Phonological & Phonemic Awareness Skills Activities to do at Home By: Mrs. Roberts Hilltop Elementary

West Virginia Next Generation CSO  ELA.K.R.C6.1- Phonological Awareness:  demonstrate understanding of spoken words, syllables, and sounds (phonemes).recognize and produce rhyming words.  count, pronounce, blend, and segment syllables in spoken words.  blend and segment onsets and rimes of single-syllable spoken words.  isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)  add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words.

What is Phonological Awareness?  Phonological awareness is a broad skill that includes identifying and manipulating units of oral language – parts such as words, syllables, and onsets and rimes.

What is Phonemic Awareness?  Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words.

Why are these skills so Important? Phonological & Phonemic Awareness are one of the best predictors of how well children will learn to read during the first two years of school instruction.

Watch this video to learn more about Phonological/ Phonemic Awareness

Phonological & Phonemic Awareness Skill Progression

Identifying Words and Syllables  Count the number of individual words in a sentence.  Jump for each word in this sentence: “The sky is blue.”  Clap, Tap, or Snap syllables (word chunks):  “How many syllables are in your name?” HOME ACTIVITIES!

Rhyming  Identify whether words rhyme or not: “Does cat and bat rhyme?”  Produce rhyming words: “Can you think of a word the rhymes with frog?”  Play guessing games: “I am thinking of a word that rhymes with ‘day’….can you guess it?”  Read books and poems that focus on rhymes. HOME ACTIVITIES!

Identification of Sounds  Identify first sounds in words: “What is the beginning sound you hear ins the word book?”  Have a scavenger hunt or play “I spy” looking for words that begin with the same first sound.  If your child can identify initial sounds in words, try medial and final sounds in simple CVC words. HOME ACTIVITIES!

Segmenting and Blending Sounds  Practice segmenting sounds in 2-4 phoneme words: “Tell me all the sounds you hear in the word ‘lamp’.”  Have your child guess the word you are saying by stretching out each sound: “What word am I saying…ssssssss-iiiiiiii-tttttttt?”  Use blocks to identity the number of sounds in a word.  Play “Head, Shoulders, Knees, & Toes” to tap and count each sound in a word. HOME ACTIVITIES!

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