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Development of Academic Skills

Activities for Teaching Reading

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Phonological Skills:

 

Word awareness/segment into words and syllables:

  - foot + ball = football

 

Discriminate and produce rhyme:

  - do "moon" and "spoon" rhyme?

 

Isolate initial, final or medial sounds:

  - do "bat" and "ball" start with the same sound?

  - what is the last sound in the word "gummmmm"

 

Segment words into phonemes:

  - what are the sounds in the word "sun": s-u-n

 

Blend together: compounds, syllables, phonemes:

  - Compound: foot + ball

  - Syllables: Sat-ur-day

  - Phonemes: d-e-s-k

 

Manipulate the initial, final and medial phonemes in words.

  - Change the word "bend" to "most":

         bend

         bent

         best

         pest

         post

         most

 

Discrimination:

 - Tell whether words and sounds are the same or different:

 

Are these words the same or different?

  - cat - cat

  - pen - ten

 

Are these sounds the same or different?

  - mmmmmm - sssssss

  - fffffffff - fffffffff

 

Identify which word is different:

  - toy  -  doll  -  toy

  - bed  -  bed  -  ball

 

Identify different speech sound: Are these two sounds the same?

     M    M

 

Which sound does not belong with the other two?

    V     K     V

  

Rhyme:

 - identifies whether words rhyme

 

Rhyme Discrimination

 

Do mat and hat rhyme?

 

Rhyme Production

 

There was a goat that rowed a ______ (boat).

There was a parrot that ate a ________ (carrot).

 

Segmentation

 

Clap words in sentences:

I run fast.

Today is my birthday.

Let's play a game together.

 

Clap syllables in words:

Sat-ur-day

Hol-i-day

Pe-pper-mint

Com-pu-ter

 

Segments individual sounds:

me: m-e

hoot: h-oo-t

black: b-l-a-ck

slide: s-l-i-de

clip: c-l-i-p

 

Blending

 

Orally blends syllables or onset-rimes:

  - butter + fly = butterfly

  - snow + man = smowman

 

Orally blends separate phonemes:

  - ea + t = eat

  - sh + ee + p = sheep

  - fl + a + t = flat

 

Deletion

 

Delete one part of a compound word:

Say "popcorn". Now say it without the "pop".

 

Delete one part of a multi-syllabic word:

Say parrot. Say it again but don't say parr.

Say giraffe. Say it again but don't say gi.

Say elephant. Say it again but don't say phant.

Say kangaroo. Say it again but don't say roo.

 

Delete one consonant from a word:

Say the word "meat". Now say it again without the "mmm".

Say the word "stop". Now say it again without the "sss".

 

Sound Manipulation:

 

Say the word "man".

Now say it again but change the "mmm" to "fff".

 

Say the word "map".

Now say it again but change the "ppp" to "ttt".

 

Say the word "sit".

Now say it again but change the "iii" to "aaa".

 

Replace one consonant sound from a blend in a word:

Say the word: "slip".

Now say it again but change the "lll" to ""kkk"  (slip).

 

Say the word: "boast".

Now say it again but change the "sss" to ""llll"  (bolt).

 

Transpose the order of sounds in a word:

Say the word: "lots".

Now say it again but reverse the order of the last two sounds (lost).

 

Say the word: "coast".

Now say it again but reverse the order of the last two sounds (coats).

 

Activities for developing Rhyme Awareness:

 

Do These Words Rhyme?

Odd Man Out:

  - which 1/3 does not rhyme with the other 2?

Rhyme Sort:

 - using 2-3 key words, students sort rhyming pictures.

Name Rhymes:

 - during attendance, teacher says student name and a word that rhymes.

Which One Does Not Belong?

 - using 5 words, 4 from the same word family, students identify the word that does not belong.

Rhyme Riddles:

 - student supplies missing word that makes sense in riddle, e.g. "The black cat is very ____."

Ball Toss:

 - group is on a circle, teacher says a word and tosses ball or beanbag to a student. The student says a word that rhymes and tosses ball on.

I Spy

Word Wall:

 - using words from word wall, have students generate rhyming words/word families.

Segmenting Rhymes:

- teacher demonstrates how to segment words into onset-rime using visual support.

Rhyme Rhythm:

 - using pat/pat/clap on knees, student practice onset-rime (pat/pat) and blending them together (clap).

Adapt Familiar Song:

 - change rhyming sets in familiar songs.

 

Activities for Developing Phonemic Awareness:

 

Sound Matching:

 - teacher provides 2-3 words beginning/ending with the same sound. Students name other words that begin/end with the same sound.

Guess the Sound:

 - teacher shows 2 pictures of words that begin/end with the same sound. Student "guesses the sound"!

Bag It:

 - bag is filled with several pictures of words that have the same sound at the beginning/end/middle position. Students choose words and identify the common sound.

Listen for Target Sound:

 - while reading a familiar story/poem, students raise hand when they hear the target sound.

Travel Game:

 - I'm going on a trip and in my suitcase I'm going to pack...(everything packed must have same sound at the beginning/end/middle).

Sound Sort:

 - students sort words to match 2-3 key words.

Teacher Read Alouds

 - students identify/name words that begin/end with the same sound using children's literature.

Shared Reading:

 - using a book/poem that has been read several times, the teacher says a word from the selection sound by sound and students name the word. Also, students listen for words that begin/end with the same sound.

Songs:

 - present some words from songs/chants sound by sound and have children blend the sounds to name them.

Linking Cubes:

 - students slowly say word and bring down a cube for each sound in the word, then blend the sounds together.

(Phonological Awareness Conference, 2003)

 

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- Sarah Steeves - Morgan Barnhill - Kate Heffernan -
- Cognitive Development -
- PSYC 3310 -