Phonological Awareness (PA)

Activities

Identifying First Sound

Use children’s names in simple alliterative songs. (to the tune of London Bridge- “What’s the first sound that you hear, that you hear, that you hear? What’s the first sound that you hear in Jacob, Joshua, Jordan?”)

Silly Sentences

Create alliteration sentences using names of students in the classroom.

Create one sentence a day as a simple modeled writing activity. Add appropriate illustrations to help students ‘reread’ the sentences. Place sentence strips on a ring and leave in library center for students read. (BELS book pg. 67)

Picture Sound Sorts

INPUT/MODELING: Model identifying the first sound in the ‘guide’ pictures in set 1 and lay them out on the table. (Follow the example of the PALS Beginning Sound Awareness task.) Choose one other card and isolate the beginning sound. ‘Think Aloud” as you place the card under the picture that has the same beginning sound.

GUIDED PRACTICE: Go through the rest of the stack of picture cards in set 1 and make sure each student can identify the pictures. Give each child one card, have them isolate the beginning sound, and place the card in the correct column. Pass them out again and have the students try isolating the sounds with a different card. Once you feel the students understand the task, try it with the next set of cards. 

Onset/Rime

Phoneme segmenting: verbally separate onset and rime with motions—onset (right hand out); rime (left hand out) and (hands together) ‘word’

Beginning Sound Sort

Phoneme identification: sorting 3-d objects  

Collect objects that begin with the ‘s’ sound (soap, sunshine, sand [in a small container], spoon and other random objects. MODEL how to sort objects: Begins with ‘s’ sound & doesn’t begin with ‘s’ sound. Once that has been established, add another group of objects that all begin with the same sound. NOTE: Use no more than 3 ‘sounds’ at a time.