RIC-6974_Phonological_awareness_skills_Book_3

Phonological awareness skills (Book 3) 

Published by R.I.C. Publications ® 2018 

Copyright © R.I.C. Publications ® 2018 

ISBN 978-1-925698-54-1 

RIC– 6974 

Titles in this series: 


Auditory discrimination, Rhyming and Alliteration 


Segmentation and syllabification, and Blending 


Phoneme matching and Phoneme isolation 


Phoneme completion, and Phoneme addition and deletion 


Phoneme segmentation, Phoneme substitution and Phoneme reversal 

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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. 

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: 

Book 1—Auditory discrimination, Rhyming and Alliteration 

Book 2—Segmentation and syllabification, and Blending 

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 

syllable 

onset and rime 

phoneme 

Contents 

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

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

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

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

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

Assessing phonological 

awareness skills......................................... viii 

Phoneme matching .................................. 1–71 

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

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

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

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

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

Assessing the two skills............................... 161 

Class recording sheet.................................. 162 

Teachers notes.............................................1 

Pre-test..........................................................2 

Games, activities and resources...........3–69 

Assessment.......................................... 70–71 

R.I.C. Publications ® www.ricpublications.com.au ISBN 978-1-925698-54-1 PHONOLOGICAL AWARENESS SKILLS (Book 3) iii

TEACHER BACKGROUND INFORMATION 

The general term ‘phonological awareness’ includes phonemic awareness of sounds, words, syllables 

and rhyme. All phonological and phonemic awareness skills are learnt orally. Children need the ability 

to identify and work with the sounds of spoken language in order to make sense of sound–symbol 

relationships. 

About the games/activities pages 

The majority of the games and activities in this series of units are hands-on and oral, catering for prereading 

children. However, some activities involve sound–symbol relationships so letters and written 

work are included. This caters for younger children who need extension and older children who need 

remediation, consolidation, reinforcement or revision of skills. 

Games and activities without resources are suitable for lesson breaks and ‘attention-grabbing’ games. 

The 12 different skills are presented in developmental order. The first skill—auditory discrimination—is 

the most basic, but undervalued skill; while the twelfth—phoneme reversal—is the most complex skill 

and harder to master. 

The skills are: auditory discrimination, rhyming, alliteration, segmentation and syllabification, and 

blending. The following skills involve manipulating phonemes: phoneme matching, phoneme 

isolation, phoneme completion, phoneme addition and deletion, phoneme segmentation, phoneme 

substitution and phoneme reversal. 

• Each skill has a number of different components. Games and activities for each component are 

provided together. An objective down the side of each game/activity states which component is 

covered by the game/activity. 

For example, rhyming has three main components: discriminate rhymes between words (i.e. tell 

whether or not two spoken words rhyme); discriminate rhymes in context including listening to 

songs, poems, or nursery rhymes and find the rhymes; and produce rhymes. 

The title of the 

game/activity 

is given 

Full instructions 

and reference 

to any resources 

needed are stated 

The skill 

component 

is stated 

• Identify and match objects that end with the same sound 

ACTIVITY 2: Picture sorting game 

Use the cards on pages 9–27 for this activity. 

The starter cards are placed next to each other on the floor. 

These cards name the sound for each group. 

Place the picture cards in a pile facedown. Players take turns 

taking a card from the pile, saying the object and deciding 

which starter card to place the card beneath. 

Continue taking turns until all players have had a turn and all 

picture cards are placed in a column beneath a starter card. 

This game may be played in small groups with an adult helper, 

or as a whole class. 

Teachers should choose three to five sound groups to sort at a time. Ensure the 

picture cards are shuffled well. 

Six picture cards are provided for each starter card. Words have been placed on 

all picture cards to ensure the correct word is provided but the children are not 

expected to read them. 

NOTE: To achieve the correct ‘ks’ sound of ‘x’, words like ‘six’ and ‘fox’ have been chosen that have ‘x’ in positions 

other than the beginning sound of a word. 

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 

PHONOLOGICAL AWARENESS SKILLS (Book 3) ISBN 978-1-925698-54-1 R.I.C. Publications ® www.ricpublications.com.au

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 Skill typically mastered 

4 Auditory discrimination 

4–5 Rhyming 

4–5 Alliteration 

TEACHER BACKGROUND INFORMATION 

4–5 Segmentation and syllabification 

5–6 Blending 

• Sentence segmentation 

• Syllable segmentation 

• Syllable 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 

• Syllable deletion 

• Initial and final sound deletion 

6–7 Phoneme segmentation 

7–8 Phoneme substitution 

7–8 Phoneme reversal 

R.I.C. Publications ® www.ricpublications.com.au ISBN 978-1-925698-54-1 PHONOLOGICAL AWARENESS SKILLS (Book 3) v

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. 

vi 


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) 

• Understand that words are units of meaning and can be made of more than one meaningful part (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 


• 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 


• 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) 

R.I.C. Publications ® www.ricpublications.com.au ISBN 978-1-925698-54-1 PHONOLOGICAL AWARENESS SKILLS (Book 3) vii

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 prereading 

skills needed for literacy development. 


word 

syllable 


phoneme 

PRE-TESTING AND POST-TESTING 

It is essential to assess young children on their phonological awareness skills before introducing 

specific ones. 

Phonological awareness testing should occur early at kindergarten or prep level, and monitoring of 

the children’s progress should continue throughout the year. 

Both pre- and post-testing have been provided in this book. All tests should be administered on a 

one-to-one basis. 

The post- tests provided in this book are comprehensive and have a greater degree of difficulty, 

assessing a child’s understanding of phonological awareness skills. In-depth assessments are 

provided at the end of each skill section. An assessment covering all skills in the book is provided on 

page 161. Once gaps in learning or misconceptions have been identified, teachers can utilise the 

information to further assist children experiencing learning difficulties. 

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. 

Teachers should use their own initiative about when to stop the testing if students are confused, 

frustrated or find the test too easy (when it is very obvious they have mastered the skill). 

A class recording sheet is provided on page 162 for the pre-test and for the post-test. More than 

one copy of the checklist may need to be printed to cover all the children in the class. Options for 

colouring the results are suggested to make it easier to view results at a glance. 

To administer the assessments, teachers or adult helpers will need: 

• one set of assessment task sheets for each child 

• three simple sound items for the auditory discrimination task 

• class recording sheet 

Administering the tests: 

• Assess children individually. 

• Give clear instructions (these are included). 

• Assess in an area where there are few distractions. 

• Model examples so children have a clear understanding of the tasks. 

• Record responses and comment about automaticity of answers. 

• Work through each section until the children have four consecutive incorrect answers. 

viii 


SKILL 6: PHONEME MATCHING 

TEACHER NOTES 

What is phoneme matching? 

Phoneme matching is the ability to identify words with the same 

sound. The skill of matching phonemes is typically mastered by 

children about the middle of their year in kindergarten. 

Many activities relating to phoneme matching will have 

been covered in the units on rhyming and alliteration. Some 

additional games and activities have been included in this unit. 

Why is phoneme matching important? 

Phoneme matching is an advanced skill that requires children 

to be aware of specific sounds in spoken words. Differentiating 

sounds in words helps children develop the ability to read, 

write and spell. 

What does phoneme matching involve? 

Phoneme matching can involve some, or all of the following: 


word 

syllable 


phoneme 

• identifying and matching images or objects that begin with 

the same sound 

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

• identifying and matching words with the same initial phoneme 

• identifying and matching words with the same final phoneme 

• identifying and matching words with the same medial phoneme 

• identifying and matching words with the same vowel sound 

• identifying the same sound when it appears in different positions in words; for example, 

‘t’ in tub and in ant 

Once children are proficient matching long and short phonemes, introduce the letters that 

represent the sounds and have the children complete games and activities to match these. 

R.I.C. Publications ® www.ricpublications.com.au ISBN 978-1-925698-54-1 PHONOLOGICAL AWARENESS SKILLS (Book 3) 1

PHONOLOGICAL AWARENESS PRE-TEST 

Phoneme matching 

Say these instructions to the child: 

I’m going to say a special sound and then two words. I want 

you to tell me which word has the special sound in it. 

Use the following as an example: 

Say: Which word has the /g/ sound—goat or cat? (goat) 

Say the following instructions: 

1. Which word has the /s/ sound—sing or pin? 

2. Which word has the /t/ sound—tiger or buzz? 

3. Which word has the /p/ sound—pot or lick? 

4. Which word has the /z/ sound—brick or zebra? 

5. Which word has the /k/ sound—dog or cat? 

Comments 

Total: 

2 


PHONEME MATCHING GAMES AND ACTIVITIES 

• Identify and match objects that begin with the same sound 

ACTIVITY 1: Which hoop? 

Collect a number of small 

objects or toys and place 

them in a group on the 

floor. 

Place three or four hoops in 

the centre of the room. Label each 

with a large ‘s’, ‘a’, ‘t’ or ‘p’ on a piece of 

paper inside a plastic sleeve. 

Demonstrate first, showing the children how to choose an object, say its name 

and place it in a particular hoop. One object for each different hoop should be 

chosen to begin with to assist the children. 

Once all objects have been allocated, say the names of those in each group, 

emphasising the sound. 

If possible, have enough objects so that each child can place one object in a 

hoop. 

The children are not expected to match initial sounds and letters yet, but labels 

will aid more capable children. 


ACTIVITY 2: Picture sorting game 


The starter cards are placed next to each other on the floor. 

These cards name the sound for each group. 

Place the picture cards in a pile facedown. Players take turns 

taking a card from the pile, saying the object and deciding 

which starter card to place the card beneath. 

Continue taking turns until all players have had a turn and all 

picture cards are placed in a column beneath a starter card. 

This game may be played in small groups with an adult helper, 

or as a whole class. 

Teachers should choose three to five sound groups to sort at a time. Ensure the 

picture cards are shuffled well. 

Six picture cards are provided for each starter card. Words have been placed on 

all picture cards to ensure the correct word is provided but the children are not 

expected to read them. 

NOTE: To achieve the correct ‘ks’ sound of ‘x’, words like ‘six’ and ‘fox’ have been chosen that have ‘x’ in positions 

other than the beginning sound of a word. 



ACTIVITY 3: Three stack 


Photocopy, laminate and cut out the cards. Place all the cards marked ‘1’ in one 

stack, all those marked ‘2’ in another stack and all those marked ‘3’ in a third 

stack. The stacks should all be placed facedown. 

Players take turns to select the top card from each of the three stacks. They say 

the name of the picture and the sound each begins with. If the sounds on all 

three cards match, the player keeps all three cards. If two match, they keep the 

two, and place the extra card somewhere in its original stack. If no cards match, 

all cards are placed in the middle of their respective stack. 

The game continues until as many matches as possible are made. 

To make it easier for children to return picture cards to the correct stack, write 

the numbers on the back of the cards. 

Words have been placed on all picture cards to ensure the correct words are 

provided. The children are not expected to read the words. 

ACTIVITY 4: What’s at the end? 


Play this game like Concentration 

or Memory . 

The cards are placed spread out, 

facedown on a flat surface. 

Two to four players take turns to 

turn over two picture cards. The 

player names the objects and if 

both objects end with the same 

sound, the player keeps the cards. 

If the cards end in different sounds, 

the cards are turned over, and 

players try to remember where 

they are for their next turn! 

The winner is the player with the 

most pairs when all cards have 

been matched. 

• Identify and match objects that begin with the same sound • Identify and match objects that begin with the same sound 

4 



• Identify and match objects that begin with the same sound 

ACTIVITY 5: Snap a final sound 


Play this game with two to four players. 

A dealer (adult helper) shuffles the cards and deals 

even numbers of cards facedown to each player. 

The players are not allowed to see the pictures on 

the cards at this stage. 

Players take turns in order around the circle. 

One player starts (usually the one to the left of the dealer) by taking one of 

their cards, turning it over and placing it face-up in the centre of the players. 

The second player places a card on top of the first one, and, if the cards have a 

picture of an object that ends with the same sound, the player must say ‘Snap!’ 

and place their hand quickly on the pair of cards. That player then gains those 

cards. 

Proceed around the circle, looking for pairs of final sounds until all cards have 

been used up. 

The winner is the player with the most cards at the end. 

net 

cat 

SNAP! 


ACTIVITY 6: Domino final sounds 


Players are looking for the same final sound in words. 

This game may be played with two to four players. 

The domino cards are shuffled, then placed facedown on the floor. 

The players take turns in order around the group to turn over a domino until 

one player turns over the one with ‘START’ on it. 

The players continue to take turns revealing a domino. If the beginning picture 

on the domino matches that of the end picture on the first domino, the domino 

is placed adjacently. 

Players continue to take turns 

turning over and placing 

dominoes until all are used up. 



ACTIVITY 7: Medial sound matching puzzles 

Use the puzzle pieces on pages 41–46 to match images of objects with the same 

medial short vowel sound. 

Photocopy all puzzle pieces, laminate and cut them out. Store each individual 

set of puzzle pieces in a resealable bag so the pieces are kept safely together. 

Individual children mix up the puzzle 

pieces, and then name each object, 

segmenting the individual sounds to hear 

the medial short vowel sounds. Then they 

join together the two puzzle pieces that 

have the same medial sound. 

Encourage the children to say the names 

of the objects again to hear the medial 

vowel sounds. 

Six sets of puzzle pieces are provided. 

All puzzle pieces deal with medial short 

vowel sounds. 

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

ACTIVITY 8: Spin a long vowel sound 

Use the spinner on page 47 and the picture cards on pages 48–52. Photocopy 

all the components onto cardboard, laminate and cut out. Join the arrow to the 

spinner using a split pin. 

Play this game in small groups of two to four children. 

Shuffle the picture cards and give each child five. The remaining cards can be 

placed upside down in a pile in the centre. 

The first player spins the arrow and, when it stops, he/she names the picture 

being pointed to and the long vowel sound in the word. 

The player checks their five cards and, if they have a picture card with the same 

long vowel sound (in any form), they name their picture and the long vowel 

sound. Then they place the picture card faceup on the floor, and the next player 

takes a turn. 

If a player has no matching long vowel sound picture to put down, they keep all 

cards. 

The winner is the first player to dispose of all their cards. 

Teachers may choose to add the rule that if a player does 

not have a matching long vowel sound picture, they take 

another card from a pile in the centre of the group. 

• Identify and match words with the same long vowel sound 

6 



• Identify and match words with the same sound in different positions 

ACTIVITY 9: Where in the word? 

This game requires the children to match in pairs, pictures of objects where the 

same sound is located in the initial and final positions in the word. 

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

s–bus, star; t–ant, tiger; p–pumpkin, cap; n–pin, nest; c/k–caterpillar, brick; 

r–robot, hair; m–monkey, ham; d–dinosaur, hand; g–goat, bag; l–lizard, bell; 

f–fence, leaf; b–butterfly, tub; z–zebra, buzz; w–walrus, cow; v–vest, wave 

ant 

tiger 

Challenge the children to match other pairs; for example, pumpkin and nest; 

ant and tiger; robot and dinosaur and so on. 

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

ACTIVITY 10: Letter/sound matching 

Re-use the picture cards on pages 13–28. 

Select one card for each letter of the alphabet. 

The children can match plastic lower-case letters to each picture to show what 

letter the object begins with. 

Repeat with matching final sound letters to pictures and the medial vowel 

sounds. 

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



ACTIVITY 11: Sort and match phonemes 

Collect a number of small baskets, recycled ice cream containers or plastic tubs, 

and label each with a sound—initial, final, short vowel or long vowel sounds. 

Collect a number of small toys or objects readily available at school or home for 

each phoneme selected. 

The children say the name of each object then sort it into the correct labelled 

basket. 

Choose from four or five phonemes at a time. 

s 

c 

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

a 

b 

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

ACTIVITY 12: Cut and paste to match 

A variety of cut and paste activities 

are provided on pages 56–69. 

The worksheets have sounds as 

introduced in order in the Jolly 

Phonics® teaching program but 

can be used in association with 

any phonological awareness 

program. 

To complete each worksheet, the 

children cut out the pictures at 

the bottom and glue each in the 

correct column to match them to 

the sounds with picture clues at 

the top. 

NOTE: Most sound matching on the worksheets deals with initial sounds. The exclusions are: ck, ai, oa, ie, ee, or, ng, 

oo, oo, ou, oi, ue, er and ar. 

• Identify and match the names of objects to letters 

8 



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

ACTIVITY 13: Phoneme matching online games 

Visit: 

• 

to play ‘Monster mansion—alphabet matching’. 

The children click on pairs to match an upper-case 

letter to a labelled picture. 

• 

to play ‘Phoneme pop’, ‘Sound match’, ‘ABC match’ and 

‘Missing letters in words’ (The last game requires the 

children to use the keyboard to type in the last letter/ 

sound in simple words, so should only be used with 

capable children.) 

• the Google Play store and search for ‘alphabet matching game’ to download 

an app to play an alphabet matching game that involves matching pictures 

with labels to letters of the alphabet. The game includes matching 2, 3 and 4 

cards. 

• 

to play ‘Picture matching’. 

hat 

cat 


Picture sorting Starter cards—1 


s 

a 

t 

i 

p 

n 

c 

k 

e 

h 

10 




r 

m 

d 

g 

o 

u 

l 

f 

b 

j 




z 

w 

v 

y 

x 

qu 

12 


Picture sorting Picture cards—1 


star 

sun 

sock 

snake 

strawberry 

spider 

ant 

anchor 

alligator 

astronaut 




arrow 

ankle 

tiger 

tree 

table 

teddy bear 

tooth 

tent 

in 

ink 

14 




insects 

iguana 

infant 

igloo 

pig 

pencil 

plant 

pumpkin 

pear 

pin 




necklace 

nose 

net 

nuts 

nurse 

nail 

caterpillar 

cow 

car 

cake 

16 




camel 

carrot 

key 

king 

kettle 

kangaroo 

elephant 

engine 

envelope 

elbow 




elf 

egg 

hammer 

hand 

hippopotamus 

horse 

helicopter 

house 

robot 

ring 

18 




rabbit 

rhinoceros 

rainbow 

rock 

man 

monkey 

motorcycle 

moon 

mouse 

mug 




duck 

drum 

dinosaur 

dolphin 

door 

doughnut 

goat 

gate 

grass 

grapes 

20 




guitar 

glasses 

octopus 

ostrich 

olives 

otter 

orangutan 

octagon 

up 

under 




underwear 

umpire 

unhappy 

upside down 

lion 

ladder 

leaf 

lamp 

lizard 

leg 

22 




fan 

frog 

fruit 

flower 

fairy 

fence 

butterfly 

boy 

banana 

baby 




book 

bat 

bed 

bag 

jug 

jeep 

jar 

jam 

jet 

jungle 

24 




zoo 

zip 

zero 

zucchini 

zigzag 

zoom 

window 

wall 

walrus 

wagon 




watch 

water 

vegetables 

violin 

van 

volcano 

vest 

vine 

yolk 

yo-yo 

26 




yacht 

yell 

yak 

yoghurt 

axe 

box 

fox 

ox 

taxi 

fax 




quiet 

question 

quokka 

quilt 

quail 

quiz 

28 


Three stack Picture cards—1 


Santa 

1 1 

truck 

pan 

1 1 

nine 

candle 

1 1 

heart 

rose 

1 1 

mop 

doll 

1 1 

goat 




lock 

1 1 

family 

bell 

1 1 

jacket 

zebra 

1 1 

wheel 

vulture 

1 1 

yoga 

quarter 

1 1 

lynx 

30 




snail 

2 2 

toe 

parachute 

2 2 

night 

castle 

2 2 

hamburger 

rain 

2 2 

milk 

dress 

2 2 

gorilla 




lamb 

2 2 

flag 

bus 

2 2 

jeans 

zip 

2 2 

wolf 

vowels 

2 2 

yarn 

quill 

2 2 

lizard 

32 




snowman 

3 3 

train 

pillow 

3 3 

newspaper 

crayon 

3 3 

hen 

rake 

3 3 

mango 

donkey 

3 3 

goose 




lollipop 

3 3 

fork 

bee 

3 3 

jewellery 

zodiac 

3 3 

wand 

vacuum cleaner 

3 3 

yell 

quiver 

3 3 

lemon 

34 



What’s at the end? Picture matching cards—1 

net 

cat 

bus 

kiss 

top 

cap 

pin 

man 

brick 

clock 




car 

hair 

jam 

mum 

mud 

sad 

pig 

flag 

wall 

bell 

36 




leaf 

roof 

web 

tub 

cow 

snow 

cave 

five 

six 

fox 


Domino final sounds Domino pieces—1 


START 

tent 

coat 

dress 

cross 

mop 

tap 

fan 

ten 

neck 

38 




sock 

glove 

cave 

well 

doll 

clam 

plum 

dad 

bed 

elf 




loaf 

bib 

bulb 

door 

jar 

mow 

window 

box 

FINISH 

wax 

40 


Medial sound matching puzzles Set 1 


bag 

ham 

leg 

bed 

pig 

bib 

doll 

rock 

mug 

cup 




jam 

tap 

peg 

neck 

fish 

wig 

dog 

mop 

sun 

duck 

42 




van 

mat 

jet 

net 

fin 

lip 

sock 

cot 

mud 

mum 




fan 

cap 

hen 

bell 

pin 

dish 

log 

shop 

nut 

bus 

44 




map 

hat 

ten 

shed 

chin 

zip 

top 

lock 

hut 

tub 




cat 

dad 

net 

web 

hip 

dig 

pot 

box 

bun 

cub 

46 



Spin a long vowel sound Spinner components 


Spin a long vowel sound Long a 


cave 

plate 

train 

chain 

clay 

hay 

table 

steak 

veil 

eight 

48 


Spin a long vowel sound Long e 


bee 

cheek 

sheep 

leaf 

beak 

cream 

key 

ski 

thief 

field 


Spin a long vowel sound Long i 


kite 

fire 

nine 

knife 

sky 

fly 

climb 

night 

tie 

pie 

50 


Spin a long vowel sound Long o 


goat 

road 

toast 

rope 

nose 

snow 

bow 

ghost 

toe 

brooch 


Spin a long vowel sound Long u 


moon 

pool 

roof 

broom 

jewel 

screw 

juice 

shoe 

fruit 

glue 

52 


Where in the word? Picture cards—1 


bus 

star 

ant 

tiger 

pumpkin 

cap 

pin 

nest 

buzz 

zebra 




caterpillar 

brick 

robot 

hair 

monkey 

ham 

dinosaur 

hand 

goat 

bag 

54 




lizard 

bell 

fence 

leaf 

butterfly 

tub 

walrus 

cow 

vest 

wave 


Cut and paste to match—Set 1 s, a, t 


s a t 

seal 

arrow 

tooth 

tiger 

tent 

strawberry 

astronaut 

sock 

ankle 

56 


Cut and paste to match—Set 2 i, p, n 


i p n 

igloo 

penguin 

iguana 

nest 

nose 

pear 

pumpkin 

in 

net 


Cut and paste to match—Set 3 ck, e, h 


ck e h 

4:15 4:15 

hammer 

helicopter 

elephant 

rock 

clock 

truck 

elbow 

horse 

elf 

58 


Cut and paste to match—Set 4 r, m, d 


r m d 

ring 

rabbit 

moon 

rat 

doughnut 

duck 

drum 

monster 

rhinoceros 


Cut and paste to match—Set 5 g, o, u 


g o u 

oranges 

upside down 

glasses 

up 

girl 

underwear 

goat 

gorilla 

ostrich 

60 


Cut and paste to match—Set 6 l, f, b 


l f b 

ladder 

ball 

basket 

fairy 

leaf 

frog 

baby 

fruit 

lion 


Cut and paste to match—Set 7 ai, j, oa 


ai j oa 

jug 

throat 

jelly 

boat 

toast 

train 

jet 

chain 

nail 

62 


Cut and paste to match—Set 8 ie, ee, or 


ie ee or 

corn 

pie 

wheel 

flies 

feet 

horse 

sheep 

torch 


Cut and paste to match—Set 9 z, w, ng 


z w ng 

worm 

ring 

zip 

zucchini 

window 

wall 

sing 

swing 

zigzag 

64 


Cut and paste to match—Set 10 v, oo, oo 


v oo oo 

roof 

van 

wool 

vest 

wood 

spoon 

vine 

broom 

hook 


Cut and paste to match—Set 11 y, x, ch 


y x ch 

box 

yacht 

chick 

yak 

cheek 

yolk 

beach 

mix 

axe 

66 


Cut and paste to match—Set 12 sh, th, th 


sh th th 

sheep 

three 

path 

them 

shop 

breath 

teeth 

thunder 

brush 



Cut and paste to match—Set 13 qu, ou, oi 

qu ou oi 

mountain 

quilt 

oil 

point 

quail 

mouse 

cloud 

square 

soil 

68 


Cut and paste to match—Set 14 ue, er, ar 


ue er ar 

My herbs 

BLUE 

glue 

car 

exercise 

barn 

flue 

arm 

herbs 

operation 

blue 


1. Say these instructions to the child: 

I am going to say a sound then two words. I want you to tell me which word has the 

same beginning sound as the sound that I said. 

Say the following individual sound, then pairs of words. The child chooses the one 

in the pair that begins with the same sound as the first word. 

s—truck, snake a—apple, beach t—car, turtle 

i—dog, inside p—moon, paint n—nurse, house 

c—bird, coat e—toast, engine h—hat, jeans 

r—run, girl o—seal, octopus u—under, eat 

l—mat, lead f—fern, pot b—balloon, top 

j—drink, juice z—zebra, horse w—tumble, wash 

v—chair, volcano y—yellow, ball ch—mouse, checkers 

sh—jog, shoe th—nod, thin th—that, dirt 

qu—king, queen 

PHONEME MATCHING ASSESSMENT—INDIVIDUAL 

Once it is obvious the child can match phonemes well, stop testing. Teachers may 

choose to ‘trick’ more capable children by giving two words beginning with the 

same sound. 


I am going to show you three pictures and name each. I want you to pick the two 

with the same sound. 

Use the picture cards on pages 35–37 for matching two final sounds images, then 

add one of the picture cards from pages 48–52 or 53–55 to be the ‘odd one’. 


I am going to say two words and I want you to listen to them and tell me what sound 

you hear in the middle. 

Say the following short vowel pairs of words: 

cab/hat mug/hut pet/leg hit/pig hot/mop 

bag/can peg/den rib/win fog/lot sub/rug 

Alternatively, teachers may also ask the child to complete one of the sets of medial 

sound matching puzzles on pages 41–46. Ensure the children articulate the names 

of the pictures well so they can clearly hear the sounds in the middle. 

70 



PHONEME MATCHING ASSESSMENT—INDIVIDUAL 

I am going to show you three pictures. Then I am going to say what each picture 

shows. I want you to listen to the words and the sounds in the middle. Then I want 

you to put together the two cards that have the same long vowel sound in the 

middle. 

Use the following pictures from pages 48–52, and choose one other that has a 

different middle long vowel sound. The child articulates the words and places the 

matching long vowel sound cards together. 

train/plate clay/steak chain/eight veil/table 

field/leaf cheek/beak sheep/cream kite/night 

fire/nine knife/climb goat/ghost nose/goat 

road/toast moon/roof broom/screw juice/shoe 


I am going to show you three pictures and say the words. I want you to tell me which 

two pictures have the same sound in any place of the words. Then I want you to 

place those two cards together. 

Reuse the cards on pages 53–55. Display the following three cards: 

s—bus/star/pin t—ant/tiger/buzz p—cap/pumpkin/zebra 

z—zebra/buzz/brick c/ck—caterpillar/brick/robot 

r—robot/hair/hand m—monkey/ham/dinosaur 

g—goat/bag/lizard f—leaf/fence/cow b—butterfly/tub/wave 

The child looks at the pictures on each card and says the word. Then places the two 

cards showing the same sound together. 

RECORDING 

1. Matches words with the same beginning sound. 

2. Matches words with the same final sound. 

3. Matches words with the same medial short vowel sound. 

4. Matches words with the same long vowel sound. 

5. Matches words with the same sound in different places in the word. 

YES 

YES 

YES 

YES 

YES 

NO 

NO 

NO 

NO 

NO 


SKILL 7: PHONEME ISOLATION 

TEACHER NOTES 

What is phoneme isolation? 

Phoneme isolation is the ability to isolate and identify a single sound 

within a word. It may also involve identifying the position of a sound 

in a word, or identifying what sound appears in a given position in a 

word. 

Typically, children can isolate: 

• the initial sound in a word first 

• the final sound in a word next 

• the medial sound in a word last 

Many rhyming (isolating sounds the same at the end of words), 

alliteration (isolating recurring initial sounds in words) and phoneme 

matching activities also involve isolating phonemes. 

Teacher modelling and demonstration of isolating phonemes are 

essential to teach children the skill. 


word 

syllable 


Isolating initial consonant sounds is easiest for children so activities 

phoneme 

should always begin with these. Then children can progress to 

isolation of final consonants in words, then isolating medial vowel 

sounds. 

As with all phonemic activities, oral activities should dominate before children progress to sound– 

symbol activities. 

Why is phoneme isolation important? 

Children who can isolate phonemes can more easily manipulate phonemes to create new words. 

Phoneme isolation mastery is important for spelling activities because children need to be able to 

isolate each individual phoneme in different positions in words to spell them. 

Children who can isolate and identify phonemes in different positions in words are readily able to 

decode unfamiliar words when they encounter them in reading activities. 

What does phoneme isolation involve? 

Phoneme isolation can involve: 

• isolating the initial sound in a single-syllable word 

• isolating the final sound in a single-syllable word 

• isolating the medial sound in a single-syllable word 

• isolating the position of a specific sound in a word 

• isolating the initial, medial or final sound in a multi-syllable word 

72 


PHONOLOGICAL AWARENESS PRE-TEST 

Phoneme isolation 

— initial sound identification 


I’m going to say a word and I want you to tell me the sound you 

hear at the beginning of the word. 


Say: dog 

What sound do you hear at the beginning of ‘dog’? /d/ 


1. Say ‘cat’. What sound do you hear at the beginning of ‘cat’? /k/ 

2. Say ‘make’. What sound do you hear at the beginning of 

‘make’? /m/ 

3. Say ‘book’. What sound do you hear at the beginning of 

‘book’? /b/ 

4. Say ‘sun’. What sound do you hear at the beginning of 

‘sun’? /s/ 

5. Say ‘puppy’. What sound do you hear at the beginning of 

‘puppy’? /p/ 

Comments 

Total: 


— final sound identification 


I’m going to say a word and I want you to tell me the sound 

you hear at the end of the word. 


Say: dog What sound do you hear at the end of dog? /g/ 


1. Say ‘cat’. What sound do you hear at the end of ‘cat’? /t/ 

2. Say ‘make’. What sound do you hear at the end of ‘make’? /k/ 

3. Say ‘hiss’. What sound do you hear at the end of ‘hiss’? /s/ 

4. Say ‘sun’. What sound do you hear at the end of ‘sun’? /n/ 

5. Say ‘hit’. What sound do you hear at the end of ‘hit’? /t/ 

Comments 

Total: 


PHONEME ISOLATION games and activities 

ACTIVITY 1: Listen to stories 

Immerse the children in a wide variety of literature that utilises the same initial sound in 

words. Some examples are suggested below: 

Too many moose! by Lisa Bakos 

Some smug slug by Pamela Edwards 

Many marvelous monsters by Ed Heck 

Pigs in pyjamas by Maggie Smith 

Four famished foxes and Fosdyke by Pamela Edwards 

Lloyd Llama by Sarah Jones 

Clara Caterpillar by Pamela Edwards 

Woodpecker wants a waffle by Steve Breen 

ACTIVITY 2: The name game 

Play this name game with the children. 

The children sit in a circle and, one at a time, say their name and the sound they hear at 

the beginning of it. 

Once all children have completed this part of the activity, ask them to stand and form 

groups based on the initial sound in their name. 

Some explanation may be required for children like Philip and Fran, or Kerrie and Claire, 

whose names share the same initial sound but are written using different letters. 

Extend the activity by asking each group of children to think of three other words 

beginning with the same sound. 

• Isolate the initial sound in words • Isolate the initial sound in words 

74 



• Isolate the initial sound in words 

ACTIVITY 3: The travelling game 

A suitcase, paper and pencil/crayons are required for this game, 

which can be used with any targeted initial sound. 

Display the suitcase and show the children that it is empty. Say 

to the children, ‘I am travelling to Portugal and I only travel with 

things beginning with the sound ‘p’. (Match up the country and 

sound targeted.) What things can I travel with? Can you help me 

pack my suitcase?’ 

The children offer suggestions to assist each other. Then, 

individually, they draw and colour a picture of something that begins with ‘p’ and place 

it in the suitcase. (Anything beginning with the sound—even animals may be included!) 

Once completed, display and say the names of all the objects. The children should 

repeat the names to listen to the initial sound. 

• Extend the activity by saying, ‘I am travelling and I can only take things beginning 

with a secret sound. The children suggest different objects and the answer is either 

‘No! I can’t take that. It doesn’t begin with the secret sound.’ OR ‘Yes. I can take 

that!’ Once the children hear a number of different objects beginning with the 

secret sound, they can identify the sound and offer suggestions for other objects to 

include in the suitcase. 

• This activity may also be played using final sound objects. 


ACTIVITY 4: What’s in the box? 

You will need a large box with a hole cut in one side. 

Inside the box, place a number of objects beginning with different sounds. The objects 

can be common ones collected from home or school. 

Select a child to put his/her hand inside the box and take out an 

object. The child says the name of the object and the sound it 

begins with. 

The object is then placed to one side, and another child is 

chosen to select an object, name it and say its initial sound. 

Continue until all objects have been removed and named. 

• This activity may be played in pairs with small boxes and small objects such as a 

marble, peg and so on. If playing in pairs, one child can take out the object while the 

other names the object and its initial sound. Then they reverse roles. 

• This activity should only be played after children are familiar with at least three or 

four initial sounds. 

• This activity can also be played using final sound objects. 



ACTIVITY 5: Everyday sounds 

Everyday environmental sounds can be used to 

isolate beginning sounds. 

This activity requires the children to isolate 

beginning sounds in nonsense words. (Being able 

to isolate sounds in nonsense words is a better 

indicator of a child’s ability to isolate sounds than 

when ‘real’ words are used.) 

The children brainstorm to list many different 

sounds they hear every day. Examples may include: 

a tap dripping; a baby crying; a car roaring past; a 

truck beeping when it backs up; a fire engine, an 

ambulance or a police siren; a crowd cheering; the 

school bell or siren ringing; Dad snoring and so on. 

The children’s responses can be recorded on a sheet of cardboard using pictures and 

labels, if desired. 

Each child who offers an idea makes the sound and isolates and repeats the beginning 

sound in the noise. For example, a child may say that a truck backing up goes ‘beep! 

beep!’ and the initial sound is /b/. 

• This activity may also be useful for final sounds as well. 


ACTIVITY 6: Say the first sound in a word 

Select a number of different two-phoneme or three-phoneme words from the lists on 

page 90. 

Demonstrate how to say the 

word and the sound heard at the 

beginning of the word. 

Select a word, then choose a 

child to repeat the word and 

state the initial sound heard in 

the word. 

Use this activity with words 

like am, is, at, on, eat and so 

on where it is more difficult to 

illustrate using pictures. Children 

need to be aware of the sounds 

in all types of words including 

those they use often when 

speaking. 


76 




ACTIVITY 7: Which bucket? 

This activity requires two or three buckets/large plastic 

tubs and a set of picture cards like those provided on 

pages 91–109. 

Use two buckets if the children have only been exposed to 

a few initial sounds and three or four if the children know 

more. 

NOTE: This activity assumes the children can associate the written letter 

symbol with sound. A lower-case letter with a picture clue may also be taped 

onto the front of the bucket. These are provided on pages 91—93. 

Label each bucket with the initial sound. (Both upper- and 

lower-case letters may be taped to the bucket if desired.) 

The picture cards are placed, mixed up on the floor in 

front of the buckets. The child or pair of children sort the 

pictures into the correct buckets by initial sounds. 

If teachers wish, they can space the buckets apart and allow the children to try to ‘throw’ 

the picture cards into the relevant bucket. 

• This activity may also be played with the children isolating final sounds. However, 

ensure the label on the bucket is only in lower-case. Cards for final /x/ sound can be 

found on page 109. 


ACTIVITY 8: Noughts and crosses 

Use the picture cards on pages 94–109 for this 

activity and the noughts and crosses game board 

on page 110. Play this game in pairs. 

Enlarge, photocopy and laminate the game 

board. Each pair of children will need one 

between them. 

Each child has a set of 5 or 6 pictures for one 

initial sound. (Only two sounds are covered at a 

time while playing this game.) 

The children take turns to say the name of the 

object on the card and the initial sound in the 

word. Then the children place the cards down on 

the game board in positions to get three in a row 

down, across or diagonally. 

Ensure the children know what the pictures are before starting the game. 

Teachers can improvise and place lengths of yarn or masking tape on the floor to create 

the noughts and crosses board. 

• This game may be played for final sounds using the cards on pages 111–118. 



ACTIVITY 9: Clip the initial sound 

Use this activity when children are able to link the letter symbol and the sound. 

Cards are provided on pages 119—123. 

The children will also need one peg each. 

Each card has a picture of an object. Beneath the 

picture are three letters. 

The children say the name of the object, 

then the sound they hear at the beginning 

of the word. 

They look at the letters beneath the picture and clip 

a peg on the letter symbol for the initial sound in the 

word. 

Words depicted on cards: 

1—scissors, astronaut, igloo, tomato, pencil, nurse 

2—cake, kettle, elbow, hand, rhinoceros, mermaid 

3—dragonfly, garden, orange, umbrella, lollipop, fork 

4—banana, jeep, zoo, helicopter, whale, violin 

5—yawn, quiet, chair, shark, thorn, them 


ACTIVITY 10: Beginning sounds 

Use the game boards on pages 124—131 for this activity. 

Each game board is for use by two players. 

Each player will require one dice and 8 coloured 

counters/markers. The colour of each player’s 

counters should differ. 

The aim of this game is for players to take turns to 

identify pictures with the same beginning sound. 

If a player cannot find a matching pair, he/she 

misses a turn. 

There is no winner in this game—players work 

together to cover the game board with counters. 

Before playing the game, name all the objects on 

the game board. 

Each initial sound and matching objects are listed 

at the bottom of each game board. 


‘Beginning sounds’ game Game board—1 

s—star/strawberry 

n—necklace/nurse 

c—caterpillar/cake 

124 

t—tree/tent 

h—hammer/horse 

a—ant/arrow 

i—in/igloo 

e—elbow/elephant 

r—robot/rabbit 

p—pencil/pin 

PHONOLOGICAL AWARENESS SKILLS (Book 3) ISBN 978-1-925431-54-1 www.ricpublications.com.au 


78 



• Isolate the final sound in words 

ACTIVITY 11: What’s in the bag? 

Fill a mystery bag with small objects such as a plastic ring, 

a dice, a deflated balloon, a rubber band, a lolly, a pen, an 

eraser, a pin, a hair clip, a packet of chewing gum, a reel of 

cotton, a nail, a coin, a key, a nut, a brooch etc. 

Select children to pull an item out of the bag and identify it. 

Then they need to say the sound at the end of the word. 

The other children then, in chant form, say the object and 

its final sound and perform actions. 

For example, if the object drawn is a dice—/s/, everyone 

chants the following and performs the actions: 

dice (tap knees, clap hands) 

dice (tap knees, clap hands) 

/s/ /s/ dice (snap fingers three 

times). 

The chant ensures the children 

say the word and hear the final 

sound often. 


ACTIVITY 12: Paired players final sounds 

Collect a number of objects from home or at school with 

different final sounds. Alternatively, teachers may use the 

pictures provided for Noughts and crosses final sounds. 

Collect enough objects so that pairs of children can play 

this game at once. 

Spread the objects on a table or in a hoop on the floor. 

The first child looks at all the objects and chooses one 

without their partner seeing it. Player One says the name 

of the object to himself/herself and works out the final 

sound in the name of 

the object. 

Player One then says ‘I chose an object that ends with the sound /s/. What object did 

I choose?’ 

Player Two works out what the object is, says the name and repeats the final sound. 

The second player then has a turn. The players continue in this way until all objects have 

been chosen. 

Five or six objects per child is sufficient. Extend this activity for more capable children 

by asking the children to draw each object chosen and copy the final sound next to it 

using a sound/letter reference chart. 



ACTIVITY 13: Listen up! 

The children listen to individual words, then pairs of words, trying to isolate the final 

sound in the word. 

This activity is a good opportunity to get the children to think about words that cannot 

be easily depicted in pictures. High-frequency sight words may be considered. 

Demonstrate first by saying an individual word such as bad. ‘What sound do you hear 

at the end?’ Repeat the word if necessary and emphasise the final sound. Choose a 

child to respond, if the answer is correct, have all children repeat the word and the final 

sound. 

Use the following lists of words as suggestions: 

Individual words: nag, can, sat, led, yet, rib 

Pairs of words: cut/rut, run/fun, tug/hug, bud/mud, rub/ 

grub, not/lot, jog/cog, rob/sob, bit/pat, win/ran, big/ 

tag, lab/rib, get/fit, swim/dam, slam/him, lad/did, rid/ 

led, wed/glad, rip/nap, drop/snap, cash/wish, tick/tuck, 

munch/church, tooth/with etc. 


ACTIVITY 14: Colour the final sounds 

Use the worksheet on page 132 to consolidate the children’s knowledge 

of final sounds in words. 

Each child will need one copy of the worksheet and coloured pencils. 

The worksheet may be used as an individual, small-group or whole-class activity. 

Say the following instructions to the children: 

‘Find the picture that ends with the sound /y—long e/. Colour it red. 

Find the picture that ends with the sound /er—u/. Colour it yellow. 

Find the picture that ends with the sound /oy/. Colour it blue. 

Find the picture that ends with the sound /ow/. Colour it green. 

Find the picture that ends with the sound /air/. Colour it brown. 

Find the picture that ends with the sound /or/. Colour it orange.’ 

The worksheet may also be used as an assessment activity. 

ANSWERS: 

red—baby; yellow—mother; blue—boy; 

green—cow; brown—chair; orange—door. 

NOTE: Difficult final sounds have been chosen to 

really test the children’s phonemic awareness. 


80 



• Isolate the medial sound in words 

ACTIVITY 15: What’s the middle sound? 

For this activity, choose simple CVC words. 

Ask the children to listen for the vowel sounds they hear 

in the middle of words. 

Demonstrate by saying a word such as bus. 

‘What sound do you hear in the middle of bus? 

Repeat the word, overemphasising the sounds in the word 

until the children can easily hear the medial vowel sound. 

Use the following words with short vowel sounds to practise 

the skill: 

• nap, sack, yam, had, fat, black, cell, fed, pen, beg, wet, hid, him, tip, sit, wig, sick, job, 

fog, shop, blot, Tom, grub, bud, dug, hum, run, cut, love 

After the children become proficient in isolating and identifying the short vowel sounds 

in words, include words with long vowel sounds such as: 

• came, gale, snail, shake, whale, sweep, meat, peel, sleep, greet, dice, hide, knife, tile, 

nine, boat, joke, broke, foam, rode, rude, screw, shoe, blue, tune, music 


ACTIVITY 16: Picture vowel sound sort 

Re-use the picture cards on pages 94—109 for this activity. Select only those cards with 

a vowel sound in the middle—sun, sock, snake, table, tooth, pig, pin, nose, net, nuts, nail, 

cake, king, rock, man, moon, mug, duck, drum, goat, gate, leaf, lamp, leg, fan, baby, book, 

bat, bed, bag, jug, jeep, jam, jet, zip, van, vest, vine, yolk, yak, quiz, box, fox, and fax. 

Small groups of children work together to sort the 

pictures into the following middle vowel groups: 

• short a • l-o-n-g a 

• short e • l-o-n-g e 

• short i • l-o-n-g i 

• short o • l-o-n-g o 

• short u • l-o-n-g u 

• Short a—man, lamp, bat, bag, jam, van, yak, fax 

• Long a—snake, table, nail, cake, goat, gate, baby 

• Short e—net, leg, bed, jet, vest; 

• Long e—leaf, jeep 

• Short i—pig, pin, king, zip, quiz 

• Long i—vine 

• Short o—sock, rock, box, fox 

• Long o—nose, goat 

• Short u—sun, nuts, mug, duck, drum, jug 

• Long u—tooth, moon, book, yolk 



ACTIVITY 17: Middle of the road 

This game is played with two players. 

Players will need the game board on page 133—enlarged, photocopied and laminated 

for durability. Players will also need counters or small plastic car markers and a dice. 

Players take turns to throw the dice and move from START along the road. Players must 

name the picture they land on and say the medial sound in the word. 

If a player says the correct medial sound, he/she remains on that place on the game 

board. If incorrect, the counter must be moved back to the START, the previous landing 

spot or back one space. 

The game continues until both players 

reach FINISH. 

The images on the game board are from 

START to FINISH in order: sack, shell, fin, 

chick, nut, bag, pig, leg, cut, dog, jam, chin, 

bed, frog, sun, cap, bat, web, hen, bib, pin, 

sock, cot, hut, mug, whale, feet, bike, bone, 

tooth, moon, goose, ham, kite, seal, fire, pot 

and hat. 


ACTIVITY 18: Piggy in the middle 

Form groups of three children for this 

activity. 

A CD player or music on an iPhone® or 

MP3 player is required. 

Each group will need one set of pig body 

parts on pages 134–136. These should 

be photocopied onto cardboard and 

laminated. The parts can be placed in 

plastic sleeves if necessary to keep them clean. 

The players place the three body parts on the floor, spaced apart in order. The children 

walk around them in a circle, chanting. 

‘Piggy in the middle. Piggy in the middle. What sound are you? 

When the music stops, we’ll say your name. What sound are you?’ 

When the music stops, the children quickly stand on a pig body part, so that each 

child has a beginning, middle or final sound in the word. The teacher then says a threephoneme-word 

and the players work together to identify the beginning, end and 

middle sounds. Groups try to be the first to identify all three parts. As a whole class or 

group, the player on the middle pig body part says the middle sound and so on. 


82 




ACTIVITY 19: Colour the medial sounds worksheet 

Use the worksheet on page 137 to consolidate the children’s 

knowledge of medial sounds in words. Each child will need one 

copy of the worksheet and coloured pencils. 

The worksheet may be used as an individual, small-group or 

whole-class activity. Say the following instructions to the children: 

‘Find the picture that has the sound /o/ (short o) in the middle. Colour it red. 

Find the picture that has the sound /a/ (long a) in the middle. Colour it yellow. 

Find the picture that has the sound /e/ (short e) in the middle. Colour it blue. 

Find the picture that has the sound /i/ (long i) in the middle. Colour it green. 

Find the picture that has the sound /a/ (short a) in the middle. Colour it brown. 

Find the picture that has the sound /i/ (short i) in the middle. Colour it orange. 

Find the picture that has the sound /e/ (long e) in the middle. Colour it pink. 

Find the picture that has the sound /u/ (short u) in the middle. Colour it black.’ 

The worksheets may also be used as an assessment activity. 

ANSWERS: 

red—frog; yellow—cake; blue—ten; green—knife; brown—map; orange—ship; pink—jeans; slug—black. 

ACTIVITY 20: Cut and paste the middle sound 

Once the children can connect the letter symbol to the sound heard, provide 

opportunities to practise matching these in simple CVC words. 

Use the worksheet on page 138 with individuals, small groups or as a whole class 

activity. 

A number of pictures have been provided with letters beneath them. The middle vowel 

sound from each word is missing. 

The children cut and paste the correct vowel sound to complete each word. 


p n r m b n 

e 

a 

i 



ACTIVITY 21: Where’s the bone? 

This activity helps children practise isolating the position of a specific sound in a word. 

Photocopy and laminate the dog frame on page 139 and give one to each child. 

Each child will also need a ‘bone’ which could be a rawhide piece (readily available from 

pet stores) or a copy of one of those provided on page 140. 

CVC words should be used for this 

activity. 

Call out a word such as tug and 

select one of the three sounds in 

the word. Whatever sound is stated, 

the children must place their ‘bone’ 

in the correct position on the dog 

frame. For example, if the sound ‘t’ 

is selected, the bone goes in the 

first part of the dog’s body. If the 

sound is ‘u’, the bone goes in the 

middle, and if the sound selected 

is ‘g’, the bone goes in the final 

section. 

• Isolating the position of a specific sound in a word 

ACTIVITY 22: Sound train 

A toy train set consisting of an engine and two carriages; a circular track (to contain the 

activity); and small, different-coloured blocks, beads or small plastic animals are needed 

for this activity. Use with individual children or pairs. 

Place the engine and the three carriages on the track. Select a block/bead/plastic 

animal and say, ‘This is the /ee/ sound. I am going to say a word with the /ee/ sound in it 

and I’m going to put the /ee/ sound block in the correct carriage of the train’. 

Say the word bee and place the block/bead/plastic animal representing /ee/ in/on the 

second carriage. Repeat with the /b/ sound using a different coloured block/bead/ 

plastic animal. 

After demonstrating, say a series 

of two-phoneme words and ask 

the child to place the specific 

sounds that make up the word in 

their correct positions in/on the 

train. 

When each word is completed 

correctly, the child can move the train set around the track. 

NOTE: Nonsense words can be used as a better indicator of the child’s understanding. Graduate to three-phoneme 

words and three train sections. 


84 




ACTIVITY 23: First, last or middle 

Use maths counters or blocks for this activity. 

Provide each child with the same number of manipulatives as there are sounds in the 

word. For example, two-phoneme words like boy and egg require 2 counters; threephoneme 

words like duck and cave require three counters. 

The children line up their manipulatives in front of them. For three-phoneme words, 

the first manipulative represents the first sound, the second one represents the middle 

sound and the third one represents the final sound. 

Have a list of words ready like those on page 90. 

Decide which sound the children are listening for, then state the word. If the sound 

stated is the first one in the word, the children slide the first block forward. If the sound 

is at the end, the children slide the last block forward. 

For example, if the children are listening for the sound ‘b’ and the word is tub, the last 

block is slid forward. If the word is bed, the first block is slid forward. 


ACTIVITY 24: Where’s that sound? 

Make your own clip cards dealing with the positions of sounds in words. Use selected 

images from pages 94–109. Glue them to file cards. At the bottom write ‘beginning’, 

‘middle’ and ‘end’. Glue on a coloured sticky note and on it write the sound to find. 

Each card should be laminated for durability. 

The children use pegs to clip the 

part of the card that indicates the 

position of the sound. 

The children are not expected to 

read any words. 

This activity can be used with 

individual children or small groups. 



ACTIVITY 25: Initial and final sounds in words 

Play this sound game with the children to help them 

consolidate the beginning and final sounds in words. 

The children sit in a circle. Give them two different actions 

to perform—one for when they hear a given sound at the 

beginning of the word; and another for when they hear the 

given sound at the end of the word. For example, they can 

pat their head if the sound is at the beginning of the word; 

and pat their knees if they hear the sound at the end of the 

word. 

Say the word and the sound the children are listening for 

and ask ‘Where do you hear it?’ The children perform the 

appropriate action. 

Introduce a third action for the middle sounds in words, once 

the children are proficient with initial and final sounds. 


ACTIVITY 26: First or last file card game 

This activity may be completed as an individual, small-group or whole-class activity. 

Fold unlined index/file cards in half vertically to create two halves. 

Collect large buttons, counters or markers. 

Each child requires one file card and one button/counter/marker. 

Tell the children that the first half (on the left) is for placing the button/counter/marker 

when they hear the sound spoken first in the word, and the half on the right is for 

placing the button/counter/marker when they hear the sound last in the word. 

Demonstrate first, then complete some words together as a group/class before 

expecting the children to complete them independently. 

Choose the sound you want the children to listen for, then devise a list of three or four 

words with the sound in the position you want them to find it. The children then listen 

and place the button/counter/marker in the appropriate position on the file card. 

Try these examples: 

• first sound: p—pat, pen, pumpkin, potato, party; c/k—key, kite, kitten, kid, crust, cry; 

r—rod, red, run, ribbon, rusty; t—Tim, tie, tug, tiger, tumble; g—go, goat, give, ghost, 

grumpy 

• last: p—up, lip, map, jeep, jump; c/k—lick, like, cake, kick, drink; t—hut, rat, sit, net, 

plate, went; g—fog, dig, rag, beg, blog, plug, drag 


86 




ACTIVITY 27: Hoop jump 

This game is a more physical version of the 

previous one. It should be played as a small 

group or with individual children. 

Provide each child with two or three small 

hoops—two if the children are listening for only the first and last sound in a word; three if 

they are listening for the beginning, final and middle sound in a word. 

Each child places the two/three hoops side by side in a horizontal row in front of them. 

They stand behind the row of hoops. 

Ask the child to point to the first hoop for beginning sounds; the second hoop for 

middle sounds; and the last hoop for the final sound in a word. 

Practise what the children have to do. Say a word and the sound the children are 

listening for. The children then jump into the appropriate hoop—the first one if they 

think the sound is at the beginning of the word; the second if they think the sound is in 

the middle of the word; and the last hoop if they think it is at the end of the word. 

Have a list of words and sounds ready. This activity allows short and long vowel sounds 

to be practised. 

It also allows peer evaluation, because the children can see which hoop other children 

have jumped into (and check their own answer). 


ACTIVITY 28: Name the place 

Use the game board on page 141 to play this game with individuals, in pairs or small 

groups. Photocopy the game board onto 

cardboard and laminate for durability. 

Enlarge if necessary. 

Players will need a counter or marker each. 

A dice is also required. 

All counters/markers are placed on ‘START’ 

and a dice is rolled to see who gets the 

largest number and starts first. 

The first player throws the dice and moves 

that number of spaces along the game 

board. The player names the picture and 

the sound printed on it, then names the 

place where that sound occurs in the word—first/beginning, middle or last/final. If the 

answer is correct, the player stays on that spot. If incorrect, he/she goes back to the 

beginning or misses his/her next turn. 

The first player to ‘FINISH’ wins. 

NOTE: This game should only be played with children who can identify the letter symbol for the sound OR with an 

adult helper who reads the sound to be identified. 



ACTIVITY 29: The shark game 

Use the shark base on page 142 and the game cards on pages 143–147 to play this 

game. 

Enlarge the shark base and game cards if necessary before photocopying onto 

cardboard and laminating for durability. 

Use only one set of game cards at a time with the base. 

The head of the shark represents the initial sound in words; the body represents the 

middle sound; and the tail stands for the final sound in words. 

Each game card has 

two pictures on it. 

The pictures have a 

common beginning, 

middle or final sound. 

The children have to sort 

the cards and place them 

in the correct position 

underneath the shark 

body parts on the base. 


ACTIVITY 30: End to beginning 

Play this game in groups of three children sitting in a circle facing each other. 

Assign each child a position—first, second or third. 

All groups follow the same words given by the teacher. 

Provide a word such as map. The first child repeats the word then isolates the end 

sound /p/ and says it. The child then gives a word that begins with that sound such 

as pot. 

The second child isolates the end sound in the word given by the first child—pot—’t’— 

then gives a word that begins with that sound, such as ten. 

The third child isolates the end sound in ‘ten’—/n/ and gives a word beginning with /n/ 

such as net. 

The game continues in this way 

around the circle. 


88 




ACTIVITY 31: Spinner game 

Use the spinner on page 148 and the picture spinners on 

pages 149–154 to play this game about isolating initial and 

final sounds in words. 

Photocopy, laminate and cut out the spinners. A paperclip 

and a sharp pencil are required to play this game. 

Place the paperclip on X then place the end of a pencil 

inside the paperclip through the X. The paperclip acts as the 

spinner. 

Pairs of players take turns to spin the paperclip around the 

pencil on both the heads/tail spinner and the word selector 

spinner. 

If the paperclip stops spinning and lands on ‘heads’ the 

player has to isolate and say the initial sound of the picture/ 

word selected. If the paperclip stops spinning on ‘tails’, the 

child has to isolate and say the final sound in the picture/ 

word selected. 

NOTE: An arrow and split pin may be used instead of the paperclip and pencil. 

The arrow is provided. 

A spinner for initial, final and medial sounds is provided on page 155. 


ACTIVITY 32: Letter/sound isolation 

Use the worksheets on pages 156–158 with 

more capable children who have letter–sound 

correspondence. 

Worksheets are provided for children to 

isolate and write the missing initial, final 

and medial sounds in words to match the 

word depicted by the picture. 

These may also be used as assessment 

activities. 


Letter/sound isolation worksheet—Initial 

Name: 

Date: 

Name the picture. Write the missing sound. 

o x 

e g 

u n o g 

u g 

u t 

e t 

i n 

www.ricpublications.com.au ISBN 978-1-925431-54-1 PHONOLOGICAL AWARENESS SKILLS (Book 3) 157 



Phoneme word lists 

2-phoneme words 3-phoneme words 4-phoneme words 5-phoneme words 

am 

is 

at 

on 

ape 

bay 

boy 

egg 

go 

shoe 

tea 

pea 

two 

zoo 

up 

ate 

see 

odd 

oak 

key 

she 

so/sew 

lie 

each 

doe 

chew 

ace 

bee 

buy 

owl 

off 

day 

hay 

eat 

oat 

knee 

new 

pay 

bow 

an 

it 

out 

tie 

pie 

we 

me 

toe 

cow 

bird 

whale 

mouse 

duck 

web 

bone 

kite 

sock 

hut 

ant 

bat 

bed 

bake 

sun 

bean 

bike 

big 

chick 

chin 

dad 

mum 

dog 

fan 

feet 

road 

fin 

teeth 

foot 

goose/geese 

glue 

ham 

home 

jail 

cap 

lock 

hat 

cat 

mat 

cave 

kiss 

cone 

cup 

lake 

moth 

pig 

net 

bug 

night 

sheep 

snail 

globe 

drum 

snake 

nest 

wolf 

pram 

flag 

clock 

crab 

swarm 

band 

mask 

class 

lamp 

sand 

brick 

stick 

clip 

block 

banner 

brush 

lunch 

flame 

train 

bride 

drive 

toast 

black 

pant 

cast 

snack 

slid 

twig 

drip 

flip 

skip 

frog 

flop 

spot 

club 

truck 

plug 

dust 

rust 

brain 

skate 

dream 

rabbit 

button 

garage 

machine 

carrot 

woman 

blind 

wizard 

kitten 

safety 

crayon 

birthday 

stable 

native 

carport 

barbecue 

market 

cabbage 

chicken 

carpet 

friend 

leopard 

chimney 

donkey 

monkey 

sardine 

female 

circus 

brother 

number 

slipper 

spider 

garlic 

muffin 

sniffle 

officer 

trifle 

window 

hammock 

kitchen 

mobile 

kiosk 

trolley 

90 


‘Which bucket?’ game Bucket labels—1 


s 

a 

t 

i 

p 

n 

c 

k 

e 

h 




r 

m 

d 

g 

o 

u 

l 

f 

b 

j 

92 




z 

w 

v 

y 

qu 


‘Which bucket?’ game Picture cards—1 


star 

sun 

sock 

snake 

strawberry 

spider 

ant 

anchor 

alligator astronaut 

94 




arrow 

ankle 

tiger 

tree 

table 

teddy bear 

tooth 

tent 

in 

ink 




insects 

iguana 

infant 

igloo 

pig 

pencil 

plant 

pumpkin 

pear 

pin 

96 




necklace 

nose 

net 

nuts 

nurse 

nail 

caterpillar 

cow 

car 

cake 




camel 

carrot 

key 

king 

kettle 

kangaroo 

elephant 

engine 

envelope 

elbow 

98 




elf 

exercise 

hammer 

hand 

hippopotamus 

horse 

helicopter 

house 

robot 

ring 




rabbit 

rhinoceros 

rainbow 

rock 

man 

monkey 

motorcycle 

moon 

mouse 

mug 

100 




duck 

drum 

dinosaur 

dolphin 

door 

doughnut 

goat 

gate 

grass 

grapes 




guitar 

glasses 

octopus 

ostrich 

olives 

otter 

orangutan 

octagon 

up 

under 

102 




underwear 

umpire 

unhappy 

upside down 

lion 

ladder 

leaf 

lamp 

lizard 

leg 




fan 

frog 

fruit 

flower 

fairy 

fence 

butterfly 

boy 

banana 

baby 

104 




book 

bat 

bed 

bag 

jug 

jeep 

jar 

jam 

jet 

jungle 




zoo 

zip 

zero 

zucchini 

zig zag 

zoom 

window 

wall 

walrus 

wagon 

106 




watch 

water 

vegetables 

violin 

van 

volcano 

vest 

vine 

yolk 

yo-yo 




yacht 

yell 

yak 

yoghurt 

quiet 

question 

quokka 

quilt 

quail 

quiz 

108 




axe 

box 

fox 

ox 

fax 


‘Noughts and crosses’ game board 


110 



‘Noughts and crosses’ Final sounds picture cards—1 

net 

cat 

kite 

pot 

gate 

feet 

bus 

kiss 

house 

mouse 




lips 

gas 

top 

cap 

map 

sheep 

hip 

shop 

pin 

man 

112 




ten 

hen 

chin 

spoon 

brick 

clock 

rake 

book 

truck 

sink 




jam 

mum 

clam 

broom 

drum 

plum 

mud 

sad 

slide 

wood 

114 




bed 

dad 

pig 

flag 

leg 

frog 

wig 

mug 

snail 

ball 




wall 

bell 

smile 

hill 

leaf 

roof 

knife 

hoof 

elf 

scarf 

116 




web 

tub 

bib 

knob 

crab 

cub 

cave 

five 

glove 

hive 




wave 

olive 

six 

fox 

box 

mix 

wax 

ox 

118 


Clip the initial sound Picture cards—1 


s i p t a s 

i p n t s n 

a n p s n i 




p s c t k a 

e n h i h r 

r k e d m c 

120 




t a d k g n 

o u g h u a 

r d l f l t 




b j d l j r 

s h z h e m 

w v k f v o 

122 




z d y qu c g 

w ch y ch u sh 

th r l ch th v 




s—star/strawberry 

t—tree/tent 

i—in/igloo 

p—pencil/pin 

n—necklace/nurse 

h—hammer/horse 

e—elbow/elephant 

c—caterpillar/cake 

a—ant/arrow 

r—robot/rabbit 

124 




n—nose/net 

h—hippopotamus/ 

p—pig/plant 

t—tiger/table 

a—anchor/alligator 

hand 

s—sun/sock 

r—rock/ring 

i—ink/infant 

e—envelope/engine 

c—car/cow 




i—insects/iguana 

t—tooth/teddy 

p—pumpkin/pear 

r—rhinoceros/rainbow 

c—camel/carrot 

h—house/helicopter 

e—exercise/elf 

n—nuts/nail 

S—snake/spider 

a—ankle/astronaut 

126 




m—man/moon 

b—banana/baby 

f—fan/fence 

d—drum/doughnut 

l—lion/lamp 

j—jar/jungle 

z—zoo/zucchini 

o—octagon/otter 

k—kangaroo/key 

g—goat/grass 




k—king/kettle 

f—frog/flower 

m—monkey/mug 

b—boy/butterfly 

l—leg/ladder 

d—door/duck 

o—octopus/olives 

g—grapes/gate 

j—jeep/jam 

z—zero/zip 

128 




g—guitar/glasses 

m—mouse/motorcycle 

o—ostrich/orangutan 

f—fruit/fairy 

l—lizard/leaf 

b—bed/book 

z—zigzag/zebra 

j—jet/jug 

k—kiss/kite 

d—dinosaur/dolphin 




w—walrus/watch 

b—bat/ball 

sh—sheep/shop 

ch—cheese/chicken 

s—submarine/seal 

u—up/under 

qu—quilt/queen 

th—throne/three 

y—yacht/yak 

v—van/volcano 

130 


‘Beginning sounds’ Game board—8 


ch—chain/cherries 

w—watermelon/ 

f—fish/flower 

sh—shark/shell 

y—yo-yo/yoghurt 

window 

qu—quokka/quail 

th—thorn/thumb 

p—penguin/ 

v—vest/vase 

e—egg/elephant 

parachute 


Final sounds worksheet 


Name: 

Date: 

132 


‘Middle of the road’ Game board 



Piggy in the middle—Head 


134 


Piggy in the middle—Middle 



Piggy in the middle—Tail 


136 


Medial sounds worksheet 


Name: 

Date: 



Cut and paste the middle sound worksheet 

Name: 

Date: 

p n r m b n 

t p b n d g 

j g h g v t 

a i e o a u e u i 

138 


‘Where’s the bone?’ Dog frame 


first middle last 


‘Where’s the bone?’ Bones 


140 


‘Name the place’ Game board 



‘The shark game’ Game board 


beginning middle end 

142 


‘The shark game’ Game cards—1 


Beginning Middle End 

swan/soldier 

zebra/zucchini 

monkey/mouse 

girl/glasses 

house/hamburger 

shop/dog 

hen/bed 

clap/flag 

ship/wing 

mug/plum 

jet/night 

dad/bird 

zip/map 

rain/van 

clock/sack 





pot/pumpkin 

turtle/top 

necklace/nose 

violin/vase 

iguana/ink 

peg/bed 

cap/bag 

fish/wig 

frog/mop 

tub/sun 

bib/web 

drum/broom 

dog/mug 

brush/dish 

ball/wall 

144 





arrow/ankle 

dinosaur/doughnut 

jam/jug 

queen/quokka 

net/nurse 

dam/van 

leg/ten 

lid/fish 

frog/shop 

cub/plug 

leaf/roof 

bus/kiss 

top/map 

mud/sad 

church/beach 





butterfly/banana 

egg/elephant 

ladder/lobster 

octopus/ostrich 

rabbit/rainbow 

bag/van 

peg/pen 

kite/tyre 

goat/rope 

flute/screw 

mug/flag 

hive/glove 

net/cat 

tub/knob 

star/car 

146 





kettle/key 

flower/fan 

monkey/moon 

umbrella/up 

walrus/window 

nail/cake 

jeans/leaf 

baby/snake 

five/night 

soap/nose 

seal/doll 

box/mix 

bun/pen 

drum/jam 

king/ring 


Spinner game sound selector 


148 


Spinner game word selector spinner—1 


Words—jam, pig, sun, map, frog, fin, peg, bed 




X 

Words—mop, man, dog, cat, hut, hip, net, mug 

150 




X 

Words—bib, pen, pot, dig, top, hen, bag, cub 




X 

Words—jug, leg, pan, ram, lid, mum, cot, jet 

152 




X 

Words—wig, shop, fog, ten, chin, bun, van, hug 




Words—vet, hat, pin, dad, rat, cut, whip, rug 

154 



Spinner game sound selector spinner—initial, final and medial sounds 


Letter/sound isolation worksheet—Initial 


Name: 


Date: 

o x 

e g 

u n o g 

u g 

e t 

u t 

i n 

156 


Letter/sound isolation worksheet—Final 


Name: 


Date: 

t u 

b e 

p i 

j a 

v a 

m o 

h a 

b u 



Letter/sound isolation worksheet—Medial 

Name: 


Date: 

r t n t 

p n t p 

j g m p 

h n b b 

158 


PHONEME ISOLATION ASSESSMENT—INDIVIDUAL 


I am going to say three words. I want you to tell me what sound you hear at the beginning of 

all the words. 

Say the following groups of words. The child listens and responds with the sound they hear 

at the beginning of the words. 

s—star, snake, spider 

a—ant, alligator, astronaut 

t—tiger, tree, table 

i—ink, iguana, infant 

p—plant, pumpkin, pencil n—necklace, nose, nurse 

c—caterpillar, cake, camel (Any words beginning with the letter k may be used in this 

group as well.) 

e—elbow, elephant, egg h—hand, helicopter, house 

r—robot, rabbit, rainbow m—monkey, moon, mouse 

d—duck, dinosaur, dolphin g—goat, gate, guitar 

Picture cards may accompany the words. Use any of those provided with the unit. 

Stop as soon as it is evident that the child is able to isolate and identify the initial sound in 

the words. 


I am going to say two words and I want you to listen carefully for the last sound you hear—the 

sound at the end of the word. 

Say the following pairs of words. The child listens and responds with the sound they hear at 

the end of each pair of words. 

s—octopus, bus n—fan, vine x—ox, fax t—net, cat 

p—top, cap ck—brick, clock k—book, rake m—jam, mum 

d—wood, sad g—leg, frog l—snail, ball f—leaf, roof 

b—web, crab v—five, glove 


Stop as soon as it is evident that the child is able to isolate and identify the final sound in the 

words. 


I am going to say two words. I want you to listen to them and tell me what sound you hear in 

the middle. 

Say the following pairs of words. The child responds with the medial sound that is common 

to both. 

short a—dad, jam short e—peg, men short i—lid, hip short o—cot, mop 

short u—cub, mum long a—nail, cake long e—feet, jeans 

long i—kite, vine long o—goat, rope long u—moon, goose 


Stop as soon as it is evident that the child is able to isolate and identify the medial sound in 

the words. 



PHONEME ISOLATION ASSESSMENT—INDIVIDUAL 

I am going to say a word. Then I am going to say a sound in the word. The sound will come 

first, last or in the middle. I want you to place the bone on the dog where you think the sound 

comes in the word. 

Say the following words and sounds. After each word, the child repeats the word to work out 

where the sound comes. He/She then places the bone in the correct position on the dog. 

bird—d (last) road—r (first) chick—i (middle) teeth—t (first) 

cave—v (last) bug—u (middle) cup—c (first) egg—g (last) 

see—s (first) hut—u (middle) mat—m (first) sock—c/k (last) 

Use the ‘Where’s the bone?’ dog and bone components on pages 139 and 140 for this 

activity. 


I am going to say some long words. I want you to listen to them carefully and tell me where a 

sound from the word comes—first, last or middle. 

Say the following multi-syllabic words and identify the sound. The child repeats the words 

and responds with the position of the sound stated. 

rabbit—r (first) button—n (last) window—d (middle) wizard—d (last) 

carrot—c (first) kitchen—k (first) market—k (middle) friend—d (last) 

bear—b (first) female—l (last) muffin—f (middle) snail—l (last) 

RECORDING 

1. Isolates the initial sound in a word. 

2. Isolates the final sound in a word. 

3. Isolates the medial sound in a word. 

4. Identifies the position of a specific sound. 

5. Isolates the inital, final and medial sounds in 

multi-syllable words. 

YES 

YES 

YES 

YES 

YES 

NO 

NO 

NO 

NO 

NO 

160 


Phonological Awareness Skills Assessment 

Name: 

Teacher: 

Date: 

Class: 

Phoneme matching 


I am going to say three words. I want you to tell me which two words have the same 

sound in any position in the words. 

Demonstrate what is expected using the words below: 

g—goat/bag/lizard f—leaf/fence/cow b—butterfly/tub/wave 

1. s—bus/pin/star 

Comments: 

2. t—ant/tiger/buzz 

3. p—zebra/pumpkin/cap 

4. z—zebra/buzz/brick 

5. c/ck—caterpillar/robot/brick 

This combined assessment is provided for those teachers who wish to assess at the end of a set of skills. 

6. r—robot/hair/hand 

Total: 



I am going to say some words, then at the sound. I want you to listen carefully and tell 

me where the sound comes in the word— at the beginning, in the middle or at the end. 

Use the following words as examples so the children understand what to do: 

barbecue—/b/ (first) female—/l/ (last) muffin—/f/ (middle) snail—/l/ (last) 

Say the following multi-syllabic words and identify the sound. The child repeats the 

words and responds with the position of the sound stated. 

1. rabbit—/r/ (first) 

2. button—/n/ (last) 

3. window—/d/ (middle) 

4. wizard—/d/ (last) 

5. carrot—/c/ (first) 

6. kitchen—/k/ (first) 

Total: 

Comments: 


CLASS RECORDING SHEET 

Student name Phoneme matching Phoneme isolation Comments 

162

RIC-6974_Phonological_awareness_skills_Book_3

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