Fabulous pHonological Awareness
LET’S MAKE WORDS https://www.youtube.com/watch?v=RyRwuV0SPzA
CLAP IT OUT (SYLLABLES) https://youtu.be/psUPYR235O8
MAKE A RHYME, MAKE A MOVE https://youtu.be/5T52TCrQ2M4
ROLLINS CENTER SOUND VIDEO https://youtu.be/wBuA589kfMg
Every Drop Counts The teacher will say a sentence while dropping a small cube in a plastic cup for each word she says. The allows students to “hear” how many words were said.
Head and Shoulders Sing and do the motions for the traditional Head and Shoulders song. Say sentences for students having them touch a body part for each word in the sentence. (ex. I can run.) Students would touch head, shoulder, and knees then count 1-2-3.
Have You Heard Sing this chant: “Listen, listen, have you heard? Sentences are made of separate words.” Say a sentence to students and have them clap, jump, or stomp the number of words.
Compound Combos Say two single syllable words with a significant pause (one second) between them. Then tell the students to put the two words together to make a compound word.
Syllable Puppets Use a puppet to demonstrate segmentation by opening and closing its mouth for each syllable in a word. For instance, the puppet's mouth would open and close twice for the word ba-by.
Fix the Broken Word The teacher will say words separating the syllables. (Ex. “Children, can you fix my broken word. Can-dy.” The students would say candy.
Syllable Beats Students will use their pointer fingers as drumsticks and “beat” out the syllables in words named by the teacher. (picnic, school, classroom, computer, dinosaur)
Syllable-cise The teacher will pull student names/letter links from a container and say the name. The student pulled will name an exercise to do while separating syllables in the child’s name. (ex. Air punch to Abigail. A(punch), bi(punch), gail(punch)
Confused Caller The teacher will pretend that someone is calling on the phone asking for things. The teacher will pretend to answer and say aloud things that the caller is asking for while breaking the word down into onset and rime. (ex. “Hello Mr. Jones, How can I help you? Do you want a c-up? I’m sorry, I’m so confused. Children, do you know what Mr. Jones is asking for? She wants a c-up.”
Smash It Have students make two fists. They will “smash” the air with one fist when you say the onset and the other fist when you say the rime.
I Spy Play I Spy using onset and rime. (ex. I spy a /p/-/ig/. I spy a /g/-/irl/.)
Odd Word Out Say a series of rhyming words but include one that does not belong (e.g., man, can, book). The children must identify the "odd word out" by listening for the words that sound the same at the end.
Rhyme My Name During transitions, make up rhymes and phrases with children’s names. Line up Lucy, rhymes with ___ (goosey, juicy).
Table time for Joe, rhymes with __ (go, slow, mow).
Sit down Kenna, rhymes with ___ (Jenna, Lenna). (The words can be nonsense.)
I Say, You Say “I say cat, you say hat. Cat, Hat, Cat, Hat.” (man/fan, boat/coat, tree/bee, love/dove, blue/shoe, run/fun, moon/spoon)
Thumbs Up or Down The teacher will say two words and students will give thumbs up if they rhyme and thumbs down if they do not. (log/fog, dance/man, win/spin, down/town, bug/shoe, nut/home, big/wig, cheese/please, mouse/dog)
A Rhyming We Will Go Using the rhyme below, have one child name what to catch and another name what to put him in.
“A-rhyming we will go, A-rhyming we will go; We’ll catch a _________ and put him in a ________, and then we’ll let him go!”
Robot Talk Say this rhyme in a robot voice & have students respond:
I am a robot. Please help me!
Can you tell me what I see?
I see a /c/ /a/ /t/.
Students respond using this chant:
Yes, I can. I know it well. You see a _____! I can tell!
Beginning Sounds Song Repeat and reinforce these beginning sounds with your child as much as possible. One way is to use the children’s song “Pease Porridge Hot” (This is the same tune as “Hot Cross Buns”). Insert a trio of words from this activity’s word list that have the same starting sound. For example:
Adult: Milk, mouse, mat,
Milk, mouse, mat.
What’s the sound they start with?
Milk, mouse, mat.
[Signal child to respond.]
Child: /mmm/
Adult: [Give thumbs-up sign and sing:]
Milk, mouse, mat.
Milk, mouse, mat.
/mmm/ is the sound they start with!
Milk, mouse, mat.