RIC-6974_Phonological_awareness_skills_Book_3

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PHONEME ISOLATION games and activities 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. • Isolating the position of a specific sound in a word 84 PHONOLOGICAL AWARENESS SKILLS (<strong>Book</strong> 3) ISBN 978-1-925698-54-1 R.I.C. Publications ® www.ricpublications.com.au
PHONEME ISOLATION games and activities • Isolating the position of a specific sound in a word 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. • Isolating the position of a specific sound in a word 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. R.I.C. Publications ® www.ricpublications.com.au ISBN 978-1-925698-54-1 PHONOLOGICAL AWARENESS SKILLS (<strong>Book</strong> 3) 85
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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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Three stack Picture cards—4 PHONE
Page 42 and 43: Three stack Picture cards—6 PHONE
Page 44 and 45: PHONEME MATCHING GAMES AND ACTIVITI
Page 46 and 47: Domino final sounds Domino pieces
Page 48 and 49: Domino final sounds Domino pieces
Page 50 and 51: Medial sound matching puzzles Set 2
Page 56 and 57: Spin a long vowel sound Long a PHON
Page 58 and 59: Spin a long vowel sound Long i PHON
Page 60 and 61: Spin a long vowel sound Long u PHON
Page 62 and 63: Where in the word? Picture cards—
Page 64 and 65: Cut and paste to match—Set 1 s, a
Page 66 and 67: Cut and paste to match—Set 3 ck,
Page 68 and 69: Cut and paste to match—Set 5 g, o
Page 70 and 71: Cut and paste to match—Set 7 ai,
Page 72 and 73: Cut and paste to match—Set 9 z, w
Page 74 and 75: Cut and paste to match—Set 11 y,
Page 76 and 77: PHONEME MATCHING GAMES AND ACTIVITI
Page 78 and 79: 1. Say these instructions to the ch
Page 80 and 81: SKILL 7: PHONEME ISOLATION TEACHER
Page 82 and 83: PHONEME ISOLATION games and activit
Page 100 and 101: ‘Which bucket?’ game Bucket lab
Page 102 and 103: ‘Which bucket?’ game Picture ca
Page 118 and 119: ‘Noughts and crosses’ game boar
Page 128 and 129: Clip the initial sound Picture card
Page 130 and 131: Clip the initial sound Picture card
Page 132 and 133: ‘Beginning sounds’ game Game bo
Page 140 and 141: Final sounds worksheet PHONEME ISOL
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Piggy in the middle—Head PHONEME
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Piggy in the middle—Tail PHONEME
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PHONEME ISOLATION games and activit
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‘Where’s the bone?’ Bones PHO
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‘The shark game’ Game board PHO
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‘The shark game’ Game cards—2
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‘The shark game’ Game cards—4
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Spinner game sound selector PHONEME
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Spinner game word selector spinner
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Letter/sound isolation worksheet—
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PHONEME ISOLATION games and activit
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4. Say these instructions to the ch
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CLASS RECORDING SHEET Student name
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