RIC-6974_Phonological_awareness_skills_Book_3

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PHONEME ISOLATION games and activities Letter/sound isolation worksheet—Medial Name: Name the picture. Write the missing sound. Date: r t n t p n t p j g m p h n b b 158 PHONOLOGICAL AWARENESS SKILLS (<strong>Book</strong> 3) ISBN 978-1-925698-54-1 R.I.C. Publications ® www.ricpublications.com.au
PHONEME ISOLATION ASSESSMENT—INDIVIDUAL 1. Say these instructions to the child: 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. 2. Say these instructions to the child: 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 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 final sound in the words. 3. Say these instructions to the child: 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 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 medial sound in the words. R.I.C. Publications ® www.ricpublications.com.au ISBN 978-1-925698-54-1 PHONOLOGICAL AWARENESS SKILLS (<strong>Book</strong> 3) 159
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Phonological awareness skills (Book
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TEACHER BACKGROUND INFORMATION The
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CURRICULUM LINKS The phonological a
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ASSESSING PHONOLOGICAL AWARENESS SK
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PHONOLOGICAL AWARENESS PRE-TEST Pho
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PHONEME MATCHING GAMES AND ACTIVITI
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Picture sorting Starter cards—1 P
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Picture sorting Starter cards—3 P
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Picture sorting Picture cards—2 P
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Picture sorting Picture cards—10
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Three stack Picture cards—2 PHONE
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Domino final sounds Domino pieces
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Domino final sounds Domino pieces
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Medial sound matching puzzles Set 2
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Spin a long vowel sound Long a PHON
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Spin a long vowel sound Long i PHON
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Spin a long vowel sound Long u PHON
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Where in the word? Picture cards—
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Cut and paste to match—Set 1 s, a
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Cut and paste to match—Set 3 ck,
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Cut and paste to match—Set 5 g, o
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Cut and paste to match—Set 7 ai,
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Cut and paste to match—Set 9 z, w
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Cut and paste to match—Set 11 y,
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1. Say these instructions to the ch
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SKILL 7: PHONEME ISOLATION TEACHER
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PHONEME ISOLATION games and activit
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‘Which bucket?’ game Bucket lab
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‘Which bucket?’ game Picture ca
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Page 116 and 117: PHONEME ISOLATION games and activit
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Page 150 and 151: ‘The shark game’ Game board PHO
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Page 156 and 157: Spinner game sound selector PHONEME
Page 158 and 159: Spinner game word selector spinner
Page 164 and 165: Letter/sound isolation worksheet—
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Page 170: CLASS RECORDING SHEET Student name
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RIC-6974_Phonological_awareness_skills_Book_3

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