Letter-sound card

To distinguish phonological awareness

and phonics.
To identify the important components of
phonological awareness.
To learn the teaching of phonological
awareness skills.
To understand the different instructional
approaches to reading.

 Is the childs ability to manipulate the sounds

that make up words, to combine or segment
syllables and to detect rhyme and alliteration.
Learning to read requires that children have
considerable awareness of the sound
structure of spoken language.

 is generally 'taught not caught', that is, children

do

not

tend

to

acquire

this

skill-set

spontaneously.
Becoming phonologically aware means becoming
attentive to the sound structure of language, is
an aural and oral skill, unlike phonics, which
concerns the relationship between letters and
sounds in written words.

ENTE
R

 Lets do

START

 Number yourselves 1 & 2

Get yourselves in 2 opposite lines

 Digraph- combination of two consonants

that represent a single sound.
Eg; sh, ch, th
Consonant cluster- consist of 2 @ 3
consonants letters that often appear
together.
Eg: three, straight

 Vowels - the sounds that are

produced without a restriction in the
airstream
Eg; a,e,i,o,u and sometimes y
Diphthongs are combination of vowel
sounds.

 Initial sound- /b/ bat

Medial sound- /b / baby
Final- /b/ - tab

Lets create Initial, Medial

and Final (IMF) words

s
a
t
p

m
n
d
b

Pupils put their right hand on their left

shoulders
Pupils blend by saying the sounds as
they slide from shoulder to wrist
Start from the first two sounds

 Pupils put their right hand on their

left shoulders
Pupils blend by saying the sounds as
they slide from shoulder to wrist
Start from the last sound

 Draw a large slide

Demonstrate
blending
by
pronouncing each sound as you slide
your hand under each letter
Keep moving by adding sounds one
after another until you reach the
bottom
Start with the last sound

cub

cube

 Teacher acts as the robot and make

the separate sound of /m/ /a/ /n/
Teacher can have original robot to
attract attention

 Points to each picture piece and say

the sound it represent
Moves the picture pieces together
while you blend the sound together
to make a word

 Pupils use their fingers by tapping

these fingers to the thumb
Applicable during Language Arts
lesson whereby the teacher can start
by making finger rings then asks
the pupils to do the blending

 Put an assortment of onset-rime card

in each compartment of the muffin
Tape a small label on each
compartment
Make muffin word guide
Ask pupils to arrange n read the
correct word

hat
pat
cat
rat
mat

bug
hug
rug
mug
tug

fan
pan
man
van
can

 Pupils will pull the strip through the

slide, different words are formed
Ask the pupils to write down the
words they make

 Teacher prepares dice with onset and

rhyme sounds
Pupils throw the dice and they blend
the sound from both dice into the
word
Group with the most words will be
the winner

PHONEMES
SEGMENTING

Talk about the idea that each box

represent one sound
Call pupils attention to the picture
and slowly say its name
Pupil pushes a token into a box for
each sound instructed by teacher
Make the pupil to count the box

Talk about the idea that each box

represent one sound
Got pupils to remember the word and
slowly say the word
Pupil pushes a token into a box for
each sound instructed by teacher
Make the pupil to point to the box that
have the sounds said by teacher

 Pupil move the token into each box

Pupil makes the sound as seen in the
box
After all token are being moved into
boxes, pronounce the whole word

 Rhyme: words that have same ending

sound
Eg : pick,tick,click
Alliteration: words that start with
same onset
Eg :Peter picked a peck of pickled
peppers

 big - /big/ =one syllable

finger- /fin/ /ger = two syllables

THANK YOU