LEVEL 1 - Nursery Rhymes
Hearing, listening and reciting nursery rhymes can help young learners become proficient readers. It´s important to use care when selecting nursery rhymes, jingles, poems... to use in phemic awareness activities:
- Select poems and rhymes that actually contain rhyming words.
- It is easier for young children to hear words that rhyme if they are in close proximity to one another.
Questions about rhyme should include:
- which word does not rhyme?
- which words has a different end sound?
- can you think of a word that rhymes with...?
Here you have some nursery rhymes to sing with your children. They´ll enjoy it for sure!
- Select poems and rhymes that actually contain rhyming words.
- It is easier for young children to hear words that rhyme if they are in close proximity to one another.
Questions about rhyme should include:
- which word does not rhyme?
- which words has a different end sound?
- can you think of a word that rhymes with...?
Here you have some nursery rhymes to sing with your children. They´ll enjoy it for sure!
"BAA BAA BLACK SHEEP"
Baa, baa, black sheep, have you any wool?
Yes sir, yes sir, three bags full!
One for the master,
One for the dame,
And one for the little boy
Who lives down the lane
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full...
"FIVE LITTLE MONKEYS"
Five little monkeys jumping on the bed
one fell off and bumped his head
Mama called the doctor,
and the doctor said
No more monkeys jumping on the bed
...
LEVEL 2 - Word Awareness
In this level, children will learn to identify words within sentences. Children will develop an awareness of words in spoken and written sentences and understand that word order has an effect on sentence meaning.
Activities that involve counting the number of words in a sentence or syllables in a word can be used as initial steps leading to isolated phoneme synthesis and segmentation.
For this group, I´ve created an activity called "Compound words", in which children will become aware of the fact that some words together form new words:
Activities that involve counting the number of words in a sentence or syllables in a word can be used as initial steps leading to isolated phoneme synthesis and segmentation.
For this group, I´ve created an activity called "Compound words", in which children will become aware of the fact that some words together form new words:
LEVEL 3 - Recognition and production of rhyme
To be aware that words can have similar end-sound implies a critical step in metalinguistics understandig (ignoring meaning and focusing on internal structure of the word). This leads to classify words according to end-sound rather than meaning.
In that way, sensivity to rhyme makes a direct and indirect contribution to reading.
LEVEL 4 - Recognition and production of syllables
In this level children divide spoken words into syllables or beats , an easier task than dividing words into individual sounds.
We should encourage children to move their body, clap, tap... to help them find the syllables as they say the words.
"TIKKI TIKKI TEMBO"
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| Tikki Tikki Tembo story & activities |
LEVEL 5 - Recognition and production of initial sounds
These kind of activities show children that words contain phonemes and introduces how phonemes sound and feel when spoken in isolation.
"GOING SHOPPING"
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| High tech activity - going shopping |
Procedure: children sit in a circle. A child goes shopping. The teacher gives this child a basket. The shopper says "Who has something that begins with /.../?" Each child who has cards beginning with that sound holds them up and as the shopper comes to them, says the name of their item and puts it in the basket.
LEVEL 6 - Recognition and production of final sounds
Final sound activities also show children that words contain phonemes and introduce how phoenemes sound in isolation.
Children will have to listen carefully to three words and say the sound that it´s the same in all words.
LEVEL 7 - Blending phonemes to make words
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| High tech activity - sound it out song |
A word is presented, with the individual phonemes isolated. The child needs to put the phonemes together to make the word.
In most children the ability to blend sounds to form words occurs earlier than segmenting skills, that´s the reason why this level focuses on blending and the next level on segmenting.
LEVEL 8 - Phonemic segmentation
Children are given a word and they should isolate the individual phonemes. Each paperclip represents one sound, so pupils have to join paperclips to show how many sounds each word has, then they should choose symbols that represents that sounds, forming words:
LEVEL 9 - Phoneme manipulation
Phoneme manipulation is the ability to delete initial and final phonemes in words, to delete the first phoneme of a consonant blend as well as substitute one phoneme for another.
Sound deletion tasks require manipulation of phonemes in words, that´s why they are considered to be more difficult than other types of phoneme awareness tasks. Even so, children of approximately 7 years old are able to perform this kind of tasks.
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| High tech activity - Switcheroo |
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