RIC-6976 Phonological awareness skills Book 5 p1-23

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