RIC-6976 Phonological awareness skills Book 5 p1-23

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PHONEME SEGMENTATION GAMES AND ACTIVITIES 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. • Stretch out words 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 • Isolate the separate sounds in words 6 PHONOLOGICAL AWARENESS SKILLS (<strong>Book</strong> 5) ISBN 978-1-925698-56-5 www.ricpublications.com.au
PHONEME SEGMENTATION GAMES AND ACTIVITIES • Isolate the separate sounds in words 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! • Isolate the separate sounds in words 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 www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (<strong>Book</strong> 5) 7
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 12 and 13: PHONEME SEGMENTATION GAMES AND ACTI

RIC-6976 Phonological awareness skills Book 5 p1-23

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