Phonological Awareness Series - Book 1: Syllables and Rhyming

Series: Phonological Awareness Title: Syllables and Rhyming Book 1 © 2018 Ready-Ed Publications Printed in Australia Author: Leanne Bidzinski Illustrators: Terry Allen, Melinda Brezmen, Kathryn Bryce, Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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ISBN: 978 192 561 121 2 2

Contents Teachers’ Notes......................................................................................... 4 Curriculum Links...................................................................................... 5 Suggested Additional Activities..................................................... 5-6 Section 1: Compound Words............................................... 7 Compound Word Cards . ..............................................................8 - 10 Compound Word Sums 1....................................................................11 Compound Word Sums 2....................................................................12 Make a Cupcake!....................................................................................13 Sausage Sizzle.........................................................................................14 Section 2: Syllables............................................................ 15 One Syllable Word Cards.....................................................................16 Two Syllable Word Cards.....................................................................17 Three Syllable Word Cards..................................................................18 Hand Claps 1...........................................................................................19 Hand Claps 2...........................................................................................20 Fishpond...................................................................................................21 Dinner is Served!....................................................................................22 Clap and Colour......................................................................................23 Hungry Mouse........................................................................................24 Ready, Set, Go!........................................................................................25 Section 3: Rhyming............................................................ 26 Rhyming Cards................................................................................ 27-29 Rhyming Biscuits....................................................................................30 Rhyming Partners..................................................................................31 Ice Creams................................................................................................32 Say, Colour, Draw...................................................................................33 Cracked Eggs...........................................................................................34 Picture Sort 1...........................................................................................35 Picture Sort 2...........................................................................................36 Apple Trees..............................................................................................37 Rhyming Pair...........................................................................................38 Rhyming Rainbows...............................................................................39 Shoes! Shoes! Shoes!............................................................................40 Rhyming Balloons..................................................................................41 Odd One Out...........................................................................................42 Section 4: Board Games..................................................... 43 Rocket Race! (Teachers’ Notes)..........................................................44 Syllable Cards (Rocket Race!).............................................................45 Rhyming Cards (Rocket Race!) .........................................................46 Rocket Race! (Game).............................................................................47 Fire! Fire! Fire! (Teachers’ Notes)........................................................48 Game Cards (Fire! Fire! Fire!)..............................................................49 Fire! Fire! Fire! (Game)...........................................................................50 3

Teachers’ Notes Phonological awareness is a broad skill that includes identifying and manipulating units of oral language. Children who have acquired phonological awareness are able to clap out the number of syllables in words; identify and produce oral rhymes and can hear and manipulate individual sounds in spoken words (phonemic awareness).

Phonological awareness skills are one of the best predictors of how well children will acquire early literacy skills. Strong achievement in this area makes learning to read, write and spell a lot easier. Therefore, a focus on phonological skills and careful individual monitoring of achievements is needed to ensure successful development of early literacy skills in young children.

There are four books in the Phonological Awareness series and they have been designed to be used sequentially. Phonemic Awareness (Book 2); Alphabet Knowledge (Book 3) and Alphabet Letter Formations (Book 4) build on the skills focused on in this book (Syllables and Rhyming).

This book focuses on the development of syllables and rhyming skills and uses pictures to ensure that the children are ‘hearing’ the activities rather than focussing on the distraction of letters. Early instruction should be primarily oral and aural before any form of writing occurs.

The skills taught are for foundation level and therefore the activities are primarily based around cutting, gluing and/or drawing. There are four sections in this book: Section 1: Compound Words Section 2: Syllables Section 3: Rhyming Section 4: Board Games At the start of the first three sections, a number of picture cards are included that can be laminated and used for whole class demonstrations, oral games or small group instruction.

As well as cards, each section includes activities. The children will require scissors, glue and coloured pencils to complete each activity. Alternatively, the activity pages can be photocopied onto card and laminated for repeated use and small group work stations.

Ensure the children are exposed to repeated oral opportunities to hear, and demonstrate syllables within words that include whole body movements like clapping, stomping and jumping. Use the children’s names, classroom objects and words from story books, etc. to practise their developing skills.

Have fun with rhyming games and story books remembering that nonsense words are acceptable responses at the early stages of rhyme production.

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Curriculum Links This book is based on the Content Descriptions below from the Australian Curriculum.

English – Foundation Year – Language Content – Phonics and Word Knowledge Recognise and generate rhyming words, alliteration patterns, syllables and sounds in spoken words (ACELA1439) Elaborations: •

recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’

•

identifying patterns of alliteration in spoken words, for example ‘helpful Henry’

•

identifying syllables in spoken words, for example clapping the rhythm of ‘Mon- day’, ‘Ja-cob’ or ‘Si-en-na’

Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818) Elaboration: •

learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one

Suggested Additional Activities Syllables Stepping Stones

You will need laminated stepping stones numbered 1-4 placed on the floor in a line and an assortment of picture cards. Children stand behind the first stone in a line. Hold up a picture card and children jump on the stones as they say each syllable.

Picture Sort

Use above stepping stones on the floor, numbers on the whiteboard, or pocket chart. Give children pictures to sort according to the number of syllables they can hear.

Peg It!

Use an assortment of pictures and a collection of pegs. Children clip pegs onto pictures according to the number of syllables they hear.

Friend Search

This activity can be done a number of ways: 1. Find a friend(s) who has the same number of syllables in their name/picture card.

Distribute cards numbered 1-4 and a selection of pictures to children and they wander and search for the friend who has the number to match their picture.

2. Use compound word cards to create a new word with a partner, e.g. friend with a picture of ‘cheese’ needs to find friend with ‘cake’ to make ‘cheesecake’.

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Photos

Use a digital camera and take a head shot of each class member to laminate. Clap each child’s name in the photo and sort into groups according to the number of syllables. Use numbered stepping stones, pocket charts, graph, etc. Leave this activity out for children to practise on their own.

Rhyming Friend Search

Distribute rhyming pictures to children. Children wander and search for a friend(s) who has picture that rhymes with their own.

I Spy

Place one set of pictures on the whiteboard. Hold a set of cards that have pictures that rhyme with those on the whiteboard. Select a card from your set (e.g. dog) and say “I spy with my little eye something that rhymes with dog.” Children select correct picture from the set on the whiteboard.

Pass Word

Hold a set of picture cards up and ask children to offer a rhyming word as they leave the classroom for recess or lunch.

Rhyming Sort

Children sort pictures into rhyming groups.

Compound Words Compound Word Takeaway

This activity requires the children to determine what word is left when one of the two individual words from a compound word is taken away. The development of this skill is best presented in small steps using picture cards (pages 8-10) to assist achievements.

Instruction Place two pictures that make a compound word side-by-side on the whiteboard, e.g. picture of butter and picture of a fly. Teacher says, “Say butterfly”. Children say, “butterfly”. Teacher covers one of the cards, e.g. ‘fly’. Teacher says, “Say it again but don’t say fly”. Children say, “butter”.

Repeat with many examples remembering to vary the picture that is covered – the first or the second.

Modification Place a compound word on the whiteboard, e.g. jellyfish. Teacher says, “Say jellyfish”.

Children say, “jellyfish”. Teacher says, “Say it again but don’t say fish”. (No covering support required.) Children say, “jelly”.

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Section 1: Compound Words

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Compound Word Cards

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Compound Word Cards

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Compound Word Cards

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Compound Word Sums 1 Cut and paste the pictures at the bottom of the page to make a compound word.

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+

=

+

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+

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Compound Word Sums 2 Cut and paste the pictures at the bottom of the page to make a compound word. Draw the new word you have made.

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+

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+

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+

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Make a Cupcake!

Cut out the cupcake tops at the bottom of the page and glue into the cupcakes to make compound words.

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Sausage Sizzle Cut out the sausages at the bottom of the page and glue them into the correct buns.

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Section 2: Syllables

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One Syllable Word Cards

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Two Syllable Word Cards

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Three Syllable Word Cards

Four Syllable Word Cards

Five Syllable Word Card

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Hand Claps 1 Cut out and glue a picture in each box. Clap the syllables for each picture. Colour the number of hands that match.

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Hand Claps 2 Cut out and glue a picture in each box. Clap the syllables for each picture. Colour the number of hands that match.

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Fishpond Cut out each fish. Clap the syllables of the picture and glue the fish into the correct pond.

1 syllable

2 syllables

3 syllables

4 syllables

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Dinner is Served!

Cut out each picture. Clap the syllables of the picture and glue onto the correct plate.

1 syllable

3 syllables

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2 syllables

4 syllables

Clap and Colour Colour the pictures that have the same number of syllables as the number in the box.

1 syllable

2 syllables

3 syllables

4 syllables

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Hungry Mouse Help the mouse get to the cheese by gluing each picture besides the stepping stone with the same number of syllables.

2

1

4 2

3

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3

Ready, Set, Go! Help the racing car get to the finish line by gluing each picture besides the stepping stone with the same number of syllables.

3

4

1

2

3

1

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Section 3: Rhyming

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Rhyming Cards

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Rhyming Cards

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Rhyming Cards

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Rhyming Biscuits Cut out the biscuits and glue them into the jars so all biscuits in one jar rhyme. Draw to add a new rhyming word.

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Rhyming Partners Cut out the pictures and glue them under their rhyming partners.

Draw new rhyming pictures in the final row.

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Ice Creams Cut out the cones and glue them onto the ice creams so that the pictures rhyme.

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Say, Colour, Draw Colour the pictures that rhyme with the one in the box. Draw a new word that rhymes in the last box.

Draw

Draw

Draw

Draw

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Cracked Eggs Cut out the bottom half of each cracked egg and glue it to its top half so that both pictures rhyme.

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Picture Sort 1 Cut out the pictures at the bottom of the page. Glue them under the picture that they rhyme with.

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Picture Sort 2 Cut out the pictures at the bottom of the page. Glue them under the picture that they rhyme with.

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Apple Trees Colour the apples that rhyme with the picture in the middle of each tree.

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Rhyming Pair Draw a picture inside each object to create a rhyming pair. E.g. draw something that rhymes with tree inside the tree. Draw something that rhymes with sock inside the sock.

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Rhyming Rainbows Cut and glue the rainbows so that the pictures rhyme.

GLUE

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Shoes! Shoes! Shoes!

Cut out each pair of shoes. If the pictures rhyme, glue them under the tick. If the pictures don’t rhyme, glue them under the cross.

ü

40

û

Rhyming Balloons Colour the balloon if the pictures inside it rhyme.

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Odd One Out Colour the picture in each hot cross bun that is the odd one out because it doesn’t rhyme.

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Section 4: Board Games

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teachers' notes

Rocket Race!

Materials needed: race board (page 47) game syllable and rhyming cards (pages 45 and 46) standard dice rocket counter for each child (see below) Preparation: Enlarge race board (page 47) to A3 and laminate Photocopy and laminate game syllable and rhyming cards (pages 45 and 46) Photocopy and laminate rocket counters (below) Instructions for children: 1. Each child is allocated a rocket counter.

2. Place game syllable and rhyming cards in the centre box on the race board. Make sure they have been shuffled.

3. Children take turns in selecting syllable and rhyming cards from the pile.

4. If a child selects a syllable card they must clap out the syllables in the picture.

5. If a child selects a rhyming card they must think of a word which rhymes with the picture on the card.

6. If the child completes the task successfully, they may roll the dice and move their rocket counter forward.

7. If the child is incorrect, they stay on the spot.

8. The aim is for each child to get their rocket counter to the moon.

Modification: To make the game more difficult, each child can be allocated more than one rocket counter.

Rocket Counters:

44

Syllable Cards

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Rhyming Cards

46

R

R

R

R

R

R

R

R

R

R

R

R

R

R

R

Rocket Race! )

)

)

)

) ) ) )

)

) )

Place cards here.

)

)

) )

) )

)

) )

)

)

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teachers' notes

Fire! Fire! Fire!

Materials needed: game board (page 50) game cards (page 49) standard dice game counter for each child (see below) Preparation: Enlarge game board (page 50) to A3 and laminate Photocopy and laminate game cards (page 49) Photocopy and laminate game counters (below) Instructions for children: 1.

2.

3.

4.

5.

Each child is allocated a game counter.

Place game cards in the centre box on the board. Make sure they have been shuffled.

Children take turns in selecting game cards from the pile.

On every card there is a task for each child to complete.

If the child completes the task successfully, they may roll the dice and move their counter forward.

6. If the child is incorrect, they do not move.

7. The aim is for each child to put out the fire.

Modification: To make the game more difficult, each child can be allocated more than one counter.

Game Counters:

48

Say it again, but don’t say ‘cheese’.

Say it again, but don’t say ‘bow’.

Say it again, but don’t say ‘brush’.

Say it again, but don’t say ‘cow’.

Say cowboy.

Say it again, but don’t say ‘man’.

Say fireman.

Say it again, but don’t say ‘tree’.

Rhyming Words

Say it again, but don’t say ‘fish’.

Rhyming Words

Rhyming Words

Say it again, but don’t say ‘cup’.

Say cupcake.

Rhyming Words

Say it again, but don’t say ‘fly’.

Say butterfly.

Rhyming Words

Say it again, but don’t say ‘snow’.

Say snowman.

Rhyming Words

Rhyming Words

Rhyming Words

man, coat, boat

Rhyming Words

dog, frog, bed

Rhyming Words

cat, tree, rat

wagon, dragon, pig mouse, star, house

chair, bear, boy

snake, cow, cake

fox, pig, wig

Which word does Which word does Which word does Which word does Which word does not rhyme? not rhyme? not rhyme? not rhyme? not rhyme?

cat, duck, truck

clock, sock, sun

Which word does Which word does Which word does Which word does Which word does not rhyme? not rhyme? not rhyme? not rhyme? not rhyme?

Say treehouse.

Say starfish.

Compound Words Compound Words Compound Words Compound Words Compound Words

Say cheesecake.

Say rainbow.

Say toothbrush.

Compound Words Compound Words Compound Words Compound Words Compound Words

Game Cards

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Fire! Fire! Fire!

Place cards here.

50