RIC-6976 Phonological awareness skills Book 5 p1-23

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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
Page 2 and 3: Phonological awareness skills (Book
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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