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Activities for Teaching Phonological Awareness
Multiple Choice
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1.
Practice identifying the following aspects, if possible, for each word given: the specific phonemes, the onset and rime, compound word divisions, syllable divisions, in this order. This list of words is geared for the vocabulary of a primary beginning reader (1st grader).
1. jump 2. green 3. around 4. myself 5. thank 6. clean 7. funny 8. animal 9. homework 10. streets
Your answers should look like this:
A. duck: d-u-k, d---uk, n/a, n/a
B. classroom: k-l-a-s-r-oo-m, n/a, class---room, class---room
example:
1. jump: j-u-m-p, j--ump, n/a, n/a
2. green: g-r-E-n, gr--een, n/a, n/a
3. around: u-r-ou-n-d, n/a, n/a, a--round
4. myself: m-I-s-e-l-f, n/a, my--self, my--self
5. thank: th-A-ng-k, th--ank, n/a, n/a
6. clean: k-l-E-n, cl--ean, n/a, n/a
7. funny: f-u-n-I, n/a, n/a, fun--ny
8. animal: a-n-i-m-u-l, n/a, n/a, a--ni--mal
9. homework: h-O-m-w-er-k, n/a, home--work, home--work
10. streets: s-t-r-E-t-s, str--eets, n/a, n/a
2.
Practice identifying the following aspects, if possible, for each word given: the specific phonemes, the onset and rime, compound word divisions, syllable divisions, in this order. This list of words is geared for the vocabulary of an older beginning reader (late elementary to adult).
1. twelve 2. least 3. public 4. himself 5. plant 6. development 7. president 8. heard 9. continue 10. birdhouse
Your answers should look like this:
A. swim: s-w-i-m, sw--im, n/a, n/a
B. understand: u-n-d-er-s-t-a-n-d, n/a, under--stand, under--stand
example:
1. twelve: t-w-e-l-v, tw--elve, n/a, n/a
2. least: l-E-s-t, l--east, n/a, n/a
3. public: p-u-b-l-i-k, n/a, n/a, pu--lic
4. himself: h-i-m-s-e-l-f, n/a, him--self, him--self
5. plant: p-l-a-n-t, pl--ant, n/a, n/a
6. development: d-i-v-e-l-u-p-m-u-n-t, n/a, n/a, de--ve--lop--ment
7. president: p-r-e-z-i-d-e-n-t, n/a, n/a, pre--si--dent
8. heard: h-er-d, h--eard, n/a, n/a
9. continue: k-u-n-t-i-n-U, n/a, n/a, con-tin-ue
10. birdhouse: b-er-d-h-ou-s, n/a, bird--house, bird--house
3.
Determine the level of phonological difficulty of each of the following words at the phoneme level. Explain why you made that determination.
Dimensions that contribute to phonological difficulty:
size of sound units
number of sound units
position of sound units
phonological properties of the sound units
Your answers should look like this:
A. strong: hard, 5 phonemes, consonant cluster
B. tea: easy, 2 phonemes, single consonant
1. sound 2. alps 3. twelve 4. have 5. clothes 6. bat 7. train 8. bridge 9. out 10. next
example:
1. sound: hard, 4 phonemes, ending consonant blend
2. alps: hard, 4 phonemes, ending consonant cluster
3. twelve: hard, 5 phonemes, 2 consonant blends
4. have: easy, 3 phonemes, single consonants
5. clothes: hard, 5 phonemes, beginning and ending consonant blends
6. bat: easy, 3 phonemes, single consonants
7. train: medium, 4 phonemes, beginning consonant blend
8. bridge: medium, 4 phonemes /b/ /r/ /i/ /j/, beginning consonant blend
9. out: easy, 2 phonemes, single consonant
10. next: hard, 4 phonemes, ending consonant cluster
Beginning Word Reading
