Examples of Phonemic Awareness Activities

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Phonemic Awareness activities

1. RHYME

- Explain to children that rhyming words are words that sound thesame at the end, such as threeand bee.

- Song: The Animals went in two by two.

- ou can also use wor! with storyboo!s such as:


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2. ALLITERATION

- Sill sentences: help children to create silly alliterati"e sentences.#or example, Six sna!es sell sodas. $reate an alliteration boo! usingthe sentences. %a"e children illustrate their sentences.

- !oo"s with alliteration:

All about Arthurby E. $arle.

Alphabearsby &. %ague

Animalia by '. (ase

Dinosaur Chaseby $. )tto

Dr. Seusss ABCby *r. Seuss

Faint Frogs Feeling Feverish and Other TerrificallyTantanliing Tongue T!istersby +. )bligade.

Si" Sic# Sheep$ %&% Tongue T!isters by . $ole and S.$almeson

Tongue T!istersby $. &eller

'oophabetsby . Talloon

#. PHONEME $IS%RIMINATION

#or this acti"ity you will select a speciic sound or children to listenor, such as long a /ai/, and then read a list o words. E"ery timechildren hear the target sound in a word, they are to clap their hands,repeat the sound, hold up a counter or choose some other designatedway o responding. 0atch or children who are waiting or peers torespond irst and then copying their responses. At a later time youmay repeat the acti"ity with these children indi"idually.

Sam&le'

Explain to children that you are going to play a listening game. Theyare going to listen or words with /ai/ as in ma#e. ou will say aword. 1 they hear /ai/, children are to clap their hands. 1 they claptheir hands ater a word that does not contain the sound, as! childrento listen again as you repeat the word, emphasi2ing the "owel soundby extending it. #or example, maaaaaaaa#e. $ontinue with theseand other words: same( rain( hope( game( late( paint( time( say.


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#or subse3uent )isten *p+ Exercises, use the ollowing se3uence osounds:

( Listenin) *or +e)innin) consonant so,n-s

4ote: begin with contin,o,s consonants 5f( l( m( n( r( s( v(6 beore sto& consonants5b( d( g( #( p( t6. 1n addition, a"oidusing words with blends in the early exercises. #or example,use words such as sell, sic#and fogbeore using words such asspell, stic#, and frog.

( Listenin) *or en-in) consonant so,n-s

( Listenin) *or lon)(vowel so,n-s in the me-ial &osition

4ote: Lon)(vowel so,n-sare easier or children to auditorilydiscriminate than short vowel so,n-s. Since "owel sounds

are oten let out o childrens early in"ented spellings, muchwor! should be done listening or and discriminating thesesounds.

( Listenin) *or short vowel so,n-s in the me-ial &osition

( Listenin) *or the me-ial consonant so,n-s

. O$$ITY TAS/

7a!e copies o the picture cards on pages 8 and 9. aste each pictureon a note card and colour or decorate as desired. Then display theollowing picture card set: fan( feet man( mop( si"( soap. 7ix thecards, and ha"e "olunteers pic! the two cards whose picture namesbegin with the same sound. 0hen two cards are selected, say aloudthe name o each picture and as! children to tell you what soundeach begins with. Then ha"e the children suggest other words thatbegin with the same sound as the two picture names.

The picture cards also can be used or these and other oddity tas!s:

Pict,re %ar- Sets *or rhme

coat, boat, hat, cat, mop, to

bat, hat, dog, log, goat, coat

loc!, soc!, an, pan, sna!e, ca!e

Pict,re %ar- Sets *or +e)innin) consonants'

an, ish, lea, loc!, soc!, sun bee, bus, gate, goat, ten, top

can, coat, dog, duc!, nest, nine


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Pict,re %ar- Sets *or en-in) consonants.

ball, wheel, can, sun, boat, eet

!ite, hat, ten, sun, mop, soap bus, glass, rog, pig, nine, man

Pict,re %ar- Sets *or me-ial vowels'

soap, boat, lea, eet, gate, ca!e

bat, pan, top, soc!, ish, pig loc!, mop, goat, soap, man, hat

icture cards are particularly helpul or younger children. The "isual cuesallow them you thin! about the sounds in words without ha"ing to store alot o inormation in their memory. #or older children, howe"er, you do notha"e to use picture cards. 1nstead, state the words in each oddity tas!. #orexample: pig( big( hat. As! children to tell you the word that does notbelong, such as the word that does not rhyme.#or children ha"ing diiculties with the oddity tas!s, use only two picturecards. As! children i the two picture names begin with the same sound,end with the same sound, or rhyme, depending on what s!ill you areteaching. Then slowly increase the number o cards used as appropriate.

0. ORAL !LEN$IN' PT IT TOETHER

1n this acti"ity you will say a word in parts. The children are to orallyblend the word parts and say the word as a whole. To add to theplayulness o the acti"ity, use a classroom puppet. Explain to thechildren that the puppet only li!es to say whole words. ou will say aword in parts and they are to guess what the puppet will say. Thepuppet can then pro"ide correcti"e eedbac! and model blendingwhen necessary.

Sam&le'

Explain to children that you are going to say a word in parts. ouwant them to listen careully, and then say the word as a whole. #orexample, i you say /m/ /a/ /n/, the children are to respond withman. ;se these and other word parts:

/m/ /a/ /p/ map

/s/ /u/ /n/ sun

/l/ /i/ /!/ lic!

// /i/ /t / it

/!/ /a/ /t/ cat


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;se the ollowing se3uence or ,ut it Togetherthroughout the wee!so instruction:

Level 1'blend words syllable by syllable

sand < wich 5sandwich6

Level 2'blend words by onset and rime

/m/ < ap 5map6

A re"erse o this le"el is to blend the irst part o thewords and then the inal sound, such as ca < /t/.

Level #'blend words phoneme by phoneme

/m/ /a/ /n/ 5man6

3. ORAL SEMENTATION' 4HAT5S THE SON$6

0rite the song 0hats the Sound= on chart paper. Sing the song tothe tune )ld 7ac*onald %ad a #arm. Trac! the print as you sing.Sing the song se"eral times, encouraging children to >oin in. *uringlater renditions replace the words sadand sillywith the ollowing mop

and money( leafand luc#y, or tenand table.

Whats the Sound?Whats the Sound?Whats the Sound?Whats the Sound?

Whats the sound that these words share?

Listen to these words.

SadSadSadSad and sillysillysillysilly are these two words.

Tell me what youve heard. (ssssssss)

With a /s/, /s/ here, and a /s/, /s/ there,

Here a /s/, there a /s/, everywhere a /s/, /s/

/s/ is the sound that these words share

We can hear that sound!

7. ORAL SEMENTATION' I SPY 4ITH MY LITTLE EYE

*isplay a a"ourite picture in a boo!, or ha"e children loo! around theclassroom, Explain to children that you are going to play a gamecalled 1 Spy. To play, you will say something li!e 1 spy with my little


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eye something that starts with /s/. ou want them to guess thename o the ob>ect that begins with that sound.

As a "ariation, place an assortment o ob>ects in a large bag. Selectone ob>ect at a time and pro"ide clues or children to guess the

ob>ects name. #or example, or a pencil you might say, 1 spy withmy little eye something that begins with /p/. This is something youcan write with. 0hat is it=

8. PHONEMI% MANIPLATION

Explain to children that you will say a word. ou want them to listencareully to the sounds in the word. ou will then play s!itcheroowithone o these sounds. That is, you will change one sound in the word ?

the beginning, middle, or ending sound. ou want them to tell youwhich sound was switched. #or example, i you say matand then sat,children should respond that /m/ was switched with /s/. $ontinuewith the ollowing word pairs.

man/panan/atrun/sunhat/hotpic!/pac!

ball/belllea/loapig/pinish/dishgate/game

tap/tape"an/ran2ip/lipcup/caphot/hop

9. SON$ SPELLIN MAT%H

)nce childrens phonemic awareness s!ills begin to de"elop they willbe ready or phonics instruction. 1t is important to show children howthe phonemic awareness exercises you ha"e been doing are relatedto reading and writing. To do this use the ollowing sound-spellingmatch exercises. #or these exercises, each child will need a set oletter cards. *istribute one set to each child. #or these exercises you

will ocus on only a limited set o sounds. The purpose o theseexercises is not to teach all sound-spelling correspondences, but toteach children the connection between sounds they hear and readingand writing.

Ste& 1' teach the so,n- s&ellin) corres&on-ences

;sing one letter card at a time, point out the sound that each letterstands or. #or example, explain to children that the letter sstandsor /s/, the sound heard at the beginning o the word soc#. %a"echildren suggest other words that begin with this sound. )nce all thesounds and letters ha"e been taught, say aloud one sound, and as!children to hold up the letter card that stands or the sound.


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Ste& 2' review the so,n-(s&ellin) corres&on-ences

;sing the letter cards, re"iew the sounds and letters taught. #irst

re"iew the sound that each letter stands or. Then select one lettercard, hold it up, and as! children to say aloud the sound that theletter stands or.

Ste& #' +,il- wor-s

;sing the letter cards, spell the word mat. e"iew the sound thateach letter stands or, aterwards model or children how to blend theword mat. eplace the letter m in mat with the letter s. e"iew thesound that the letter sstands or, and model or children how to blend

the new word ormed. $ontinue replacing one letter in the word toorm new words.

Ste& ' re&lace so,n-s in wor-s

;sing the letter cards, spell the word sat. (lend the word, or ha"e a"olunteer blend it aloud. Tell children that you are going to say a newword. This time you want them to replace one letter in the words satto ma!e the new word. #or example, i you say the word mat, whatletter must be replaced in the word sat to ma!e mat= 1 necessary,

point out that the letter mreplaces the letter s. $ontinue with othersounds substitutions.


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Examples of Phonemic Awareness Activities