

13. Line-links – ask the pupils to draw lines to link initial sounds to rhyme endings (e.g. b-ed/r-ed, m-an/c-an).

14. Rhyme word searches.

15. Rhyme pelmanism 1 – pictorial.

16. Rhyme pelmanism 2 – words.

17. Rhyme families 1 – collect rhyming pictures (‘can I have a picture that rhymes with...').

18. Rhyme families 2 – collect rhyming words (‘can I have a word that rhymes with...').

19. Rhyming cloze (oral) – using traditional rhymes, action rhymes songs and jingles.

20. Blends and ends – matching initial consonant blends to rhyme endings (e.g. black/track).

21. Dominoes – using blends and ends.

22. Tongue twisters – initial sounds and consonant blends (e.g. six silly swans swam out to sea).

23. Odd word out – both oral and written (e.g. ring, sing, song, thing).

24. Sense or nonsense – as the pupils to identify the words that make sense by blending the phonemes (e.g. brick, quick, stick, smack, trick).

25. Compound word pairs – collect word pairs (e.g. sea/side, tea/bag).

26. Syllable sort – collect syllables to form polysyllabic words (e.g. yes/ter/day, af/ter/noon).

Three stages of learning

Listening: In this stage a child learns to hear and recognise a certain type of sound or sound group (such as rhymes, words, or syllables).

Imitating: After learning to hear and recognise the sound or sound group, the child next learns to imitate it. For example, the child learns to follow the model and break words into onset and rime. In this stage it is important to provide a lot of supported practice. Model, model, model! (And did I mention that it's important to model?)

Independent: In this stage the child learns to do it himself or herself. The modelling and supported practice lesson to make room for more independence. Gradually, the child takes on more of the responsibility until he or she can do it alone.

Definitions

Phonological Awareness: The ability to listen to, recognize, and manipulate sounds of language. This includes sentences, words, rhymes, syllables, onsets and rimes, and individual sounds or phonemes.

Phonemic Awareness: Part of phonological awareness, phonemic awareness refers to the ability to listen to, recognize, and manipulate the smallest pieces or individual sounds of language (phonemes).

Phonics: Describes the relationship between sounds and letters that make up words. A sound, or a set of sounds, can be written down in a predictable way so that others can read what it says.

Syllables: Part of a word that contains a vowel or vowel sound. For example: the word 'table' has two syllables 'ta' and 'ble'.

Onset and Rime: Onset and rime is a way to break syllables into two parts: the part before the vowel and the part with the vowel and everything after it. For example, bag -- /b/ /ag/ and swim -- /sw/ /im/.

Phonemes: Individual sounds of language. This does not refer to individual letters, since sometimes a combination of letters makes only one sound. For example /ch/, /th/, /ow/, /ae/.

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