RIC-6976 Phonological awareness skills Book 5 p1-23

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PHONEME SEGMENTATION GAMES AND ACTIVITIES 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. • Count the separate sounds in words 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 • Count the separate sounds in words 12 PHONOLOGICAL AWARENESS SKILLS (<strong>Book</strong> 5) ISBN 978-1-925698-56-5 www.ricpublications.com.au
PHONEME SEGMENTATION GAMES AND ACTIVITIES • Count the separate sounds in words 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. • Count the separate sounds in words 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.) www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (<strong>Book</strong> 5) 13
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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