RIC-6976 Phonological awareness skills Book 5 p1-23

Phonological awareness skills (Book 5) 

Published by R.I.C. Publications ® 2018 

Copyright © R.I.C. Publications ® 2018 

ISBN 978-1-925698-56-5 

RIC– 6976 

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 and activity 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 segmentation .......................... 1–58 

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

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

Games, activities and resources...........4–56 

Assessment.......................................... 57–58 

Phoneme substitution...........................59–153 

Teacher notes...................................... 59–60 

Pre-test....................................................... 61 

Games, activities and resources...... 62–151 

Assessment......................................152–153 

Phoneme reversal............................... 154–214 

Teacher notes..................................154–155 

Pre-test..................................................... 156 

Games, activities and resources....157–212 

Assessment......................................213–214 

Assessing the three skills....................215–216 

Class recording sheet.................................. 217 

www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (Book 5) 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 

ACTIVITY 6: Phoneme phone segmenting 

A phonic phone is needed to complete this activity. Buy a set of whisper phones 

or make your own using the instructions at . 

Phonic phones amplify sounds, making it easier for the child to 

hear them. 

The children will also need the picture cards on pages 27—30 

and counters or markers. The game is played in pairs. 

The first child chooses a picture card. The second child says 

the word represented by the picture and orally segments the 

sounds in the word into the phonic phone. For example, if the 

picture shows a hat, the child says /h/ /a/ /t/. The first child 

places a counter for each phoneme on the card. The children 

then swap roles. 

This activity can also be used with any word given by the teacher or adult helper and 

the Elkonin boxes on page 31. 

ANSWERS: 

Page 27: axe–/a/ /x/; sun–/s/ /u/ /n/; bag–/b/ /a/ g/; snake–/s/ /n/ /a/ /k/; cow–/c/ /ow/; tea–/t/ /ea/ 

Page 28: fish–/f/ /i/ /sh/; two–/t/ /oo/; lips–/l/ /i/ /p/ /s/; bib–/b/ /i/ /b; tie–/t/ /ie/; pig–/p/ /i/ /g/ 

Page 29: house–/h/ /ou/ /s; hay–/h/ /ay/; cap–/c/ /a/ /p/; mat–/m/ /a/ /t/; clock–/c/ /l/ /o/ /ck/; plug–/p/ /l/ /u/ /g/ 

Page 30: train–/t/ /r/ /ai/ /n/; fan–/f/ /a/ /n/; ant–/a/ /n/ /t/; hut–/h/ /u/ /t/; chin–/ch/ /i/ /n/; key–/k/ /ee 

Full instructions 

and reference 

to any resources 

needed are stated 

The skill 

component 

is stated 

• Isolate the separate sounds in words 

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 5) ISBN 978-1-925698-56-5 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 

www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (Book 5) 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) 

www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (Book 5) 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 

pages 215–216. 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 217 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 10: PHONEME SEGMENTATION 

TEACHER NOTES 

What is phoneme segmentation? 

Phoneme segmentation is the process of identifying and breaking a 

word into each separate sound in the correct sequence. In essence, 

children identify the individual sounds in words. 

What does phoneme segmentation involve? 

Phoneme segmentation involves: 

• ‘stretching’ out words by saying them slowly and emphasising 

each sound 

• isolating the separate sounds in words 

• counting the separate sounds in words 

• segmenting for spelling 

Why is phoneme segmentation important? 

Phoneme segmentation is a skill that directly links relates to the 

ability to spell. When children can stretch out words, segment words 

into individual sounds and have learnt the letters that represent 

these sounds, they can write them in order to spell words. 


word 

syllable 


phoneme 

The same process links segmenting sounds and reading. 

What do I need to remember when doing phoneme segmentation? 

• Teachers need to demonstrate this skill, but they need to make sure that they do not stretch out the 

sounds so much that the sounds cannot connect them back to the word. 

• It is important for children to understand the difference between phonemes and letters. The 

number of phonemes in a word does not necessarily equal the number of letters. For example, if 

the word boat is segmented into phonemes, they are /b/ /oa/ /t/—three sounds, where as, there are 

four letters in the word. 

• Some letter sounds can be lengthened and held for a length of time. Others, however, when 

lengthened, may change the sound. 

Sounds that can be elongated and held 

continuously 

Sounds that CANNOT be elongated and held 

continuously 

a, e, f, i, l, m, n, o, r, s, u, v, w, y, z b, c, d, g, h, j, k, p, q, t, x 

These sounds are easier to blend so instruction 

should commence with these. 

Use words such as fan, sum, fuzz etc. 

Hold for 1 or 2 seconds and blend smoothly with 

the next sound. 

These sounds are more different to blend 

without changing the sound, so introduce these 

gradually. 

Say the sound once only, pause for 1 or 2 

seconds, then say the next sound elongating this 

sound for 1 or 2 seconds 

www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (Book 5) 1

SKILL 10: PHONEME SEGMENTATION 

What is the best way to support children as they learn about phoneme segmentation? 

• As always, the most effective instruction method for any reading skill is modelling. Model 

segmenting in a number of different ways, always being slow, clear and correct. Increase the speed 

of the sounds delivery until the children become proficient. 

• Always provide plenty of practice segmenting sounds orally before introducing the letters that 

represent the separate sounds articulated. 

• Revise segmenting sentences into words, segmenting compound words, segmenting words into 

syllables and segmenting words into onset and rime, before introducing the skill of segmenting 

words into phonemes. This ensures children move from breaking down larger units to the smallest 

units of sounds. The unit on segmentation and syllabification provides an abundance of activities to 

practice these skills. 

• Always use plenty of visual support, pointing to pictures when learning segmenting. Visual 

representations aid memory of sounds. 

• Introduce letters for sounds only when you feel the children are ready to grasp the concept. 

• When slowly sounding out a word such as ‘rrrruuunnnn’, point to each letter as each sound is 

pronounced. 

• Ensure that all senses are engaged, as most children benefit from hands-on activities. Counters and 

markers should be used, or the children can ‘run’ a small plastic car over the letters on a card as 

they say the sounds slowly. 

• The use of phoneme segmentation boxes such as Elkonin boxes, like those above, provide a good 

visual representation for children as they learn to segment words into phonemes. 

2 


PHONOLOGICAL AWARENESS PRE-TEST 

Phoneme segmentation 

Say these instructions to the child: 

I’m going to say a word slowly. I want you to tell me the sounds 

you hear in the word. 

Use the following as an example: 

Say: in What sounds do you hear? /i/ /n/ 

Say the following instructions: 

1. at What sounds do you hear? /a/ /t/ 

2. up What sounds do you hear? /u/ /p/ 

3. is What sounds do you hear? /i/ /s/ 

4. go What sounds do you hear? /g/ /o/ 

5. off What sounds do you hear? /o/ /f/ 

Comments 

Total: 


PHONEME SEGMENTATION GAMES AND ACTIVITIES 

ACTIVITY 1: Hands-on segmenting 

The children stand, spaced some distance apart, and use their hands to represent how 

words can be ‘stretched out’. 

The children place their hands together straight out in front of them. The teacher or 

adult helper says a word and then repeats it slowly, stretching out the phonemes in the 

word. For each sound heard, the children move their hands apart until the last sound is 

stated. 

Once the children understand how to ‘stretch out’ words with their hands, selected 

children can be chosen to demonstrate how to ‘stretch out’ a word of their own. When 

proficient, the children can be given their own word to ‘stretch out’. 

• Stretch out words 

ACTIVITY 2: Silly segmenting 

Use putty or playdough for this activity. 

This activity is similar to the one above. 

Each child is given a ball of putty or playdough which they roll into a fat ‘sausage’ 

shape. 

The teacher says a word and repeats it slowly, stretching out the sounds. The children 

stretch out the putty or playdough each time they hear a new sound in the word. 

Start with words with a small number of phonemes then increase the number until the 

putty or playdough is so stretched it breaks. 

After each word has been ‘stretched out’, the children can roll the putty or playdough 

back into a fat sausage shape. 


4 



• Stretch out words • Stretch out words 

ACTIVITY 3: ‘Stretched out’ word cards 

Use the divided cards on pages 17–23 to play this game. 

Each card must be cut up into the correct number of 

phonemes in the word. Cards should be printed onto 

cardboard and laminated for durability before using. 

The cards provided are divided into the number of 

phonemes in each word represented by an image. 

The cards for words with the same number of phonemes 

should be stored together in separate ziplock bags. One 

bag will contain pictures for all the words with 2 phonemes, 

another will hold all the 3-phoneme words, a third will hold all 

the 4-phoneme words and the last will hold the 5-phoneme 

words. 

The game may be played individually, in pairs or in small groups. 

The cut-apart cards are mixed up and the child/children move the parts together to 

complete the picture and say the complete word. Then they move the pieces apart 

segmenting the word. Ensure the children point to each part (sound) as they say the 

sounds that make up each word. 

Words are provided for more capable children who want to read them. 

ACTIVITY 4: Phoneme jumping (or hopping) 

Place three different-coloured small hoops on the floor or ground. Say a two- or threephoneme 

word aloud and have each child say the sounds they hear in the word as they 

jump into each hoop. 

Different-coloured hoops tell the child that each sound is a different one. 

Select from the words on the phoneme word list on page 24. 

This activity is good to use with words that are difficult to represent visually, such as am, 

at, is etc. 

Progress to four- or five-phoneme 

words when the children have 

demonstrated their capability. 

feet 

bike 

bed 

sun 

web 

road 



ACTIVITY 5: Egg carton game 

Use the pictures on pages 25 and 26 to play this game, individually, in pairs or in small 

groups. Photocopy the pictures onto cardboard, laminate them and cut them out. Glue 

them inside an egg carton with one picture placed inside each cup. 

The child places a counter or button inside the egg carton, closes the lid firmly, 

then shakes the egg carton. The egg carton is opened and the child finds where the 

counter or button has landed. The child looks at the picture beneath the counter/ 

button and names the picture. Then the child segments the word into phonemes. The 

next child then has a turn. Continue until all the words naming the pictures have been 

segmented. 

The words depicted are: 

Pictures 1: duck, nail, sack, cake, rain, jam, 

van, hen, knife, zip, goat, log, lock, cow, 

mug, ham, bed, leg, jet, pen, bib, bag, hat, 

chin 

Pictures 2: mat, rat, dam, ram, tap, bat, peg, 

ten, net, lid, pig, dig, wig, bin, fin, dog, pin, 

mop, top, cot, jug, tub, sun, hut 

Enough pictures have been provided to fill 

four different egg cartons. 


ACTIVITY 6: Phoneme phone segmenting 

A phonic phone is needed to complete this activity. Buy a set of whisper phones 

or make your own using the instructions at . 

Phonic phones amplify sounds, making it easier for the child to 

hear them. 

The children will also need the picture cards on pages 27—30 and 

counters or markers. The game is played in pairs. 

The first child chooses a picture card. The second child says the 

word represented by the picture and orally segments the sounds 

in the word into the phonic phone. For example, if the picture 

shows a hat, the child says /h/ /a/ /t/. The first child places a 

counter for each phoneme on the card. The children then swap 

roles. 

This activity can also be used with any word given by the teacher or adult helper and 

the Elkonin boxes on page 31. 

ANSWERS: 

Page 27: axe–/a/ /x/; sun–/s/ /u/ /n/; bag–/b/ /a/ g/; snake–/s/ /n/ /a/ /k/; cow–/c/ /ow/; tea–/t/ /ea/ 

Page 28: fish–/f/ /i/ /sh/; two–/t/ /oo/; lips–/l/ /i/ /p/ /s/; bib–/b/ /i/ /b; tie–/t/ /ie/; pig–/p/ /i/ /g/ 

Page 29: house–/h/ /ou/ /s; hay–/h/ /ay/; cap–/c/ /a/ /p/; mat–/m/ /a/ /t/; clock–/c/ /l/ /o/ /ck/; plug–/p/ /l/ /u/ /g/ 

Page 30: train–/t/ /r/ /ai/ /n/; fan–/f/ /a/ /n/; ant–/a/ /n/ /t/; hut–/h/ /u/ /t/; chin–/ch/ /i/ /n/; key–/k/ /ee 


6 




ACTIVITY 7: Break it up 

This activity requires no equipment. 

Tell the children that you are going to say a word and they have to break it up into 

sounds. 

Give some examples, beginning with simple CV, VC or CVC words such as me, nut or 

game. Demonstrate how to break up the word. For example, /m/ /e/, /n/ /u/ /t/ 

and /g/ /a/ /me/. 

Ask the children to clap, tap their 

knees, touch their head, stamp 

their feet, click their fingers or tap hot 

a triangle each time a new sound is 

stated in a word. 

/h/ /o/ /t/ 

Once the children can segment 

simple words, progress to words 

with four or five phonemes. 

CLAP! 

CLAP! 

CLAP! 


ACTIVITY 8: What sounds do you hear? 

Use the phoneme cards on pages 32–35 to help the children practise isolating 

phonemes in words. 

The children are told the number of 

phonemes in each word represented by a 

picture and they have to say the phonemes. 

They point to the picture, say the word, 

segment it and say the sounds, making sure 

they have the correct number to match the 

card. 

Teachers may wish to provide children with 

counters, markers or pegs to clip to each card to 

represent each phoneme in the word. 

The following images are depicted: 

1 — bee, key, boy, pea, pie, toe, cow, ape 

2 — pan, hat, zip, jug, dog, jet, tap, sheep 

3 — tree, leaf, shell, cake, kite, mouse, bike, bone 

4 — lamp, snake, tent, clock, snail, train, crab, frog 



ACTIVITY 9: Push and slide 

Use any readily-available manipulatives for this activity. Counters, beads, blocks, craft 

sticks etc. are all suitable. 

If dealing with three-phoneme words, each child will need three manipulatives; 

if dealing with four- or five-phoneme words, the children will need four or five 

manipulatives. To challenge the children, provide six manipulatives so the children 

have to think about how many to move. 

The children have their manipulatives lined up in front of them. The teacher or adult 

helper says a word and the child pushes or slides one manipulative forward for each 

phoneme heard in the word given. The manipulatives will form a new row towards the 

front. 

Ensure the children are competent 

isolating the phonemes for two- or 

three-phoneme words before moving 

to words with more phonemes. 


ACTIVITY 10: Puppets 

Provide individual children with puppets with mouths that open and close. 

Sock puppets may be used or the children can make their own puppet using the 

templates on pages 36–37. The puppet template should be coloured, cut out and 

glued to a folded paper plate. The children may wish to add extra details such as 

material bows, clothing etc. to brighten their puppet. Give the children a word with 

between two and five phonemes. The children open and close the puppet’s mouth for 

each sound in the word. 

The children may need to be shown how to use the puppet 

since many will simply try to ‘grab’ other children or objects 

using the mouth of the puppet rather than opening and 

closing the mouth to speak. 

Instructions for making simple sock puppets can be found at 

. 

Puppets like those at 

 

may also be used. 


8 




ACTIVITY 11: Animal names split up 

Use the animal cards on pages 38–40 to play 

this game. 

Photocopy, laminate and cut out the animal 

pictures. 

Form two teams of children. Use a six thrown 

on a dice or a tossed coin to decide which 

team starts. 

The first team member is shown an animal 

picture. He/She segments the animal name. 

If correct, the team gets one point. The first 

team member in the second team has a turn. 

The team with the most points at the end, 

when all animal pictures have been shown, 

wins. 

ACTIVITY 12: Phoneme walk 

Draw a number path on a pathway or concrete area of the playground covering the 

numbers 1 to 5. (Walk-on number lines are available commercially.) Alternatively, 

coloured masking or electrical tape may be stuck to the floor. 

The teacher or adult helper says a word, the child repeats the word slowly, then, when 

the word is segmented, walks on one number until all the phonemes in the word have 

been counted. The teacher asks ‘How many sounds?’ The child says the final number 

walked on to give a count of the number of sounds in the word. 

Repeat with a number of different words. 

• Count the separate sounds in words 

1 

2 

3 

4 

5 



ACTIVITY 13: Play those sounds! 

Provide the children with different musical instruments—triangles, bells, tambourines or 

castanets. 

The teacher or adult helper says a word with between 2 and 6 phonemes. The children 

‘stretch out’ the word and strike their instrument once for each new sound in the 

word. 

They count how many times they strike their instrument to identify the number of 

sounds in the word. 

Repeat with other words. 

To assist the children, select individual children to 

stand out the front like a conductor to count the 

number of ‘strikes’ in each word. 


ACTIVITY 14: Counting sounds 

Provide each child with the tracking sheet from page 41. These can be photocopied 

and laminated for the children to use with wipe-off markers or counters. 

The teacher or adult helper says a word with between 2 and 6 phonemes. The child 

segments the word and draws a cross (or places a counter) in each box vertically to 

show how many phonemes are in the word, starting at the top and going down. 

When each word is completed, the child counts 

the number of phonemes in the word. 

Each new word occupies a different column. 

Demonstrate first using a copy on the 

whiteboard. 

The words in the lists on page 24 may be used. 


10 




ACTIVITY 15: Beanbag/Ball toss 

Use the tracking sheet on page 42 for this activity. 

The children will need beanbags or soft balls, and a 

basket or small hoop in which to throw them. 

The children look at the first picture on the tracking 

sheet, say the word, segment it into sounds and 

count how many sounds in the word. They write the 

number in the second column of the sheet. 

Then they throw one beanbag/ball in the container/ 

hoop for each sound in the word. Each beanbag 

or ball earns the child one point, which the child 

records on the tracking sheet in the third column. 

When all six words have been completed, the child or an adult helper can help the 

child count the total number of points earned. (Each child may count out the correct 

number of counters for points earned and place these in a ziplock bag to help them 

count the total at the end.) 

A blank tracking sheet is provided on page 43 so teachers can create their own. 

ANSWERS: 

axe (2); bike (3); brick (4); rabbit (5); lamp (4); web (3) 

Bean bag/Ba l toss – Tracking sheet 

Word picture How many sounds? Points 

How many points altogether? 


ACTIVITY 16: Graphing sounds in words 

This activity is similar to Activity 14. However, more fine motor skills and time are 

required. 

Each child will need a copy of the graphing sheet on page 44. 

The child looks at the picture at the bottom of each column, 

says the word, segments it into sounds, colours one box for 

each sound in the word and counts the number of sounds. 

Once completed, the child should make statements 

comparing words with more, less or the same number of 

sounds. 

For those children whose fine motor skills need developing, 

counters or markers may be used in the boxes instead of 

colouring. 

A blank template is provided on page 45 for teachers who 

would like to create their own or additional graphing sounds in words sheets. 

For more capable children or early finishers, ask them to draw a picture of an object 

from home or school, say the word, segment it into sounds and write the number of 

sounds next to the picture on the blank template. 

ANSWERS: 

book (3); toe (2); brush (4); house/home (3); monkey (5); pencil (6) 

6 

5 

4 

3 

2 

1 



ACTIVITY 17: Photograph name counts 

Some preparation is required to play this game in pairs. 

Take digital photographs of each of the children in the 

class. Print them in colour, glue onto cardboard, write the 

student’s name underneath, laminate them and cut them 

out. 

On the back of each card, write the number of sounds in 

each child’s name. Place the photographs in a box. 

The children will also need interlocking cubes such as 

Unifix cubes to represent the number of sounds in each name. 

J e s s i c a 

C a l e b 

The first child selects one photograph from the box. 

The second child names the child in the photograph. Child One taps the number of 

sounds in the child’s name and checks the back of the card to see if they are correct. 

The second child then makes an interlocking tower of blocks that matches the number 

of sounds in the name of the child in the photograph. The tower can be placed beside 

the photograph. 

The children swap roles until the time has elapsed or all photographs have been 

selected. 


ACTIVITY 18: Sorting words by sound numbers 

Reuse the cards on pages 32—35 for this sound number sort. An additional page of 

pictures on cards is provided on page 47 for five-phoneme words. 

A plastic pocket chart is also required to complete this activity, which can be done by 

individuals, pairs or small groups. 

Print off the number cards on page 46 and place them along the top line of the pocket 

chart. These are the number headings. 

Hang the pocket chart securely. Place the phoneme picture cards in a stack facedown 

on the floor or table close by. 

The children take turns to select a picture card and name the object. The child 

segments the word into individual phonemes and counts the number. (They might like 

to tap out or clap the sounds to make it easier to count the number.) 

The picture card is then placed in the slot on the 

chart beneath the corresponding number. 

Continue until all picture cards have been 

selected. 

NOTE: 

The numbers two to five are the most common but teachers may 

extend the children by asking them to draw pictures or write 

words with one phoneme or six. 

2 3 4 

5 


12 




ACTIVITY 19: Hopscotch 

Use a modified hopscotch frame to help the 

children practise segmenting words into 

phonemes. This activity can be played in pairs or 

small groups. 

This activity can be used with words that are 

difficult to represent in pictures, although 

phoneme picture cards may be used if desired. 

Select from those on pages 32–35 and page 47. 

Say a word or ask the children to take turns 

to select a picture from a stack placed on the 

floor. 

6 6 

5 

4 4 

3 

2 2 

1 

The child says the word, segments it 

into phonemes and counts the number. The child then hops and jumps along the 

frame, saying each sound as they move from one number to the next. The action of 

segmenting can be repeated as the child returns to the start. 

The next child has a turn and this continues until all the picture cards or words have 

been used up. 

Some words with six phonemes include dinosaur, backpack, snowman, violin, domino, 

strand, strength, sprint, splint, script and scrimp. 


ACTIVITY 20: Phoneme spin 

Re-use the picture cards of words with between two and five phonemes on 

pages 32–35 and page 47. The spinner is provided on page 48 and an optional 

recording sheet is on page 49. 

This game can be played in pairs or small groups. 

To play the game, select two of each of the different numbered phoneme picture 

cards—two pictures of words with two phonemes, two with three, two with four and two 

with five. Place these face up in 2 rows of four. 

The children take turns to spin the spinner to identify a number. They then select a 

picture showing a word with the corresponding number 

of phonemes. They say the word, and segment it into 

phonemes. 

The game continues with the next child taking a turn until all 

the cards have been selected. 

(If teachers wish to extend the activity, they can ask the 

children to use the recording sheet on page 49. The 

child draws a picture of the object selected in the box 

corresponding to the number of phonemes in the word. 

Additional sheets may need to be photocopied depending 

on the number of turns each child has.) 



ACTIVITY 21: Who has the most sounds? 

Reuse the picture cards of words with between two and five phonemes on 

pages 32–35 and page 47 to play this game in pairs. 

Shuffle the cards and place them face down in two piles on the floor or table. One pile 

is for each child. 

The children take turns to select a card from their pile, turn it over, name the picture, 

segment the words into phonemes and count them. 

After each child has taken a turn, the children work out who has the word with the most 

sounds. The child with the most sounds, keeps both cards. 

If both have the same number of cards, each child takes another turn until one wins 

the ‘hand’. 

Continue until all picture cards have 

been selected. 

The child with the most cards at the 

end is the winner. 


ACTIVITY 22: Phoneme count 

Use the game boards on pages 50—53 to play this game in pairs. Counters are also 

needed. 

The children take turns to select a picture in any row on the game board. They name 

the picture, segment the word into sounds and count how many sounds are in the 

word. They then place the correct number of counters on top of the picture selected. 

When all pictures are covered in piles of 

counters, the children select three rows each 

to count up the total number of sounds in 

each row. The total should correspond to the 

number at the end of each row. 

A blank game board is provided on page 54. 

10 

11 

14 

11 

13 

13 


14 




ACTIVITY 23: Segmenting circle 

The children will need a dice, the game board on page 55 and one counter each to 

play this game. This game can be played with between 2 and 5 players. One child will 

need to take on the role of judge. 

The children take turns to roll a dice to see who starts. (The child with the largest 

number goes first.) The child names the first picture, segments the phonemes in the 

word and says how many sounds there are. 

If correct, the child places their counter to 

mark their position. For each consecutive 

correct answer, players move forward with the 

aim to get to the finish. 

Enlarge the game board to a more 

appropriate size if desired, photocopy or glue 

onto cardboard and laminate for durability. 

A blank Segmenting circle game board is also 

provided on page 56 so that teachers can 

create their own games. 

NOTE: The words depicted in the images on page 55 are 

more challenging. They include: rake (3), sack (3), chain (3), 

wheel (3), brush (4), shark (3), nail (3), broom (4), goat (3), 

balloon (5), knife (3), crown (4), pillow (4), chest (4), spoon (4). 

START START 

and and 

FINISH FINISH 

How 

many 

sounds 

? 

• Segment for spelling 

ACTIVITY 24: Sound spelling 

This segmenting activity should only be used when the children have sound–letter 

correspondence and are ready to try to ‘spell’ their own words. 

You will need large sheets of paper/cardboard/chart paper or a whiteboard and a 

marker; and paper and pencils or mini whiteboards for the children. 

This is a whole class activity. 

Select a word and, with the children, segment it into phonemes. 

Use the large sheet of paper/cardboard/chart paper to demonstrate how to write the 

word phonetically. This is invented spelling so will be a close approximation rather 

than the correct spelling. 

A word like ‘house’, for example, may be 

written phonetically as /h/ /ow/ /s/—and 

while this is not the correct spelling, 

this method leads the children towards 

segmenting for spelling. 

Give the children some words of their 

own to try to write. 



ACTIVITY 25: Online segmenting phonemes games 

Visit: 

• to find phonological awareness activities (Hearbuilder 

Phonological Awareness). There are a number of different games including 

phoneme segmentation and identification. The app is suitable for use on iPads®. 

• and select ‘Put the sounds in order’ to see 

simple CVC words segmented for the children to rearrange into the correct order 

for correct spelling. 

• 

to play Reading CVC Words Machine. This game 

provides a picture that players must name and segment; 

and three simple CVC words to choose from. This game 

is only suitable for very capable children. 

• 

to play phoneme count. 

• 

to 

find an app to practise blending and segmenting. 

(This app needs to be purchased.) 

hat 

cat 

• Segment for spelling 

16 



Two-phoneme words Stretched-out word cards—1 



Two-phoneme words Stretched-out word cards—2 

18 



Three-phoneme words Stretched-out word cards—3 



Three-phoneme words Stretched-out word cards—4 

20 



Four-phoneme words Stretched-out word cards—5 



Four-phoneme words Stretched-out word cards—6 

22 



Five-phoneme words Stretched-out word cards—7 

rabbit 

circus 

button 

crayon 

kitten 

skunk 

www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (Book 5) 23

RIC-6976 Phonological awareness skills Book 5 p1-23

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