Activities for Developing Phonological Awareness and the awareness of sound-letter relations

1. Segmenting compound words and sentences into words. 

  • The students say ‘toothbrush without a tooth’; rainbow without bow’, ‘girlfriend without girl’.
  • The students listen to the teacher reading a sentence and place a marker from the left to the right for each word heard.

The     fat        cat      is         on        the      mat

 

2. Segmenting and blending syllables.

 

counting syllables worksheet
How many syllables?

 

 

3. Recognizing and creating rhymes.

  • The students name the objects that are in the pictures and say their names aloud. Then they listen to the teacher saying pairs of words and if they rhyme the students raise their thumbs up, circle the pictures and colour them.

 

  • The students name the objects in each row and say their names aloud. They circle the picture whose name does not rhyme with the other names.

 

  • Creating rhymes. The students name the pictures in each row and say their names aloud. In each row they draw a picture whose name rhymes with the names of the other two pictures.

 

4. Identifying initial and final sounds in words.

  •  The students name the objects in the pictures in each row; say their names aloud. Then they listen to the teacher saying them; if the words start with the same sound the students raise their thumbs up, circle them and colour them.

 

  • The students say aloud the names of the objects in each row and choose a picture whose name doesn’t start with the same sound as the other names.

 

  • The students listen to the words and identify the sounds at the beginning.

    Do cup and cake begin the same?

    Do sun and ship begin the same?

    Do shop, ship, sheep, shoe start with the same sound?

    Do shop, cheap, shoe, ship start with the same sound?

    Do pen, pet, pill, pot start with the same sound?

  • The students listen to the words and identify the sounds at the end.

Do pet, pot, cat, mat end with the same sound?

Do sun, man, gone, goat end with the same sound?

5. Segmenting and blending individual sounds in words.

  • The students look at the pictures, listen to the teacher saying words, count the phonemes and place a marker from the left to the right for each phoneme heard. Later letters can be put on tokens.
  • The students look at the pictures, listen to the teacher saying words, count the phonemes and cut the pictures into the number of pieces corresponding to the number of phonemes.
  • The students listen to the sets of words and decide whether they have the same sound in the middle. Tokens are used to represent sounds in words. For example: ‘lip,’ ‘rib,’ ‘flip,’ ‘chick’ or ‘pet,’ ‘pin,’ ‘sun,’ ‘bun’ or ‘sun,’ ‘bun,’ ‘cup,’ ‘nut.’

 

6. Manipulating sounds (deleting, adding, and substituting).

  •  Leave off the beginning sound of a given word to make a new word. For example: pat — it starts with /p/ and ends with /at/, take the first sound away and it says /at/. Take /k/ out of cat and it says /at/. Say mat without /m/. What word will be left if you take /p/ off pat? What is missing in eat that you can hear in meat’?

  • Leave off the end sound of a given word to make a new word. The procedure is similar to the one used with initial sounds.

  • Listen to the word and substitute the initial sound. What is the beginning sound in cat? Say cat with /h/ instead of /k/. What is the beginning sound in hen? Say hen with /p/ instead of /h/.

 

More activities and tips for English teachers with dyslexic students: coming soon!

Source: Dyslexia in the  Foreign Language Classroom, by Joanna Nijakowska

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