RIC-6976 Phonological awareness skills Book 5 p1-23

More documents

Recommendations

Info

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. • Stretch out words 4 PHONOLOGICAL AWARENESS SKILLS (Book 5) ISBN 978-1-925698-56-5 www.ricpublications.com.au
PHONEME SEGMENTATION GAMES AND ACTIVITIES • 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 www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (Book 5) 5
Page 2 and 3: Phonological awareness skills (Book
Page 4 and 5: TEACHER BACKGROUND INFORMATION The
Page 6 and 7: CURRICULUM LINKS The phonological a
Page 8 and 9: ASSESSING PHONOLOGICAL AWARENESS SK
Page 10 and 11: SKILL 10: PHONEME SEGMENTATION What
Page 14 and 15: PHONEME SEGMENTATION GAMES AND ACTI

RIC-6976 Phonological awareness skills Book 5 p1-23

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?