34 of 59
Activities for Learning About Phonemes
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
Javascripting is either turned off or is not recognized by your browser.
1.
Determine the number of syllables in each of these words.
Your answers should look like this:
A.
community - 4
B.
study - 2
1. salamander
2. crocodile
3. attached
4. unbelievable
5. finger
6. pies
7. gardener
8. psychometrics
This activity is adapted from: Moats, L.C. (1995, Summer). The missing foundation in teacher education.
American Federation of Teachers
. p. 9, 43-49.
example:
1. salamander - 4
2. crocodile - 3
3. attached - 2
4. unbelievable - 5
5. finger - 2
6. pies - 1
7. gardener -3
8. psychometrics - 4
2.
Determine the number of phonemes in each of the words below. Write down the word and segment it into its phonemes.
Your answers should look like this:
A.
cat, 3, |k| |a| |t|
B.
flop, 4, |f| |l| |o| |p|
1. ox
2. boil
3. sting
4. thank
5. eight
6. shout
7. through
8. precious
This activity is adapted from: Moats, L.C. (1995, Summer). The missing foundation in teacher education.
American Federation of Teachers
. p. 9, 43-49.
example:
1. ox, 3, |o| |k| |s|
2. boil, 3, |b| |oi| |l|
3. sting, 4, |s| |t| |i| |ng|
4. thank, 4, |th| |A| |ng| |k|
5. eight, 2, |A| |t|
6. shout, 3, |sh| |ou| |t|
7. through, 3, |th| |r| |oo|
8. precious, 6, |p| |r| |e| |sh| |u| |s|
3.
Determine what the third speech sound is in each of the following words.
Your answers will look like this:
A.
garden, |d|
B.
pump, |m|
1. boyfriend
2. thankyou
3. educate
4. stood
5. higher
6. chalk
7. pitcher
8. badger
This activity is adapted from: Moats, L.C. (1995, Summer). The missing foundation in teacher education.
American Federation of Teachers
. p. 9, 43-49.
example:
1. boyfriend, |f|
2. thank you, |ng|
3. educate, |y| or |yu|
4. stood, |oo|
5. higher, |er|
6. chalk, |k|
7. pitcher, |ch|
8. badger, |j|
4.
Categorize these phonemes by voicing (voiceless/voiced).
Your answers will look like this:
voiceless:
voiced:
b d f g h j k l m n p r s t v w y z sh th zh
example:
voiceless: f, h, k, p, s, t, ch, sh, th
voiced: b, d, g, j, l, m, n, r, v, w, y, z, ng, zh
5.
Categorize the same consonants again, but this time, group them by sounds that go and sounds that stop.
Your answers will look like this:
sounds that go:
sounds that stop:
example:
sounds that go:
f, l, m, n, r, s, v, z, ng, sh, th, TH, zh
sounds that stop:
b, d, g, h, k, j, p, t, w, y, ch
Beginning Word Reading
