Phonological Awareness Activities

From FreeReading

Revision as of 16:04, 24 December 2007

This page contains all the Free-Reading activities for Phonological Awareness. They are divided into Sequenced Activities and Supplemental Activities. You can click here to add your own supplemental activity.

Note: Free-Reading includes activities for both Phonological Awareness (this page) and the narrower category of Phonemic Awareness (click here for those activities). You can choose either based on how specific the skill you want to teach or re-teach is.

About the phonological awareness activities

Phonological awareness is the ability to identify and manipulate parts of spoken language. Phonological awareness skills include working with words, syllables, onset-rimes, and finally phonemes (the individual sounds in spoken words).

The objective of the phonological awareness sequence of activities is to teach students to identify and manipulate the sounds in spoken words.

Two important manipulation skills are:

Oral segmenting, which refers to taking spoken language and breaking it into separate parts. Phoneme segmenting, for instance, teaches students that words are composed of sounds, which they need to understand in order for sounding out to make sense.
Oral blending, which refers to taking a sequence of sounds and putting them together to form spoken language. Phoneme blending is what students will need to do when they sound out words and blend to pronounce the word correctly.

Since phonemic awareness (the subset of phonological awareness that deals with the individual sounds in spoken words) doesn't require any recognition of printed letters, and since it is a preskill for sounding out words, it can be taught very early in the reading program.

The National Reading Panel (2000) concluded:

Phonemic awareness can be taught explicity.
It helps all types of children improve their reading: normally developing readers, children at risk for reading, disabled readers, preschoolers, ELL students, and children from various socioeconomic backgrounds.
Instruction that focuses on one or two skills produces greater transfer than a multiskilled approach.
Teaching students to segment and blend benefits reading more than a multiskilled approach.
Phonemic awareness instruction is more effective when delivered in small groups than when delivered to the whole class.

(For more of the research on phonological awareness, see Intervention A, the research base.)

The sequence of instruction covered here moves through increasingly difficult activities, ending with phoneme manipulation:

Counting words in a sentence (a "warm-up" activity)
Blending and segmenting syllables ("warm-up" activities)
Identifying and generating rhyming words ("warm-up" activities)
Blending and segmenting onset-rimes
Blending phonemes
Identifying the first, last, then middle phoneme in a word
Using sound-it-out chips to identify phonemes within a word
Using letters to substitute one phoneme for another in a word

The last skill in this sequence uses printed letters as well as spoken phonemes, leading students from phonemic awareness to phonics.

Tips and tricks for teaching phonological awareness

Be sure students are ready to proceed. If one or more students are struggling with the early activities (syllables and rhymes), consider spending more time with them on those activities before proceeding. Similarly, if students find the earlier activities too easy, consider progressing to onset-rime and phonemes.
Many of the activities here make use of a hand puppet to help secure student attention and create a sense of fun. Any hand puppet will do.
It's easier to see which students are struggling (especially in a large group) if you ask them all to respond simultaneously. One problem with this is that the quicker students drown out the slower. To avoid this, you can ask the question in a particular way: Ssssaaammm. Now you say the word quickly. Ready? (Pause to make sure slower students have had a chance to figure out the answer.) What's the word? This technique takes a little practice.
For each activity, keep a record of items a student had problems with. Review this activity log before the next activity so you pay special attention to those students.

Phonological awareness resources

Sequenced phonological awareness activities

Note that the hiatus from +45 to +54 is intentional in order to let the earlier phonological awareness skills consolidate before progressing to the later skills which are phonological awareness/phonics crossover activities. If you feel students are ready, you can progress straight from +44 to +55.

A Note on Lesson Deltas. If you're using an integrated instructional program such as IPID 101 that comes with a map, follow the lesson numbers in the map and ignore the deltas below. If you're using this sequence outside of a program map (e.g., you're creating your own program), take whatever lesson number you are at when you start this sequence, call that Lesson N, and add the deltas below to N to calculate the lesson number for each subsequent lesson -- i.e., if you are on Lesson 10 when you start this sequence, then the activities below labeled +14 should be included in your Lesson 24.

**Phonological Awareness (SID: 227)**
Lesson Δ	Warm-up	Introduce	Build Accuracy
+0:	Counting words in a sentence	Introduce onset-rime blending (Mico version) fish, fire, foot, lamb, lips, lock, meat, mix, moon, nail, nut, fox
+1:	Blending syllables name game		Onset-rime blending accuracy (Mico version) foot, lamp, lime, meat, mop, nose, nine, run, ring, sun, van, zoo
+2:	Counting words in a sentence		Onset-rime blending accuracy (Mico version) lock, mix, nest, nut, rat, saw, socks, six, bird, bear, tire, dice
+3:	Blending syllables name game		Onset-rime blending accuracy (Mico version) zack, vine, watch, wave, bag, bed, king, key, pig, hand, frog, star
+4:	Counting words in a sentence		Onset-rime blending accuracy (Mico version) witch, wing, vet, vase, box, can, coat, door, gate, horse, girl, snail, truck
+5:	Segmenting syllables name game	Introduce onset-rime segmenting (Mico version) fish, fire, foot, lamb, lips, lock, meat, mix, moon, nail, nut, fox
+6:	Counting words in a sentence		Onset-rime segmenting accuracy (Mico version) foot, lamp, lime, meat, mop, nose, nine, run, ring, sun, van, zoo
+7:	Identifying and generating rhyming words, body part game		Onset-rime segmenting accuracy (Mico version) lock, mix, nest, nut, rat, saw, socks, six, bird, bear, tire, dice
+8:	Segmenting syllables name game		Onset-rime segmenting accuracy (Mico version) zack, vine, watch, wave, bag, bed, king, key, pig, hand, frog, star
+9:	Identifying and generating rhyming words, body part game		Onset-rime segmenting accuracy (Mico version) witch, wing, vet, vase, box, can, coat, door, gate, horse, girl, snail, truck
+10:		Introduce phoneme blending (Mico version) fish, fire, foot, lamb, lips, lock, meat, mix, moon, nail, nut, fox
+11:			Phoneme blending accuracy (Mico version) foot, lamp, lime, meat, mop, nose, nine, run, ring, sun, van, zoo
+12:		Introduce phoneme segmenting sit, mad, Sam
+13:			Phoneme segmenting accuracy mad, run, me, fit, mom, add, fan
+14:			Phoneme blending accuracy (Mico version) lock, mix, nest, nut, rat, saw, socks, six, bird, apple, dinosaur, igloo
+15:			Phoneme segmenting accuracy hot, tap, cut, ten, ship, be, mop, fish, wash, grape, lock, space
+16:			Phoneme blending accuracy (Mico version) zack, vine, watch, wave, jellyfish, mailbox, yoyo, zebra, insect, alligator, frog, star
+17:			Phoneme segmenting accuracy about, string, sister, Friday, lip, finish, after, robot, can, wheel
+18:			Phoneme blending accuracy (Mico version) witch, wing, vet, vase, box, astronaut, koala, octopus, pirate, rollerblade, tiger, snail, truck
+19:			Phoneme segmenting accuracy tree, treetop, stream, hill, field , turtle, rabbit, fly, fox, animal
+20:		Introduce first sound segmenting (Mico version) pen, ring, moon, gate, ant, lock, fish, lamb, nose, zoo, vine, lime
+21:			First sound segmenting accuracy (Mico version) foot, lamp, lime, meat, mop, nose, nine, run, ring, sun, van, zoo
+22:			First sound segmenting accuracy (Mico version) lock, mix, nest, nut, rat, saw, socks, six, bird, bear, tire, dice
+23:		Introduce last sound segmenting (Mico version) coat, egg, jellyfish, nose, lock, igloo, foot, lamp, lime, meat, mop, nine
+24:			Last sound segmenting accuracy (Mico version) lock, mix, nest, nut, rat, saw, socks, six, bird, can, koala, snail
+25:			First sound segmenting accuracy (Mico version) nine, run, ring, sun, van, zoo, fish, lamb, nose, bag, vine, lime
+26:			Last sound segmenting accuracy (Mico version) zack, vine, watch, wave, bag, bed, king, key, pig, hand, frog, star
+27:			First sound segmenting accuracy (Mico version) zack, vine, watch, wave, bag, bed, king, key, pig, hand, frog, star
+28:			Last sound segmenting accuracy (Mico version) witch, wing, vet, vase, box, can, coat, door, gate, horse, girl, snail, truck
+29:			First sound segmenting accuracy (Mico version) witch, wing, vet, vase, box, can, coat, door, gate, horse, girl, snail, truck
+30:		Introduce middle sound segmenting (Mico version) cat, cup, dog, nose, mop, van, fish, foot, pen, moon, nut, bed
+31:			Middle sound segmenting accuracy (Mico version) lock, meat, mix, nail, fox, sun, van, rat, six, dice, zack, vine
+32:			Middle sound segmenting accuracy (Mico version) bird, wave, pig, vet, vase, box, can, coat, door, gate, horse, nine
+33:			Last sound segmenting accuracy (Mico version) lock, mix, nest, nut, rat, saw, socks, six, bird, can, koala, snail
+34:			Middle sound segmenting accuracy (Mico version) fish, foot, pen, moon, nut, bed, lock, meat, mix, nail, fox, van
+35:		Phoneme identification with sound-it-out chips cat, cup, dog, nose, mop, van, fish, foot, pen, moon, nut, bed
+36:			Phoneme identification with sound-it-out chips lock, meat, mix, nail, fox, sun, van, rat, six, dice, zack, vine
+37:			Phoneme identification with sound-it-out chips kilt, lips, nest, ring, star, snail, bowl, frog, hand, igloo, jump, king
+38:			Phoneme identification with sound-it-out chips bird, wave, pig, vet, vase, box, bowl, frog, hand, igloo, jump, king
+39:			Phoneme identification with sound-it-out chips gate, jam, doll, can, tent, tiger, wing, star, elbow, anvil, monkey, parrot, zebra
+40:		Phoneme identification with sound-it-out chips, harder cat, cup, dog, nose, mop, van, fish, foot, pen, moon, nut, bed
+41:			Phoneme identification with sound-it-out chips, harder lock, meat, mix, nail, fox, sun, van, rat, six, dice, zack, vine
+42:			Phoneme identification with sound-it-out chips, harder kilt, lips, nest, ring, star, snail, bowl, frog, hand, igloo, jump, king
+43:			Phoneme identification with sound-it-out chips, harder bird, wave, pig, vet, vase, box, bowl, frog, hand, igloo, jump, king
+44:			Phoneme identification with sound-it-out chips, harder gate, jam, doll, can, tent, tiger, wing, star, elbow, anvil, monkey, parrot, zebra
+45:	(This lesson is intentionally blank.)
+46:	(This lesson is intentionally blank.)
+47:	(This lesson is intentionally blank.)
+48:	(This lesson is intentionally blank.)
+49:	(This lesson is intentionally blank.)
+50:	(This lesson is intentionally blank.)
+51:	(This lesson is intentionally blank.)
+52:	(This lesson is intentionally blank.)
+53:	(This lesson is intentionally blank.)
+54:	(This lesson is intentionally blank.)
+55:		Phoneme substitution (with letters) sat, mat, rat, bat, bad, bag, big, beg, bug
+56:			Phoneme substitution (with letters) hot, not, dot, lot, rot, cot, cog, con, cob
+57:			Phoneme substitution (with letters) fox, fog, bog, log, leg, peg, pen, pan, van, man, men, hen
+58:			Phoneme substitution (with letters) fan, fun, sun, bun, ban, ran, rat, rag, tag, tan, tin, fin, fan
+59:			Phoneme substitution (with letters) lap, lip, rip, rap, rag, rig, dig, pig, peg, leg, lag, lap
+60:		Phoneme substitution, harder (with letters) sat, mat, cat, rat, bat, ban, bad, bam, bag, big, beg, bug
+61:			Phoneme substitution, harder (with letters) hot, not, dot, lot, rot, pot, cot, cog, con, cob, cop, cup, cap
+62:			Phoneme substitution, harder (with letters) fox, fog, bog, log, leg, peg, pen, pan, van, man, men, hen
+63:			Phoneme substitution, harder (with letters) fan, fun, sun, bun, ban, ran, rat, rag, ran, tan, tin, fin, fan
+64:			Phoneme substitution, harder (with letters) lap, lip, rip, rap, rag, rig, dig, pig, peg, leg, lag, lap

Supplemental phonological awareness activities

Retrieved from "/wiki/Phonological_Awareness_Activities"

Category: Strands

 ! +44:  ||  ||  || [[Phoneme identification with sound-it-out chips, harder|Phoneme identification with sound-it-out chips, harder<br>gate, jam, doll, can, tent, tiger, wing, star, elbow, anvil, monkey, parrot, zebra]]
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-! +45:  ||  ||  ||
+! +45:  || ''(This lesson is intentionally blank.)'' ||  ||
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+! +51:  || ''(This lesson is intentionally blank.)''  ||  ||
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+! +52:  || ''(This lesson is intentionally blank.)''  ||  ||
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-! +53:  ||  ||  ||
+! +53:  || ''(This lesson is intentionally blank.)''  ||  ||
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-! +54:  ||  ||  ||
+! +54:  || ''(This lesson is intentionally blank.)''  ||  ||
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 ! +55:  ||  || [[Phoneme substitution (with letters)|Phoneme substitution (with letters)<br>sat, mat, rat, bat, bad, bag, big, beg, bug]] ||

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