Phonological Awareness Skills - Book 2

Phonological awareness skills (Book 2) Published by R.I.C. Publications® 2018 Copyright© R.I.C. Publications® 2018 ISBN 978-1-925698-53-4 RIC– 6973

Titles in this series:

Phonological awareness skills (Book 1) Auditory discrimination, Rhyming and Alliteration Phonological awareness skills (Book 2) Segmentation and syllabification, and Blending Phonological awareness skills (Book 3) Phoneme matching and Phoneme isolation Phonological awareness skills (Book 4) Phoneme completion, and Phoneme addition and deletion Phonological awareness skills (Book 5) Phoneme segmentation, Phoneme substitution and Phoneme reversal is material subject to copyright under the All material identified by Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2018.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

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Foreword The five books in the Phonological awareness skills series were developed to assist early childhood teachers develop these important skills with their children.

The majority of the games and activities in this series of units are hands-on and oral, catering for pre-reading children. They are supported by teacher background information, including suggestions for teaching each skill, full instructions and all resources for each game and activity, additional resource worksheets and assessments. Literature and website links are also provided where applicable.

These black and white hardcover books are also offered as fullcolour individual digital downloadable units.

Levels of phonological awareness

The skills in the books are presented in developmental order, so those in Book 1 should be completed before those in Book 5.

word syllable

The books in the series include: Book 1—Auditory discrimination, Rhyming and Alliteration

onset and rime

Book 2—Segmentation and syllabification, and Blending phoneme

Book 3—Phoneme matching and Phoneme isolation Book 4—Phoneme completion, and Phoneme addition and deletion

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Book 5—Phoneme segmentation, Phoneme substitution and Phoneme reversal

Contents

Teacher background information.......... iv–viii

Blending.................................................61–108

About the games/activities pages............ iv

Teachers notes.................................... 61–62

How to use the games and activities......... v

Pre-test....................................................... 63

Suggested mastery of skills table.............. v

Games, activities and resources...... 64–106

Curriculum links.....................................vi–vii

Assessment...................................... 107–108

Assessing phonological awareness skills......................................... viii

Assessing the two skills............................... 109

Segmentation and syllabification .......... 1–60

Class recording sheet.................................. 110

Teachers notes.............................................1 Pre-test..........................................................2 Games, activities and resources...........3–58 Assessment.......................................... 59–60

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PHONOLOGICAL AWARENESS SKILLS (Book 2)

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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.

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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 3: Ten frame sentences

Provide each child with a laminated cardboard ten frame. Some are provided on page 19. The children will also need counters.

The skill component is stated

• Segment sentences into words

Full instructions and reference to any resources needed are stated

My mum is wonderful!

Say the sentences below, and for each word in the sentence, children place a coloured counter, button or marker in the ten frame. Then they count them to see how many words there are in each sentence.

Sentences: I feel hot.

(3) The orange smells sweet.

(4) (3) I am taller than my best friend.

(7) We like school.

(3) I make my bed every day.

(6) Boys can cook.

My mum is happy.

(4) On the weekend, I played soccer. (6) (4) Dogs like bones.

(3) Here is an apple.

I have new shoes.

(4) Look at the red truck.

(5) (5) Birds sing loudly.

(3) Mud is wet and squishy.

Here is the bat and ball.

(6) My dad bought a new laptop. (6) Today I am going to Mim’s house to play.

(9) My friend Trevor has a new set of building blocks. (10)

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 2)

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TEACHER BACKGROUND INFORMATION 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

4

Auditory discrimination

4–5 4–5 4–5

Skill typically mastered

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C.Publ i cat i ons Alliteration •f orr evi ew pur p osesonl y• • Sentence segmentation Segmentation and syllabification

• Syllable segmentation • Syllable blending

5–6

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

6–7

Phoneme segmentation

7–8

Phoneme substitution

7–8

Phoneme reversal

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ISBN 978-1-925698-53-4

• Syllable deletion • Initial and final sound deletion

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CURRICULUM LINKS The phonological awareness skills presented in this series of units cover a range of age groups and levels. To account for these, links to both the Early Years Learning Framework and Australian Curriculum have been provided.

The Early Years Learning Framework (EYLF) The games and activities in this series incorporate the following outcomes: Outcome 1: Children have a strong sense of identity Children develop their emerging autonomy, interdependence, resilience and sense of urgency. For example, when they increasingly cooperate and work collaboratively with others.

Outcome 2: Children are connected with and contribute to their world Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. For example, when they broaden their understanding of the world in which they live; listen to others’ ideas and respect different ways of being and doing; use play to investigate, project and explore new ideas; and increasingly cooperate and work with others.

Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional wellbeing. For example, when they increasingly cooperate and work collaboratively with others; recognise their individual achievement; and recognise the contributions they make to shared projects and experience.

Children take increasing responsibility for their own health and physical wellbeing. For example, when they manipulate equipment and manage tools with increasing competence and skill.

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Outcome 4: Children are confident and involved learners

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. For example, when they are curious and enthusiastic participants in their learning; use play to investigate, imagine and explore ideas; and participate in a variety of rich and meaningful inquiry-based experiences.

Children develop a range of skills and processes such as problem-solving, inquiry, experimentation, hypothesising, researching and investigating. For example, when they apply a wide variety of thinking strategies to engage with situations and solve problems.

Children transfer and adapt what they have learned from one context to another. For example, when they make connections between experiences, concepts and processes; and use the processes of play, reflection and investigation to solve problems.

Children resource their own learning through connecting with people, places, technologies and natural and processed materials.

For example, when they use their senses to explore natural and built environments; explore the purpose and function of a range of tools, media, sounds and graphics; manipulate resources to investigate, take apart, assemble, invent and construct; use information and communication technologies (ICT) to investigate and problem-solve; and explore ideas and theories using imagination, creativity and play.

Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a range of purposes. For example, when they engage in enjoyable interactions using verbal and non-verbal language; contribute their ideas and experiences in play, small- and large-group discussions; interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate, and share new understandings; convey and construct messages with purpose and confidence, building on literacies of home/family and the broader community; exchange ideas, feelings and understandings using language and representations in play; and express ideas and feelings and understand and respect the perspectives of others.

Children engage with a range of texts and gain meaning from these texts. For example, when they listen and respond to sounds and patterns in speech, stories and rhymes in context; sing and chant rhymes, jingles and songs; and begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter–sound relationships, concepts of print and the ways texts are structured.

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CURRICULUM LINKS The Early Years Learning Framework (EYLF) Outcome 5: Children are effective communicators (continued) Children begin to understand how symbols and pattern systems work. For example, when they develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them; begin to be aware of the relationships between oral, written and visual representations; and listen and respond to sounds and patterns in speech, stories and rhyme.

Children use information and communication technologies to access information, investigate ideas and represent their thinking.

For example, when they engage with technology for fun and to make meaning.

The Early Years Learning Framework (PDF). Australian Government Department of Education and Training. Retrieved 13 June 2018.

Australian Curriculum English Foundation Phonics and word knowledge • Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

• Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)

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C.Publ i cat i ons •words f o r r e vi eand wcanp ur o se on l y• • Understand that are units of meaning be made ofp more than ones meaningful part

• Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438) • Know how to read and write some high-frequency words and other familiar words (ACELA1817)

(ACELA1818)

• Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819) • Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820) Year 1 Phonics and word knowledge • Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457) • Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words (ACELA1458) • Understand how to spell one and two syllable words with common letter patterns (ACELA1778) Year 2 Phonics and word knowledge • Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474)

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ASSESSING PHONOLOGICAL AWARENESS SKILLS Phonological awareness skills play an important part in early childhood learning. It is therefore essential to screen children as early as possible so that any gaps in education, misconceptions or weaknesses can be remedied quickly. Learning difficulties should be detected and rectified as early as possible so that issues of poor self-esteem do not develop.

Phonological awareness is a strong predictor of literacy development and the Phonological pre-tests provide an overview of pre-­reading skills needed for literacy development.

Levels of phonological awareness word syllable onset and rime phoneme

PRE-TESTING AND POST-TESTING It is essential to assess young children on their phonological awareness skills before introducing specific ones.

Phonological awareness testing should occur early at kindergarten or prep level, and monitoring of the children’s progress should continue throughout the year.

Both pre- and post-testing have been provided in this book. All tests should be administered on a one-to-one basis.

The post-­tests provided in this book are comprehensive and have a greater degree of difficulty, assessing a child’s understanding of phonological awareness skills. In-depth assessments are provided at the end of each skill section. An assessment covering all skills in the book is provided on page 109. Once gaps in learning or misconceptions have been identified, teachers can utilise the information to further assist children experiencing learning difficulties.

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C.Publ i cat i ons Teachers should use their own initiative about when to stop the testing if students are confused, or evi wobvious pur phave os eso n l y• frustrated or find the• testf too easyr (when it e is very they mastered the skill).

Full instructions are provided and no resources are required to carry out the testing. A section is provided for teachers to make comments about children’s responses.

A class recording sheet is provided on page 110 for the pre-test and for the post-test. More than one copy of the checklist may need to be printed to cover all the children in the class. Options for colouring the results are suggested to make it easier to view results at a glance.

To administer the assessments, teachers or adult helpers will need: • one set of assessment task sheets for each child • three simple sound items for the auditory discrimination task • class recording sheet Administering the tests: • Assess children individually.

• Give clear instructions (these are included).

• Assess in an area where there are few distractions.

• Model examples so children have a clear understanding of the tasks.

• Record responses and comment about automaticity of answers.

• Work through each section until the children have four consecutive incorrect answers.

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SKILL 4: SEGMENTATION AND SYLLABIFICATION TEACHER NOTES What are segmentation and syllabification?

SEGMENTATION Segmentation is the process of taking a word and breaking it down into separate speech sound (phonemes).

Learning the skill of segmenting should commence with the largest unit of speech—sentences, splitting them into words; then move to smaller units of language—syllables, onset and rime; and then individual phonemes.

SYLLABIFICATION A syllable is a part of a word that contains a vowel or vowel sound and the consonant or consonant group that precedes it. There may also be a consonant following the vowel or vowel sound.

Syllabification is, therefore, a component of segmentation; i.e. breaking or segmenting words into smaller parts—syllables.

Levels of phonological awareness word syllable onset and rime

There is often confusion about where to break up words into phoneme syllables, since where a word is split into syllables orally may differ from where a word is split when writing. For example, when speaking, the word carrot may be split up as ca/rrot or carr/ot but when writing the word is split between the two consonants—car/rot. The latter is more common. Where to split words is not the most important factor at this stage of phonological awareness development.

The most important aspect is that children are able to segment words into units of sound.

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C.Publ i cat i ons Phoneme blending andr phoneme segmentation are best taught together.

•f o r evi ew pu r po se sonl y• Why are segmentation and syllabification important?

Segmentation is an important skill in learning to read and helping children when they need to spell and write words.

In order to write or spell words, children need to be able to break words into their component speech sounds, then select the letters that represent these sounds. Being able to segment means that children can begin to encode unfamiliar words.

Research has shown that segmenting words into syllables or phonemes requires children to retain the individual speech units in the mind as the word is segmented—involving using the child’s active working memory.

What do segmentation and syllabification involve?

Segmentation involves: • segmenting sentences into words

• segmenting words into onset and rime

• segmenting compound words

• segmenting words into phonemes

• segmenting words into syllables

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PHONOLOGICAL AWARENESS SKILLS (Book 2)

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PHONOLOGICAL AWARENESS PRE-TEST SYLLABIFICATION

Comments

Say these instructions to the child: We’re going to play a clapping game and I want you to help me break some words apart. I’ll say a word and I want you to say it back to me and clap each part of the word.

Use the following examples: Say window and clap each syllable—win/dow.

Say to the child: Now you say ‘window’ and clap each part.

Say number and clap each syllable—num/ber.

Say to the child: Now you say ‘number’ and clap each part.

Say today and clap each syllable—to/day.

Say to the child: Now you say ‘today’ and clap each part.

Say the following words and ask the child to clap the syllables: 4. scooter (scoo/ter) 1. candle (can/dle) 5. lizard (liz/ard) 2. farmer (far/mer) 3. Monday (Mon/day) Total:

2

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PHONOLOGICAL AWARENESS SKILLS (Book 2)

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Segmentation and syllabification games and activities

ACTIVITY 1: Clap the words As a class, say together familiar poems, nursery rhymes or songs.

As the rhyme is spoken, clap the words—one clap for each word.

Demonstrate first so that children understand what they have to do.

Repeat using other actions such as tapping knees, clicking fingers and so on.

Commence with short poems then progress to longer ones.

• Immerse children in sound play

If necessary, clap each line of the poem, rhyme or song then pause before going on to the next line.

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ACTIVITY 2: Stand up for words

Use a familiar nursery rhyme or poem for this activity.

• Demonstrate the process of blending

Children sit in a circle. The first child stands up and says the first word of the rhyme or poem. The second child stands up and says the second word.

Continue around the circle until the rhyme is completed. Some children may get more than one turn to say a word but they may stay seated for their second turn.

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Segmentation and syllabification games and activities

ACTIVITY 3: Ten frame sentences My mum is wonderful!

Say the sentences below, and for each word in the sentence, the children place a coloured counter, button or marker in the ten frame. Then they count them to see how many words there are in each sentence.

Sentences: I feel hot.

(3) The orange smells sweet.

(4) We like school.

(3) I am taller than my best friend.

(7) Boys can cook.

(3) I make my bed every day.

(6) My mum is happy.

(4) On the weekend, I played soccer. (6) Here is an apple.

(4) Dogs like bones.

(3) I have new shoes.

(4) Look at the red truck.

(5) Mud is wet and squishy.

(5) Birds sing loudly.

(3) My dad bought a new laptop. (6) Here is the bat and ball.

(6) Today I am going to Mim’s house to play.

(9) My friend Trevor has a new set of building blocks. (10)

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• Segment sentences into words

Provide each child with a laminated cardboard ten frame. Some are provided on page 20. The children will also need counters.

ACTIVITY 4: Build a sentence from blocks Provide children with up to six blocks that interlock.

Say a sentence aloud and, for each word stated, the children join one block to form a tower. Model one sentence first.

Commence with sentences of two words, then progress to three, four, five or six word sentences.

Count to check the number of blocks after each sentence.

For more capable children, ask them to make up their own sentences orally, and join the correct number of blocks together to show how many words in a sentence.

• Segment sentences into words

My dog is big. (4 words)

EXTENSION: Scribe each word onto paper or cardboard and attach each to one of the blocks. The children will love trying to make the longest sentence and therefore the tallest tower they can.

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Segmentation and syllabification games and activities

ACTIVITY 5: Counter word count Create a series of sentences made up of up to six words.

Write these onto strips of paper or use those provided on page 19. Laminate for durability.

Children are given one sentence and a collection of six counters, markers or plastic bottle tops.

Children place the sentence on the table and place one counter, marker or bottle top on the table beneath the sentence for each word.

• Segment sentences into words

Then they point to and count the words and the counters, markers or bottle tops to see if they correspond.

It is not necessary for the children to be able to read the words. They only need to know that the letters/print grouped together with spaces before and/or after them are words.

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ACTIVITY 6: How many words?

Photocopy the ‘How many words?’ grids on page 21 onto cardboard, cut them out and laminate them.

Give one to each child. Children will also need blocks, counters or markers.

• Segment sentences into words

Say a sentence and ask children to place one block on each square to represent each word heard in the sentence. They should repeat the sentence, pointing to each block as they say each word. They count them and check the number below to see if it corresponds with their answer.

Wipe-off sheets may also be used with whiteboard markers with the children drawing a cross on each square.

Always start with short sentences of 2 or 3 words and progress to longer sentences as children become more capable.

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Segmentation and syllabification games and activities

ACTIVITY 7: Tick each word Provide children with activities where they tick or check off each word in a sentence.

After ticking, children go back and point to the words and count them.

They can count the ticks to see if the count is the same.

EXTENSION: Some children may be able to read the words and work independently.

Presenting concepts in a variety of ways helps reinforce them and keeps children motivated. Certain activities may appeal to some children more than others.

The sentences on page 32 may be used.

There is my hat.

My mum went to get food.

I like shopping.

Today is my birthday.

This is my friend’s house.

Here is the orange.

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• Segment sentences into words

Read the sentence and ask children to tick off when they hear a word.

ACTIVITY 8: Dot the words

Make words in a sentence more obvious by placing a dot under each one. This makes it easier to count the number of words.

The sentences on page 31 may be used. Children point to the dots underneath the words as they read the sentence with an adult. They count the dots and write a number in the box at the end to tell how many words there are in the sentence.

This

is

my

house.

4

ANSWERS (FROM TOP TO BOTTOM): 4, 5, 6, 5, 4, 6, 4, 4, 6, 6, 5, 5

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• Segment sentences into words

This activity can be given to more capable children to work on independently.

Other children can work with an adult and should not be expected to read the words.

Segmentation and syllabification games and activities

ACTIVITY 9: We’re the sentence Use this activity with more capable children who are beginning to read short sentences.

This activity may be done in small groups of three to six children, depending on the number of words in a sentence. (One word per child.)

Write the words of short sentences composed by the children onto squares of paper or cardboard.

Read the sentence with the children until they know it well.

• Segment sentences into words

Shuffle the words and give one to each child.

Ask children to rearrange themselves into the correct order to make the sentence. They can each say their word in order to make the sentence. Then they can say the completed sentence together.

The five-word sentences below can be used.

Today is a sunny day.

Tomorrow is our cake day.

Mum and Dad like chocolate.

Our dog has many fleas.

Cats have very sharp claws.

Yesterday was a windy day.

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ACTIVITY 10: Peg the number of words This is another activity which is very useful for extending more capable children.

On file cards or squares of cardboard, write a simple sentence. Simple repetitive sentences may be used that focus on common sentence beginnings such as ‘This is ...’, ‘I am ...’, ‘Here is ...’, ‘I can...’, ‘We can ...’, ‘Look at ...’, ‘I can see ...’, and ‘I like ...’.

e.

This is a tre 1

2

3

4

5

6

• Segment sentences into words

Add a picture clue, and beneath the sentence write the numbers 1 to 6.

With an adult helper, children read the sentence, pointing to each word as it is said.

Children count the words and ‘peg’ the number that tells how many words there are in the sentence.

The examples on pages 28–30 may also be used.

Photocopy onto cardboard and laminate for durability. Enlarge if desired.

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Segmentation and syllabification games and activities

ACTIVITY 11: Word awareness Read familiar nursery rhymes, action rhymes and songs, or big books to the children while following the words in print form.

Point to each word in turn as it is read so the children can see that each spoken word corresponds to a written word.

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• Segment sentences into words

This activity not only develops word awareness, but also the concept that words can be printed. It develops awareness of left-to-right and zigzag-down tracking skills when reading, and reinforces letter–sound correspondence for children who are getting ready to read.

ACTIVITY 12: Where does it go?

Use pages 22–27 to consolidate the words in familiar nursery rhymes.

Two copies of each rhyme are required. They should be photocopied onto cardboard and laminated for durability. Enlarge them if necessary.

The words in each sentence of ONE COPY of the rhyme are cut up and placed onto the completed one like a giant puzzle.

One sentence at a time should be completed before progressing to the next one.

• Segment words in a sentence

Children are not expected to read the words.

This is a simple matching activity that reinforces the concept that words make up sentences.

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Segmentation and syllabification games and activities

ACTIVITY 13: Segmenting compound words Display pictures of objects whose name is a compound word. Some are provided on pages 33–34.

Ask children to say the name of the object, then segment the word into smaller words and say them separately. Clap each segment.

Demonstrate how to do the activity first.

Encourage children to give the names of other objects that are compound words, but remember that each segment must be a proper word and not a suffix or prefix.

• Segmenting compound words

Some compound words include: grasshopper, airport, upstream, footprint, popcorn, afternoon, honeycomb, riverbank, snowman, forklift, strawberries, cardboard, firecracker, wheelbarrow, candlelight, earthworm, starfish, sailboard, teaspoon and shortbread.

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ACTIVITY 14: Syllables in children’s names Begin with very familiar words when starting to teach children about segmenting words into syllables. The children’s own names are a good choice.

Demonstrate with your own name or the name of one of the children. Enunciate the name clearly and slowly, and clap or click fingers for each syllable, counting each one.

Ask children to repeat the clapping/clicking and counting as they say the name.

• Segment words into syllables

Select children to clap/click and count the syllables in their own name.

Ensure children are saying their names correctly because this can affect the number of syllables. For example, if Katherine says her name as Kath/e/rine, this is quite different in the number of syllables than if it is pronounced Kath/rine.

Consider using the story Chrysanthemum by Kevin Henkes where the main character has an unusual flower name. The story can be viewed on YouTube™. * As an alternative to clapping syllables, use the song ‘Head, shoulders, knees and toes’ instead. When a word/name is segmented, touch each body part in order. For example, if the word/name was Jason (a two-syllable word), touch the head for Ja and touch the shoulders for son.

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Segmentation and syllabification games and activities

ACTIVITY 15: Syllables in words in stories During shared reading of a big book with one or two sentences on a page, select a multisyllabic* word and explain that the word has more than one syllable (or beat), even though it is still one word.

Teachers may choose to clap the word, but tap out the syllables to illustrate the difference between a word and a syllable.

Pick other words with two, three or four syllables from the story for children to tap out.

• Segment words into syllables

For example, when sharing the book The Gingerbread Man by Brenda Parkes and Judith Smith, the word gingerbread has 3 syllables, so will need 3 taps. The word man is one word and also has one tap for one syllable. * A list of multisyllabic words can be found on page 35.

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ACTIVITY 16: Clip the number of syllables Children have a picture clue card with numbers at the bottom.

They say the word, clap/tap the number of syllables in the word and clip a peg to the number that tells how many syllables there are in the word.

The cards on pages 36–41 may be used.

They will need to be photocopied onto cardboard, cut out and laminated for durability.

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Pages 38 and 39 are three-syllable words but/ter/fly, di/no/saur, um/brel/la, straw/ber/ry, mic/ro/wave, ham/bur/ger, broc/col/li, bas/ket/ball, bi/cy/cle, pot/a/to, oct/o/pus, grass/hop/per Pages 40 and 41 are four-syllable words al/li/ga/tor, hel/i/cop/ter, wa/ter/mel/on, mac/a/ron/i, cat/er/pil/lar, mo/tor/cy/cle, tel/e/vi/sion, av/o/ca/do, rhi/noc/er/os, bi/no/cu/lars, es/cal/a/tor, a/quar/i/um 10

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• Segment words into syllables

Pages 36 and 37 are two-syllable words ham/mer, glas/ses, mon/key, roc/ket, pump/kin, rab/bit, sand/wich, bed/room, neck/lace, ap/ple, ta/ble, ti/ger

Segmentation and syllabification games and activities

ACTIVITY 17: Jump (or hop) the syllables Play this syllable game and let children practise their physical skills at the same time.

Press lengths of coloured masking tape at intervals along the floor (in a ladder formation). The distance apart should be comfortable for children to jump between. You will need 5 of these.

Write the numbers 1, 2, 3 and 4 between the lines in the tape.

• Segment words into syllables

Hold up a picture card for the child to see.

The child says the word and breaks it up into syllables. The child works out how many syllables are in the word and jumps onto each number until they reach the one that says how many syllables are in the word.

Reuse the picture clue cards on pages 36–41 for this activity.

This activity may also be carried out using hoops with numbers in them, or outside on the pavement with the ‘ladder’ and numbers written in chalk.

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ACTIVITY 18: Sort the words into syllables

Glue pictures onto cookie shapes (or brown cardboard circles) to play a syllable sorting game. Any images from pages 36–41 may be used.

Label three glass cookie jars ‘1 syllable’, ‘2 syllables’ and ‘3 syllables’. Children select ‘cookie’ shapes, work out the number of syllables in the word and place the ‘cookie’ in the correct jar.

• Segment words into syllables

The children could ‘drum’ out the number of syllables to help them work out how many syllables there are in each word.

* Don’t forget to glue the pieces onto cardboard, laminate and cut out all the pieces.

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Segmentation and syllabification games and activities

ACTIVITY 19: Stack syllables Use Duplo™ building blocks for an activity similar to Activity 2. Each child needs four large blocks.

wa/ter/mel/on (4 syllables)

Start with a single-syllable word. (Some single-syllable words are listed below. Multi-syllable words are listed on page 35.)

Say the word aloud and have children repeat it then clap and count how many syllables. Children then place the relevant number of blocks in front of them to show how many syllables they think are in the word.

Repeat with a number of words with a different number of syllables.

EXTENSION: Ask children, ‘Do you think a word with one syllable would be shorter or longer than a word with three or four syllables?’ Demonstrate by saying a one-syllable and a three-syllable word and making the blocks. Then write the words to show the connection between saying words and writing, spelling or reading them.

One-syllable words: pig, key, home, mum, dad, boy, girl, hand, ant, bee, heart, day, wolf, fish, man, king, ice, art, green, three, car, duck, ball, sun, cake, moon

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• Segment words into syllables

Words of more than one syllable have to be represented as a tower of 2, 3 or 4 blocks.

ACTIVITY 20: Picture bag/Be a syllable detective/ Word banks/What’s the word?

2. Be a syllable detective Throughout the day, say words in syllables and have children work out the word. The word can be the name of a child or the topic of a story. For example, ‘We are going to read a story about a ted/dy bear. What is the story about?’

3. Word banks Have children find words with a specific number of syllables displayed on word lists on the wall. (This activity should be used with more capable children only.)

4. What’s the word?

Once children are proficient in segmenting words into syllables, have them work in pairs. One child thinks of a word and the other has to say how many syllables are in it.

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• Segment words into syllables

Try these different activities to reinforce the concept of syllables make up words.

1. Picture bag Place a number of different pictures of familiar objects in a bag.

Alternatively, use real, small objects. The names of the objects should have a different number of syllables.

Choose a child to pull out a picture, say the name of the object, and segment the word into syllables by tapping or clapping the syllables.

Segmentation and syllabification games and activities

ACTIVITY 21: Racetrack game Play the game on page 42 with three or four children.

This game needs the racetrack game board, a dice and counters/small cars.

Children take turns to throw a dice. When a number appears, children move that number of spaces along the track. Whatever picture they land on, they must say how many syllables are in the word (name of the picture). If the number of syllables is correct, the player stays in place; if incorrect, the child goes back to the start.

• Segment words into syllables

The first player to reach the finish line wins.

An adult or very capable child may act as ‘Track official’ to make sure the number of syllables is correct.

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ACTIVITY 22: Sort pictures into syllable groups

Use real, small objects or labelled pictures to sort words into groups by the number of syllables.

If using real objects make available four tubs or recycled ice cream containers labelled with the numbers 1 to 4.

If using images, pictures may be placed in columns on a plastic pocket chart.

The columns will be numbered with 1, 2, 3 and 4. The pictures on pages 43–46 may be used.

• Segment words into syllables

As an alternative activity, children who prefer blackline masters may complete the cut and paste activity on page 47.

WORKSHEET ANSWERS: One-syllable words—car, king, cake Two-syllable word—turtle, dolphin Three-syllable word—triangle, volcano, astronaut Four-syllable word—rhinoceros, helicopter

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Segmentation and syllabification games and activities

ACTIVITY 23: Say the word Use simple CVC words to help children learn to segment the onset and rime in words.

Segment a series of words into onset and rime parts and say them. Ask the children to say the word each pair of onset and rimes makes.

Word families work well for this activity. For example, b-at, c-at, h-at, m-at; p-eg, l-eg, b-eg; b-in, p-in, f-in; but most simple words can be used.

Use some of the following: • p-od, m-an, b-us, t-ub, p-eg, t-op, b-ag, h-am, m-ad, h-ut, n-et, p-it, b-un Remember: Onset refers to any sounds before the vowel; rime refers to any sounds including the vowel and any following sounds.

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• Segment words into onset and rime

• c-ake, s-ing, f-ive, t-ape, r-ope, s-unk, t-ank, sw-ing, h-ome, tw-inkle

ACTIVITY 24: First and last parts of words

Display images of objects and ask children to say the first or last part of the word.

Use single-syllable words for this activity.

Some possible words (and pictures) to use are given below: w-eb, th-umb, b-ox, r-ibs, sh-ark, d-oor, d-uck, b-all, c-ow, c-ake

c-ake

• Segment words into onset and rime

The pictures on pages 48–49 may be used.

l-amp

f-ish

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Segmentation and syllabification games and activities

ACTIVITY 25: Car park sounds Use the car park bases on page 50. Photocopy onto cardboard and laminate. Each child will need one.

You will also need three or four cars for each child.

The aim of the game is for each child to place one car in the car park for each sound identified in each word given.

Say a word and ask the child/children to ‘park’ the right number of cars in the car park. The child has to segment words to identify the sounds.

Remember: Children are identifying the number of phonemes in the words, not the number of letters.

• Segment words into phonemes

Start with simple words with two phonemes.

Examples of words to use include: 2 phonemes—i/t, a/s, o/n, a/t, m/y, t/wo, b/ee, d/ay, kn/ee, t/ea, z/oo, e/gg, a/te 3 phonemes—s/a/t, p/i/n, b/oa/t, b/u/g, m/u/m, b/i/g, h/o/me, p/i/t, b/ea/n 4 phonemes—n/e/s/t, l/a/m/p, c/r/a/b, bl/o/ck, l/u/n/ch, s/w/ee/t, t/oa/s/t, t/r/ai/n

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ACTIVITY 26: Elkonin boxes

Use Elkonin boxes for this activity. You can use three, four or five boxes depending how difficult you want to make the words. Always start with the smallest number of phonemes in a words.

Say a word which children will need to segment into individual phonemes. For each phoneme heard, the child places one counter into each box. Children can count the number of phonemes. Encourage them to point to each counter in order as they say each phoneme in order for the word.

Templates for Elkonin boxes for up to four phonemes in a word are given on page 51.

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• Segment words into phonemes

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Segmentation and syllabification games and activities

ACTIVITY 27: How many sounds?

Display pictures of words with a variety of different phonemes. Up to four phonemes is sufficient.

Ask children to say the sounds they hear when they ‘stretch out’ the word.

The pictures on page 52 may be used.

2-phoneme words c/ow, c/ar, b/ee, z/oo, a/pe, e/gg, b/oy, sh/oe 3-phoneme words t/r/ee, h/a/t, b/a/g, m/oo/n, a/pp/le, m/a/t, s/t/ar, d/o/g 4-phoneme words f/r/o/g, h/a/n/d, l/a/m/p, b/r/u/sh, t/oa/s/t, c/r/a/b, b/l/o/ck, t/r/ai/n

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• Segment words into phonemes

ANSWERS

ACTIVITY 28: Segmenting into phonemes game

Use the game board on page 53. Play this game with two players who will need a collection of counters each.

Players take turns to choose a picture on the game board. They name the picture then segment the word into phonemes. Then they take counters and place the correct number of counters on the picture.

• Segment words into phonemes

The winner is the player with the most counters once all the pictures have been chosen and segmented.

ANSWERS (Word and number of phonemes): two (2), snail (4), cheese (3), goose (3), kite (3), book (3), nest (4), bow (2), pram (4), mouse (3), drum (4), knee (2), nut (3), clock (4), hay (2), snake (4), sock (3), sheep (3), key (2), pea (2) 16

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Segmentation and syllabification games and activities

ACTIVITY 29: Breaking up words Reuse the following pictures from pages 36–41: apple, table, tiger, ball, bike; and any images from pages 43, 48 and 49. Glue them onto strips of cardboard.

Stick coloured circles next to the picture for pointing to as children segment words into phonemes. The correct number of dots are provided to assist children.

• Segment words into phonemes

Since this activity is completely aural, words with up to 5 phonemes have been included.

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ACTIVITY 30: Word bracelets/Word ball toss 1. Word bracelets Children will need large threading beads for this activity.

Say a word to children, and for each phoneme in the word, they thread one bead onto wool, string or plastic lengths.

• Segment words into phonemes

Compare word bracelets with those in the group to ensure everyone has the same answer.

You can make this activity more difficult by making sure that children thread on a different coloured bead for each different phoneme. If the phoneme is repeated, the same coloured bead should be used. For example, if the word is c-a-t, three different coloured beads should be used. But if the words is p-o-p, the first and third beads will be the same colour.

2. Word ball toss For this activity, each child has a small, soft ball. Say a word and, for each phoneme in the word, the child throws the ball into the air and catches it.

A list of two, three and four phoneme words can be found on page 54.

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Segmentation and syllabification games and activities

ACTIVITY 31: Craft stick segmenting For more capable children who have letter–sound correspondence, write simple words onto coloured craft sticks using black permanent markers.

Ensure the words are on the left hand side of the craft stick so there is plenty of room at the end to peg the individual phonemes.

Children sound out the word into individual phonemes and peg the letters representing each individual phoneme onto the word craft stick.

A list of words of different phonemes is provided on page 54.

This activity is best carried out using simple CVC words and word families.

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• Segment words into phonemes

Write individual phonemes onto wooden pegs using permanent marker.

ACTIVITY 32: Segmenting phonemes cards Use this activity with more capable children.

Children name the picture and segment the word into phonemes. Then they place bottle tops, counters or markers onto each space to represent the sound in the word. Small plastic letters may also be placed in the appropriate spaces. If using plastic bottle tops, use a permanent marker to write the phonemes on the top of each one.

Cards are provided on pages 55–58. Enlarge them to a suitable size for use if necessary.

a

t • Segment words into phonemes

b

bat

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Segmentation and syllabification games and activities Sentences for segmentation

Dogs bark.

Goodbye, Dad! I am big.

Frogs eat flies.

It is raining.

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My mum bakes cakes.

I like watching cartoons.

It is a sunny day.

My cat likes jumping around.

My dog is old and slow.

Tomorrow I’m going to the zoo.

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Segmentation and syllabification games and activities Ten frames for segmenting words in a sentence

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