20816_Unit_7_Phoneme_isolation
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Phonological awareness skills<br />
<strong>Unit</strong> 7 – <strong>Phoneme</strong> <strong>isolation</strong><br />
Published by R.I.C. Publications ® 2018<br />
Copyright © R.I.C. Publications ® 2018<br />
RIC– <strong>20816</strong><br />
Titles in this series:<br />
Phonological awareness skills <strong>Unit</strong> 1 – Auditory discrimination<br />
Phonological awareness skills <strong>Unit</strong> 2 – Rhyming<br />
Phonological awareness skills <strong>Unit</strong> 3 – Alliteration<br />
Phonological awareness skills <strong>Unit</strong> 4 – Segmentation and syllabification<br />
Phonological awareness skills <strong>Unit</strong> 5 – Blending<br />
Phonological awareness skills <strong>Unit</strong> 6 – <strong>Phoneme</strong> matching<br />
Phonological awareness skills <strong>Unit</strong> 7 – <strong>Phoneme</strong> <strong>isolation</strong><br />
Phonological awareness skills <strong>Unit</strong> 8 – <strong>Phoneme</strong> completion<br />
Phonological awareness skills <strong>Unit</strong> 9 – <strong>Phoneme</strong> addition and deletion<br />
Phonological awareness skills <strong>Unit</strong> 10 – <strong>Phoneme</strong> segmentation<br />
Phonological awareness skills <strong>Unit</strong> 11 – <strong>Phoneme</strong> substitution<br />
Phonological awareness skills <strong>Unit</strong> 12 – <strong>Phoneme</strong> reversal<br />
Phonological awareness skills <strong>Unit</strong> 13 – Phonological testing<br />
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ii<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONOLOGICAL AWARENESS SKILLS<br />
<strong>Phoneme</strong>s are the smallest units of spoken language. Phonemic awareness is the ability to focus on<br />
and manipulate individual sounds (phonemes) in spoken words—the awareness of sounds in language<br />
and how these sounds work together to form words.<br />
SKILL 7: PHONEME ISOLATION<br />
TEACHER NOTES<br />
What is phoneme <strong>isolation</strong>?<br />
<strong>Phoneme</strong> <strong>isolation</strong> is the ability to isolate and identify a single<br />
sound within a word. It may also involve identifying the position<br />
of a sound in a word, or identifying what sound appears in a<br />
given position in a word.<br />
Typically, children can isolate:<br />
• the initial sound in a word first<br />
• the final sound in a word next<br />
• the medial sound in a word last<br />
Many rhyming (isolating sounds the same at the end of words),<br />
alliteration (isolating recurring initial sounds in words) and<br />
phoneme matching activities also involve isolating phonemes.<br />
Teacher modelling and demonstration of isolating phonemes<br />
are essential to teach children the skill.<br />
Isolating initial consonant sounds is easiest for children so<br />
activities should always begin with these. Then children can<br />
progress to <strong>isolation</strong> of final consonants in words, then isolating<br />
medial vowel sounds.<br />
As with all phonemic activities, oral activities should dominant<br />
before children progress to sound/symbol activities.<br />
Levels of phonological awareness<br />
word<br />
syllable<br />
onset and rime<br />
phoneme<br />
Why is phoneme <strong>isolation</strong> important?<br />
Children who can isolate phonemes can more easily manipulate phonemes to create new words.<br />
<strong>Phoneme</strong> <strong>isolation</strong> mastery is important for spelling activities because children need to be able to<br />
isolate each individual phoneme in different positions in words to spell them.<br />
Children who can isolate and identify phonemes in different positions in words are readily able to<br />
decode unfamiliar words when they encounter them in reading activities.<br />
What does phoneme <strong>isolation</strong> involve?<br />
<strong>Phoneme</strong> <strong>isolation</strong> can involve:<br />
• isolating the initial sound in a single-syllable word such as mug<br />
• isolating the final sound in a single-syllable word<br />
• isolating the medial sound in a single-syllable word<br />
• isolating the position of a specific sound in a word<br />
• isolating the initial, medial or final sound in a multi-syllable word<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 1
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
ACTIVITY 1: Listen to stories<br />
Immerse the children in a wide variety of literature that utilises the same initial sound in<br />
words. Some examples are suggested below:<br />
Too many moose! by Lisa Bakos<br />
Some smug slug by Pamela Edwards<br />
Many marvelous monsters by Ed Heck<br />
Pigs in pyjamas by Maggie Smith<br />
Four famished foxes and Fosdyke by Pamela Edwards<br />
Lloyd Llama by Sarah Jones<br />
Clara Caterpillar by Pamela Edwards<br />
Woodpecker wants a waffle by Steve Breen<br />
• Isolate the initial sound in words<br />
ACTIVITY 2: The name game<br />
Play this name game with the children.<br />
The children sit in a circle and, one at a time, say their name and the sound they hear at<br />
the beginning of it.<br />
Once all children have completed this part of the activity, ask them to stand and form<br />
groups based on the initial sound in their name.<br />
Some explanation may be required for children like Philip and Fran; or Kerrie and Claire,<br />
whose names share the same initial sound but are written using different letters.<br />
Extend the activity by asking each group of children to think of three other words<br />
beginning with the same sound.<br />
• Isolate the initial sound in words<br />
2<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
• Isolate the initial sound in words<br />
ACTIVITY 3: The travelling game<br />
A suitcase, paper and pencil/crayons are required for this<br />
game, which can be used with any targeted initial sound.<br />
Display the suitcase and show the children that it is empty. Say<br />
to the children, ‘I am travelling to Portugal and I only travel with<br />
things beginning with the sound ‘p’. (Match up the country and<br />
sound targeted.) What things can I travel with? Can you help me<br />
pack my suitcase?’<br />
The children offer suggestions to assist each other. Then,<br />
individually, they draw and colour a picture of something that begins with ‘p’ and place<br />
it in the suitcase. (Anything beginning with the sound—even animals may be included!)<br />
Once completed, display and say the names of all the objects. The children should<br />
repeat the names to listen to the initial sound.<br />
• Extend the activity by saying, ‘I am travelling and I can only take things beginning<br />
with a secret sound. The children suggest different objects and the answer is either<br />
‘No! I can’t take that. It doesn’t begin with the secret sound.’ OR ‘Yes. I can take<br />
that!’ Once the children hear a number of different objects beginning with the<br />
secret sound, they can identify the sound and offer suggestions for other objects to<br />
include in the suitcase.<br />
• This activity may also be played using final sound objects.<br />
• Isolate the initial sound in words<br />
ACTIVITY 4: What’s in the box?<br />
You will need a large box with a hole cut in one side.<br />
Inside the box, place a number of objects beginning with different sounds. The objects<br />
can be common ones collected from home or school.<br />
Select a child to put his/her hand inside the box and take out an<br />
object. The child says the name of the object and the sound it<br />
begins with.<br />
The object is then placed to one side, and another child is<br />
chosen to select an object, name it and say its initial sound.<br />
Continue until all objects have been removed and named.<br />
• This activity may be played in pairs with small boxes and small objects such as a<br />
marble, peg and so on. If playing in pairs, one child can take out the object while the<br />
other names the object and its initial sound. Then they reverse roles.<br />
• This activity should only be played after children are familiar with at least three or<br />
four initial sounds.<br />
Eraser<br />
• This activity can also be played using final sound objects.<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 3
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
ACTIVITY 5: Everyday sounds<br />
Everyday environmental sounds can be used to<br />
isolate beginning sounds.<br />
This activity requires the children to isolate<br />
beginning sounds in nonsense words. (Being able<br />
to isolate sounds in nonsense words is a better<br />
indicator of a child’s ability to isolate sounds than<br />
when ‘real’ words are used.)<br />
The children brainstorm to list many different<br />
sounds they hear every day. Examples may include:<br />
a tap dripping; a baby crying; a car roaring past; a<br />
truck beeping when it backs up; a fire engine, an<br />
ambulance or a police siren; a crowd cheering; the<br />
school bell or siren ringing; Dad snoring and so on.<br />
The children’s responses can be recorded on a sheet of cardboard using pictures and<br />
labels, if desired.<br />
Each child who offers an idea makes the sound and isolates and repeats the beginning<br />
sound in the noise. For example, a child may say that a truck backing up goes ‘beep!<br />
beep!’ and the initial sound is /b/.<br />
• This activity may also be useful for final sounds as well.<br />
• Isolate the initial sound in words<br />
ACTIVITY 6: Say the first sound in a word<br />
Select a number of different two-phoneme or three-phoneme words from the lists on<br />
page 18.<br />
Demonstrate how to say the<br />
word and the sound heard at the<br />
beginning of the word.<br />
Select a word, then choose a<br />
child to repeat the word and<br />
state the initial sound heard in<br />
the word.<br />
Use this activity with words<br />
like am, is, at, on, eat and so<br />
on where it is more difficult to<br />
illustrate using pictures. Children<br />
need to be aware of the sounds<br />
in all types of words including<br />
those they use often when<br />
speaking.<br />
• Isolate the initial sound in words<br />
4<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
• Isolate the initial sound in words<br />
ACTIVITY 7: Which bucket?<br />
This activity requires two or three buckets/large plastic<br />
tubs and a set of picture cards like those provided on<br />
pages 22–37.<br />
Use two buckets if the children have only been exposed to<br />
a few initial sounds and three or four if the children know<br />
more.<br />
NOTE: This activity assumes the children can associate the written letter<br />
symbol with sound. A lower-case letter with a picture clue may also be taped<br />
onto the front of the bucket. These are provided on pages 19—21.<br />
Label each bucket with the initial sound. (Both upper- and<br />
lower-case letters may be taped to the bucket if desired.)<br />
The picture cards are placed, mixed up on the floor in<br />
front of the buckets. The child or pair of children sort the<br />
pictures into the correct buckets by initial sounds.<br />
If teachers wish, they can space the buckets apart and allow the children to try to ‘throw’<br />
the picture cards into the relevant bucket.<br />
• This activity may also be played with the children isolating final sounds. However,<br />
ensure the label on the bucket is only in lower-case. Cards for final /x/ sound can be<br />
found on page 37.<br />
• Isolate the initial sound in words<br />
ACTIVITY 8: Noughts and crosses<br />
Use the picture cards on pages 22–37 for this<br />
activity and the noughts and crosses game<br />
board on page 38. Play this game in pairs.<br />
Enlarge, photocopy and laminate the game<br />
board. Each pair of children will need one<br />
between them.<br />
Each child has a set of 5 or 6 pictures for one<br />
initial sound. (Only two sounds are covered at a<br />
time while playing this game.)<br />
The children take turns to say the name of the<br />
object on the card and the initial sound in the<br />
word. Then the children place the cards down on<br />
the game board in positions to get three in a row down, across or diagonally.<br />
Ensure the children know what the pictures are before starting the game.<br />
Teachers can improvise and place lengths of yarn or masking tape on the floor to<br />
create the noughts and crosses board.<br />
• This game may be played for final sounds using the cards on pages 39—46.<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 5
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
ACTIVITY 9: Clip the initial sound<br />
Use this activity when children are able to link the letter symbol and the sound.<br />
Cards are provided on pages 47—51.<br />
The children will also need one peg each.<br />
Each card has a picture of an object. Beneath the<br />
picture are three letters.<br />
The children say the name of the object,<br />
then the sound they hear at the beginning<br />
of the word.<br />
They look at the letters beneath the picture and clip<br />
a peg on the letter symbol for the initial sound in the<br />
word.<br />
Words depicted on cards:<br />
1—scissors, astronaut, igloo, tomato, pencil, nurse<br />
2—cake, kettle, elbow, hand, rhinoceros, mermaid<br />
3—dragonfly, garden, orange, umbrella, lollipop, fork<br />
4—banana, jeep, zoo, helicopter, whale, violin<br />
5—yawn, quiet, chair, shark, thorn, them<br />
• Isolate the initial sound in words<br />
ACTIVITY 10: Beginning sounds<br />
Use the game boards on pages 52—59 for this activity.<br />
Each game board is for use by two players. Each<br />
player will require one dice and 8 coloured<br />
counters/markers. The colour of each player’s<br />
counters should differ.<br />
The aim of this game is for players to take turns to<br />
identify pictures with the same beginning sound.<br />
If a player cannot find a matching pair, he/she<br />
misses a turn.<br />
There is no winner in this game—players work<br />
together to cover the game board with counters.<br />
Before playing the game, name all the objects on<br />
the game board.<br />
Each initial sound and matching objects are listed<br />
at the bottom of each game board.<br />
• Isolate the initial sound in words<br />
6<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
• Isolate the final sound in words<br />
ACTIVITY 11: What’s in the bag?<br />
Fill a mystery bag with small objects such as a plastic ring,<br />
a dice, a deflated balloon, a rubber band, a sweet/lolly, a<br />
pen, an eraser, a pin, a hair clip, a packet of chewing gum,<br />
a reel of cotton, a nail, a coin, a key, a nut, a brooch etc.<br />
Select children to pull an item out of the bag and identify<br />
it. Then they need to say the sound at the end of the word.<br />
The other children then, in chant form, say the object and<br />
its final sound and perform actions.<br />
For example, if the object drawn is a dice—/s/, everyone<br />
chants the following and performs the actions:<br />
dice (tap knees, clap hands)<br />
dice (tap knees, clap hands)<br />
/s/ /s/ dice (snap fingers three<br />
times).<br />
The chant ensures the children<br />
say the word and hear the final<br />
sound often.<br />
• Isolate the final sound in words<br />
ACTIVITY 12: Paired players final sounds<br />
Collect a number of objects from home or at school with<br />
different final sounds. Alternatively, teachers may use the<br />
pictures provided for Noughts and crosses final sounds.<br />
Collect enough objects so that pairs of children can play<br />
this game at once.<br />
Spread the objects on a table or in a hoop on the floor.<br />
The first child looks at all the objects and chooses one<br />
without their partner seeing it. Player One says the name<br />
of the object to himself/herself and works out the final<br />
sound in the name of<br />
the object.<br />
Player One then says ‘I chose an object that ends with the sound /s/. What object did<br />
I choose?’<br />
Player Two works out what the object is, says the name and repeats the final sound.<br />
The second player then has a turn. The players continue in this way until all objects<br />
have been chosen.<br />
Five or six objects per child is sufficient. Extend this activity for more capable children<br />
by asking the children to draw each object chosen and copy the final sound next to it<br />
using a sound/letter reference chart.<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 7
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
ACTIVITY 13: Listen up!<br />
The children listen to individual words, then pairs of words, trying to isolate the final<br />
sound in the word.<br />
This activity is a good opportunity to get the children to think about words that cannot<br />
be easily depicted in pictures. High-frequency sight words may be considered.<br />
Demonstrate first by saying an individual word such as bad. ‘What sound do you hear<br />
at the end?’ Repeat the word if necessary and emphasise the final sound. Choose a<br />
child to respond, if the answer is correct, have all children repeat the word and the<br />
final sound.<br />
Use the following lists of words as suggestions:<br />
Individual words: nag, can, sat, led, yet, rib<br />
Pairs of words: cut/rut, run/fun, tug/hug, bud/mud, rub/<br />
grub, not/lot, jog/cog, rob/sob, bit/pat, win/ran, big/<br />
tag, lab/rib, get/fit, swim/dam, slam/him, lad/did, rid/<br />
led, wed/glad, rip/nap, drop/snap, cash/wish, tick/tuck,<br />
munch/church, tooth/with etc.<br />
• Isolate the final sound in words<br />
ACTIVITY 14: Colour the final sounds<br />
Use the worksheet on page 60 to consolidate the children’s knowledge<br />
of final sounds in words.<br />
Each child will need one copy of the worksheet and coloured pencils.<br />
The worksheet may be used as an individual, small-group or whole-class activity.<br />
Say the following instructions to the children:<br />
‘Find the picture that ends with the sound /y—long e/. Colour it red.<br />
Find the picture that ends with the sound /er—u/. Colour it yellow.<br />
Find the picture that ends with the sound /oy/. Colour it blue.<br />
Find the picture that ends with the sound /ow/. Colour it green.<br />
Find the picture that ends with the sound /air/. Colour it brown.<br />
Find the picture that ends with the sound /or/. Colour it orange.’<br />
The worksheet may also be used as an assessment activity.<br />
Answers:<br />
red—baby; yellow—mother; blue—boy;<br />
green—cow; brown—chair; orange—door.<br />
NOTE: Difficult final sounds have been chosen to<br />
really test the children’s phonemic awareness.<br />
• Isolate the final sound in words<br />
8<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
• Isolate the medial sound in words<br />
ACTIVITY 15: What’s the middle sound?<br />
For this activity, choose simple CVC words.<br />
Ask the children to listen for the vowel sounds they hear<br />
in the middle of words.<br />
Demonstrate by saying a word such as bus.<br />
‘What sound do you hear in the middle of bus?<br />
Repeat the word, overemphasising the sounds in the word<br />
until the children can easily hear the medial vowel sound.<br />
Use the following words with short vowel sounds to<br />
practise the skill:<br />
• nap, sack, yam, had, fat, black, cell, fed, pen, beg, wet, hid, him, tip, sit, wig, sick, job,<br />
fog, shop, blot, Tom, grub, bud, dug, hum, run, cut, love<br />
After the children become proficient in isolating and identifying the short vowel<br />
sounds in words, include words with long vowel sounds such as:<br />
• came, gale, snail, shake, whale, sweep, meat, peel, sleep, greet, dice, hide, knife, tile,<br />
nine, boat, joke, broke, foam, rode, rude, screw, shoe, blue, tune, music<br />
• Isolate the medial sound in words<br />
ACTIVITY 16: Picture vowel sound sort<br />
Reuse the picture cards on pages 22—37 for this activity. Select only those cards with a<br />
vowel sound in the middle—sun, sock, snake, table, tooth, pig, pin, nose, net, nuts, nail,<br />
cake, king, rock, man, moon, mug, duck, drum, goat, gate, leaf, lamp, leg, fan, baby, book,<br />
bat, bed, bag, jug, jeep, jam, jet, zip, van, vest, vine, yolk, yak, quiz, box, fox, and fax.<br />
Small groups of children work together to sort the<br />
pictures into the following middle vowel groups:<br />
• short a • l-o-n-g a<br />
• short e • l-o-n-g e<br />
• short i • l-o-n-g i<br />
• short o • l-o-n-g o<br />
• short u • l-o-n-g u<br />
• Short a—man, lamp, bat, bag, jam, van, yak, fax<br />
• Long a—snake, table, nail, cake, goat, gate, baby<br />
• Short e—net, leg, bed, jet, vest;<br />
• Long e—leaf, jeep<br />
• Short i—pig, pin, king, zip, quiz<br />
• Long i—vine<br />
• Short o—sock, rock, box, fox<br />
• Long o—nose, goat<br />
• Short u—sun, nuts, mug, duck, drum, jug<br />
• Long u—tooth, moon, book, yolk<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 9
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
ACTIVITY 17: Middle of the road<br />
This game is played with two players.<br />
Players will need the game board on page 61—enlarged, photocopied and laminated<br />
for durability. Players will also need counters or small plastic car markers and a dice.<br />
Players take turns to throw the dice and move from START along the road. Players must<br />
name the picture they land on and say the medial sound in the word.<br />
If a player says the correct medial sound, he/she remains on that place on the game<br />
board. If incorrect, the counter must be moved back to the START, the previous landing<br />
spot or back one space.<br />
The game continues until both players<br />
reach FINISH.<br />
The images on the game board are from<br />
START to FINISH in order: sack, shell, fin,<br />
chick, nut, bag, pig, leg, cut, dog, jam, chin,<br />
bed, frog, sun, cap, bat, web, hen, bib, pin,<br />
sock, cot, hut, mug, whale, feet, bike, bone,<br />
tooth, moon, goose, ham, kite, seal, fire,<br />
pot and hat.<br />
• Isolate the medial sound in words<br />
ACTIVITY 18: Piggy in the middle<br />
Form groups of three children for this<br />
activity.<br />
A CD player or music on an iPhone® or<br />
MP3 player is required.<br />
Each group will need one set of pig body<br />
parts on pages 62–64. These should<br />
be photocopied onto cardboard and<br />
laminated. The parts can be placed in<br />
plastic sleeves if necessary to keep them clean.<br />
The players place the three body parts on the floor, spaced apart in order. The children<br />
walk around them in a circle, chanting.<br />
‘Piggy in the middle. Piggy in the middle. What sound are you?<br />
When the music stops, we’ll say your name. What sound are you?’<br />
When the music stops, the children quickly stand on a pig body part, so that each child<br />
has a beginning, middle or final sound in the word. The teacher then says a threephoneme-word<br />
and the players work together to identify the beginning, end and<br />
middle sounds. Groups try to be the first to identify all three parts. As a whole class or<br />
group, the player on the middle pig body part says the middle sound and so on.<br />
• Isolate the medial sound in words<br />
10<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
• Isolate the medial sound in words<br />
ACTIVITY 19: Colour the medial sounds worksheet<br />
Use the worksheet on page 65 to consolidate the children’s<br />
knowledge of medial sounds in words. Each child will need one<br />
copy of the worksheet and coloured pencils.<br />
The worksheet may be used as an individual, small-group or<br />
whole-class activity. Say the following instructions to the children:<br />
‘Find the picture that has the sound /o/ (short o) in the middle. Colour it red.<br />
Find the picture that has the sound /a/ (long a) in the middle. Colour it yellow.<br />
Find the picture that has the sound /e/ (short e) in the middle. Colour it blue.<br />
Find the picture that has the sound /i/ (long i) in the middle. Colour it green.<br />
Find the picture that has the sound /a/ (short a) in the middle. Colour it brown.<br />
Find the picture that has the sound /i/ (short i) in the middle. Colour it orange.<br />
Find the picture that has the sound /e/ (long e) in the middle. Colour it pink.<br />
Find the picture that has the sound /u/ (short u) in the middle. Colour it black.’<br />
The worksheets may also be used as an assessment activity.<br />
ANSWERS:<br />
red—frog; yellow—cake; blue—ten; green—knife; brown—map; orange—ship; pink—jeans; slug—black.<br />
ACTIVITY 20: Cut and paste a middle sound<br />
Once the children can connect the letter symbol to the sound heard, provide<br />
opportunities to practise matching these in simple CVC words.<br />
Use the worksheet on page 66 with individuals, small groups or as a whole class<br />
activity.<br />
A number of pictures have been provided with letters beneath them. The middle<br />
vowel sound from each word is missing.<br />
The children cut and paste the correct vowel sound to complete each word.<br />
• Isolate the medial sound in words<br />
p n r m b n<br />
e<br />
a<br />
i<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 11
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
ACTIVITY 21: Where’s the bone?<br />
This activity helps children practise isolating the position of a specific sound in a word.<br />
Photocopy and laminate the dog frame on page 67 and give one to each child.<br />
Each child will also need a ‘bone’ which could be a rawhide piece (readily available<br />
from pet stores) or a copy of one of those provided on page 68.<br />
CVC words should be used for this<br />
activity.<br />
Call out a word such as tug and<br />
select one of the three sounds in<br />
the word. Whatever sound is stated,<br />
the children must place their ‘bone’<br />
in the correct position on the dog<br />
frame. For example, if the sound ‘t’<br />
is selected, the bone goes in the<br />
first part of the dog’s body. If the<br />
sound is ‘u’, the bone goes in the<br />
middle, and if the sound selected<br />
is ‘g’, the bone goes in the final<br />
section.<br />
first middle last<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 22: Sound train<br />
A toy train set consisting of an engine and two carriages; a circular track (to contain<br />
the activity); and small, different-coloured blocks, beads or small plastic animals are<br />
needed for this activity. Use with individual children or pairs.<br />
Place the engine and the three carriages on the track. Select a block/bead/plastic<br />
animal and say, ‘This is the /ee/ sound. I am going to say a word with the /ee/ sound in<br />
it and I’m going to put the /ee/ sound block in the correct carriage of the train’.<br />
Say the word bee and place the block/bead/plastic animal representing /ee/ in/on the<br />
second carriage. Repeat with the /b/ sound using a different coloured block/bead/<br />
plastic animal.<br />
After demonstrating, say a series<br />
of two-phoneme words and ask<br />
the child to place the specific<br />
sounds that make up the word in<br />
their correct positions in/on the<br />
train.<br />
When each word is completed<br />
correctly, the child can move the train set around the track.<br />
NOTE: Nonsense words can be used as a better indicator of the child’s understanding. Graduate to three-phoneme<br />
words and three train sections.<br />
• Isolating the position of a specific sound in a word<br />
12<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 23: First, last or middle<br />
Use maths counters or blocks for this activity.<br />
Provide each child with the same number of manipulatives as there are sounds in the<br />
word. For example, two-phoneme words like boy and egg require 2 counters; threephoneme<br />
words like duck and cave require three counters.<br />
The children line up their manipulatives in front of them. For three-phoneme words,<br />
the first manipulative represents the first sound, the second one represents the middle<br />
sound and the third one represents the final sound.<br />
Have a list of words ready like those on page 18.<br />
Decide which sound the children are listening for, then state the word. If the sound<br />
stated is the first one in the word, the children slide the first block forward. If the sound<br />
is at the end, the children slide the last block forward.<br />
For example, if the children are listening for the sound ‘b’ and the word is tub, the last<br />
block is slid forward. If the word is bed, the first block is slid forward.<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 24: Where’s that sound?<br />
Make your own clip cards dealing with the positions of sounds in words. Use selected<br />
images from pages 22–51. Glue them to file cards. At the bottom write ‘beginning’,<br />
‘middle’ and ‘end’. Glue on a coloured sticky note and on it write the sound to find.<br />
Each card should be laminated for durability.<br />
The children use pegs to clip the<br />
part of the card that indicates the<br />
position of the sound.<br />
The children are not expected to<br />
read any words.<br />
This activity can be used with<br />
individual children or small<br />
groups.<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 13
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
ACTIVITY 25: Initial and final sounds in words<br />
Play this sound game with the children to help them<br />
consolidate the beginning and final sounds in words.<br />
The children sit in a circle. Give them two different actions<br />
to perform—one for when they hear a given sound at the<br />
beginning of the word; and another for when they hear the<br />
given sound at the end of the word. For example, they can<br />
pat their head if the sound is at the beginning of the word;<br />
and pat their knees if they hear the sound at the end of the<br />
word.<br />
Say the word and the sound the children are listening for<br />
and ask ‘Where do you hear it?’ The children perform the<br />
appropriate action.<br />
Introduce a third action for the middle sounds in words,<br />
once the children are proficient with initial and final sounds.<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 26: First or last file card game<br />
This activity may be completed as an individual, small-group or whole-class activity.<br />
Fold unlined index/file cards in half vertically to create two halves.<br />
Collect large buttons, counters or markers.<br />
Each child requires one file card and one button/counter/marker.<br />
Tell the children that the first half (on the left) is for placing the button/counter/marker<br />
when they hear the sound spoken first in the word, and the half on the right is for<br />
placing the button/counter/marker when they hear the sound last in the word.<br />
Demonstrate first, then complete some words together as a group/class before<br />
expecting the children to complete them independently.<br />
Choose the sound you want the children to listen for, then devise a list of three or four<br />
words with the sound in the position you want them to find it. The children then listen<br />
and place the button/counter/marker in the appropriate position on the file card.<br />
Try these examples:<br />
• first sound: p—pat, pen, pumpkin, potato, party; c/k—key, kite, kitten, kid, crust, cry;<br />
r—rod, red, run, ribbon, rusty; t—Tim, tie, tug, tiger, tumble; g—go, goat, give, ghost,<br />
grumpy<br />
• last: p—up, lip, map, jeep, jump; c/k—lick, like, cake, kick, drink; t—hut, rat, sit, net,<br />
plate, went; g—fog, dig, rag, beg, blog, plug, drag<br />
• Isolating the position of a specific sound in a word<br />
14<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 27: Hoop jump<br />
This game is a more physical version of the<br />
previous one. It should be played as a small<br />
group or with individual children.<br />
Provide each child with two or three small<br />
hoops—two if the children are listening for only the first and last sound in a word; three<br />
if they are listening for the beginning, final and middle sound in a word.<br />
Each child places the two/three hoops side by side in a horizontal row in front of them.<br />
They stand behind the row of hoops.<br />
Ask the child to point to the first hoop for beginning sounds; the second hoop for<br />
middle sounds; and the last hoop for the final sound in a word.<br />
Practise what the children have to do. Say a word and the sound the children are<br />
listening for. The children then jump into the appropriate hoop—the first one if they<br />
think the sound is at the beginning of the word; the second if they think the sound is in<br />
the middle of the word; and the last hoop if they think it is at the end of the word.<br />
Have a list of words and sounds ready. This activity allows short and long vowel sounds<br />
to be practised.<br />
It also allows peer evaluation, because the children can see which hoop other children<br />
have jumped into (and check their own answer).<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 28: Name the place<br />
Use the game board on page 69 to play this game with individuals, in pairs or small<br />
groups. Photocopy the game board onto<br />
cardboard and laminate for durability.<br />
Enlarge if necessary.<br />
Players will need a counter or marker each.<br />
A dice is also required.<br />
All counters/markers are placed on ‘START’<br />
and a dice is rolled to see who gets the<br />
largest number and starts first.<br />
The first player throws the dice and moves<br />
that number of spaces along the game<br />
board. The player names the picture and<br />
the sound printed on it, then names the<br />
place where that sound occurs in the word—first/beginning, middle or last/final. If the<br />
answer is correct, the player stays on that spot. If incorrect, he/she goes back to the<br />
beginning or misses his/her next turn.<br />
The first player to ‘FINISH’ wins.<br />
NOTE: This game should only be played with children who can identify the letter symbol for the sound OR with an<br />
adult helper who reads the sound to be identified.<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 15
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
ACTIVITY 29: The shark game<br />
Use the shark base on page 70 and the coloured game cards on pages 71—75 to play<br />
this game.<br />
Enlarge the shark base and game cards if necessary before photocopying onto<br />
cardboard and laminating for durability.<br />
Use only one set of game cards at a time with the base.<br />
The head of the shark represents the initial sound in words; the body represents the<br />
middle sound; and the tail stands for the final sound in words.<br />
Each game card has<br />
two pictures on it.<br />
The pictures have a<br />
common beginning,<br />
middle or final sound.<br />
The children have to sort<br />
the cards and place them<br />
in the correct position<br />
underneath the shark<br />
body parts on the base.<br />
beginning middle end<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 30: End to beginning<br />
Play this game in groups of three children sitting in a circle facing each other.<br />
Assign each child a position—first, second or third.<br />
All groups follow the same words given by the teacher.<br />
Provide a word such as map. The first child repeats the word then isolates the end<br />
sound /p/ and says it. The child then gives a word that begins with that sound such<br />
as pot.<br />
The second child isolates the end sound in the word given by the first child—pot—’t’—<br />
then gives a word that begins with that sound, such as ten.<br />
The third child isolates the end sound in ‘ten’—/n/ and gives a word beginning with /n/<br />
such as net.<br />
The game continues in this way<br />
around the circle.<br />
• Isolating the position of a specific sound in a word<br />
16<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 31: Spinner game<br />
Use the spinner on page 76 and the picture spinners on<br />
pages 77–82 to play this game about isolating initial and final<br />
sounds in words.<br />
Photocopy, laminate and cut out the spinners. A paperclip<br />
and a sharp pencil are required to play this game.<br />
Place the paperclip on X then place the end of a pencil<br />
inside the paperclip through the X. The paperclip acts as the<br />
spinner.<br />
Pairs of players take turns to spin the paperclip around the<br />
pencil on both the heads/tail spinner and the word selector<br />
spinner.<br />
If the paperclip stops spinning and lands on ‘heads’ the<br />
player has to isolate and say the initial sound of the picture/<br />
word selected. If the paperclip stops spinning on ‘tails’, the<br />
child has to isolate and say the final sound in the picture/<br />
word selected.<br />
NOTE: An arrow and split pin may be used instead of the paperclip and pencil.<br />
The arrow is provided.<br />
A spinner for initial, final and medial sounds is provided on page 83.<br />
XX<br />
X<br />
• Isolating the position of a specific sound in a word<br />
ACTIVITY 32: Letter/sound <strong>isolation</strong><br />
Use the worksheets on pages 84–86 with<br />
more capable children who have letter–sound<br />
correspondence.<br />
Worksheets are provided for children to<br />
isolate and write the missing initial, final<br />
and medial sounds in words to match the<br />
word depicted by the picture.<br />
These may also be used as assessment<br />
activities.<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 17
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
<strong>Phoneme</strong> word lists<br />
2-phoneme words 3-phoneme words 4-phoneme words 5-phoneme words<br />
am<br />
is<br />
at<br />
on<br />
ape<br />
bay<br />
boy<br />
egg<br />
go<br />
shoe<br />
tea<br />
pea<br />
two<br />
zoo<br />
up<br />
ate<br />
see<br />
odd<br />
oak<br />
key<br />
she<br />
so/sew<br />
lie<br />
each<br />
doe<br />
chew<br />
ace<br />
bee<br />
buy<br />
owl<br />
off<br />
day<br />
hay<br />
eat<br />
oat<br />
knee<br />
new<br />
pay<br />
bow<br />
an<br />
it<br />
out<br />
tie<br />
pie<br />
we<br />
me<br />
toe<br />
cow<br />
bird<br />
whale<br />
mouse<br />
duck<br />
web<br />
bone<br />
kite<br />
sock<br />
hut<br />
ant<br />
bat<br />
bed<br />
bake<br />
sun<br />
bean<br />
bike<br />
big<br />
chick<br />
chin<br />
dad<br />
mum<br />
dog<br />
fan<br />
feet<br />
road<br />
fin<br />
teeth<br />
foot<br />
goose/geese<br />
glue<br />
ham<br />
home<br />
jail<br />
cap<br />
lock<br />
hat<br />
cat<br />
mat<br />
cave<br />
kiss<br />
cone<br />
cup<br />
lake<br />
moth<br />
pig<br />
net<br />
bug<br />
night<br />
sheep<br />
snail<br />
globe<br />
drum<br />
snake<br />
nest<br />
wolf<br />
pram<br />
flag<br />
clock<br />
crab<br />
swarm<br />
band<br />
mask<br />
class<br />
lamp<br />
sand<br />
brick<br />
stick<br />
clip<br />
block<br />
banner<br />
brush<br />
lunch<br />
flame<br />
train<br />
bride<br />
drive<br />
toast<br />
black<br />
pant<br />
cast<br />
snack<br />
slid<br />
twig<br />
drip<br />
flip<br />
skip<br />
frog<br />
flop<br />
spot<br />
club<br />
truck<br />
plug<br />
dust<br />
rust<br />
brain<br />
skate<br />
dream<br />
rabbit<br />
button<br />
garage<br />
machine<br />
carrot<br />
woman<br />
blind<br />
wizard<br />
kitten<br />
safety<br />
crayon<br />
birthday<br />
stable<br />
native<br />
carport<br />
barbecue<br />
market<br />
cabbage<br />
chicken<br />
carpet<br />
friend<br />
leopard<br />
chimney<br />
donkey<br />
monkey<br />
sardine<br />
female<br />
circus<br />
brother<br />
number<br />
slipper<br />
spider<br />
garlic<br />
muffin<br />
sniffle<br />
officer<br />
trifle<br />
window<br />
hammock<br />
kitchen<br />
mobile<br />
kiosk<br />
trolley<br />
18<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Bucket labels—1<br />
s<br />
a<br />
t<br />
i<br />
p<br />
n<br />
c<br />
k<br />
e<br />
h<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 19
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Bucket labels—2<br />
r<br />
m<br />
d<br />
g<br />
o<br />
u<br />
l<br />
f<br />
b<br />
j<br />
20<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Bucket labels—3<br />
z<br />
w<br />
v<br />
y<br />
qu<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 21
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Which bucket? game Picture cards—1<br />
star<br />
sun<br />
sock<br />
snake<br />
strawberry<br />
spider<br />
ant<br />
anchor<br />
alligator astronaut<br />
22<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—2<br />
arrow<br />
ankle<br />
tiger<br />
tree<br />
table<br />
teddy bear<br />
tooth<br />
tent<br />
in<br />
ink<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 23
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—3<br />
insects<br />
iguana<br />
infant<br />
igloo<br />
pig<br />
pencil<br />
plant<br />
pumpkin<br />
pear<br />
pin<br />
24<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—4<br />
necklace<br />
nose<br />
net<br />
nuts<br />
nurse<br />
nail<br />
caterpillar<br />
cow<br />
car<br />
cake<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 25
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—5<br />
camel<br />
carrot<br />
key<br />
king<br />
kettle<br />
kangaroo<br />
elephant<br />
engine<br />
envelope<br />
elbow<br />
26<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—6<br />
elf<br />
exercise<br />
hammer<br />
hand<br />
hippopotamus<br />
horse<br />
helicopter<br />
house<br />
robot<br />
ring<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 27
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—7<br />
rabbit<br />
rhinoceros<br />
rainbow<br />
rock<br />
man<br />
monkey<br />
motorcycle<br />
moon<br />
mouse<br />
mug<br />
28<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—8<br />
duck<br />
drum<br />
dinosaur<br />
dolphin<br />
door<br />
doughnut<br />
goat<br />
gate<br />
grass<br />
grapes<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 29
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—9<br />
guitar<br />
glasses<br />
octopus<br />
ostrich<br />
olives<br />
otter<br />
orangutan<br />
octagon<br />
up<br />
under<br />
30<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—10<br />
underwear<br />
umpire<br />
unhappy<br />
upside down<br />
lion<br />
ladder<br />
leaf<br />
lamp<br />
lizard<br />
leg<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 31
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—11<br />
fan<br />
frog<br />
fruit<br />
flower<br />
fairy<br />
fence<br />
butterfly<br />
boy<br />
banana<br />
baby<br />
32<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—12<br />
book<br />
bat<br />
bed<br />
bag<br />
jug<br />
jeep<br />
jar<br />
jam<br />
jet<br />
jungle<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 33
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—13<br />
zoo<br />
zip<br />
zero<br />
zucchini<br />
zigzag<br />
zoom<br />
window<br />
wall<br />
walrus<br />
wagon<br />
34<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—14<br />
watch<br />
water<br />
vegetables<br />
violin<br />
van<br />
volcano<br />
vest<br />
vine<br />
yolk<br />
yo-yo<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 35
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—15<br />
yacht<br />
yell<br />
yak<br />
yoghurt<br />
quiet<br />
question<br />
quokka<br />
quilt<br />
quail<br />
quiz<br />
36<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—16<br />
axe<br />
box<br />
fox<br />
ox<br />
fax<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 37
<strong>Unit</strong> 7 PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ game board<br />
38<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—1<br />
net<br />
cat<br />
kite<br />
pot<br />
gate<br />
feet<br />
bus<br />
kiss<br />
house<br />
mouse<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 39
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—2<br />
Gas<br />
lips<br />
gas<br />
top<br />
cap<br />
map<br />
sheep<br />
hip<br />
shop<br />
pin<br />
man<br />
40<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—3<br />
ten<br />
hen<br />
chin<br />
spoon<br />
brick<br />
clock<br />
rake<br />
book<br />
truck<br />
sink<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 41
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—4<br />
jam<br />
mum<br />
clam<br />
broom<br />
drum<br />
plum<br />
mud<br />
sad<br />
slide<br />
wood<br />
42<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—5<br />
bed<br />
dad<br />
pig<br />
flag<br />
leg<br />
frog<br />
wig<br />
mug<br />
snail<br />
ball<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 43
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—6<br />
wall<br />
bell<br />
smile<br />
hill<br />
leaf<br />
roof<br />
knife<br />
hoof<br />
elf<br />
scarf<br />
44<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—7<br />
web<br />
tub<br />
bib<br />
knob<br />
crab<br />
cub<br />
cave<br />
five<br />
glove<br />
hive<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 45
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—8<br />
wave<br />
olive<br />
six<br />
fox<br />
box<br />
mix<br />
wax<br />
ox<br />
46<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—1<br />
s i p t a s<br />
i p n t s n<br />
a n p s n i<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 47
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—2<br />
p s c t k a<br />
e n h i h r<br />
r k e d m c<br />
48<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—3<br />
t a d k g n<br />
o u g h u a<br />
r d l f l t<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 49
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—4<br />
b j d l j r<br />
s h z h e m<br />
w v k f v o<br />
50<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—5<br />
z d y qu c g<br />
w ch y ch u sh<br />
th r l ch th v<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 51
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—1<br />
s—star/strawberry<br />
t—tree/tent<br />
i—in/igloo<br />
p—pencil/pin<br />
n—necklace/nurse<br />
h—hammer/horse<br />
e—elbow/elephant<br />
c—caterpillar/cake<br />
a—ant/arrow<br />
r—robot/rabbit<br />
52<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—2<br />
n—nose/net<br />
h—hippopotamus/<br />
p—pig/plant<br />
t—tiger/table<br />
a—anchor/alligator<br />
hand<br />
s—sun/sock<br />
r—rock/ring<br />
i—ink/infant<br />
e—envelope/engine<br />
c—car/cow<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 53
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—3<br />
i—insects/iguana<br />
t—tooth/teddy<br />
p—pumpkin/pear<br />
r—rhinoceros/rainbow<br />
c—camel/carrot<br />
h—house/helicopter<br />
e—exercise/elf<br />
n—nuts/nail<br />
S—snake/spider<br />
a—ankle/astronaut<br />
54<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—4<br />
m—man/moon<br />
b—banana/baby<br />
f—fan/fence<br />
d—drum/doughnut<br />
l—lion/lamp<br />
j—jar/jungle<br />
z—zoo/zucchini<br />
o—octagon/otter<br />
k—kangaroo/key<br />
g—goat/grass<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 55
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—5<br />
k—king/kettle<br />
f—frog/flower<br />
m—monkey/mug<br />
b—boy/butterfly<br />
l—leg/ladder<br />
d—door/duck<br />
o—octopus/olives<br />
g—grapes/gate<br />
j—jeep/jam<br />
z—zero/zip<br />
56<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—6<br />
g—guitar/glasses<br />
m—mouse/motorcycle<br />
o—ostrich/orangutan<br />
f—fruit/fairy<br />
l—lizard/leaf<br />
b—bed/book<br />
z—zigzag/zebra<br />
j—jet/jug<br />
k—kiss/kite<br />
d—dinosaur/dolphin<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 57
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—7<br />
w—walrus/watch<br />
b—bat/ball<br />
sh—sheep/shop<br />
ch—cheese/chicken<br />
s—submarine/seal<br />
u—up/under<br />
qu—quilt/queen<br />
th—throne/three<br />
y—yacht/yak<br />
v—van/volcano<br />
58<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—8<br />
ch—chain/cherries<br />
w—watermelon/<br />
f—fish/flower<br />
sh—shark/shell<br />
y—yo-yo/yoghurt<br />
window<br />
qu—quokka/quail<br />
th—thorn/thumb<br />
p—penguin/<br />
v—vest/vase<br />
e—egg/elephant<br />
parachute<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 59
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Final sounds worksheet<br />
Name:<br />
Date:<br />
60<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Middle of the road’ game board<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 61
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Piggy in the middle—Head<br />
62<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Piggy in the middle—Middle<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 63
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Piggy in the middle—Tail<br />
64<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Medial sounds worksheet<br />
Name:<br />
Date:<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
65
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Cut and paste the middle sound worksheet<br />
Name:<br />
Date:<br />
p n r m b n<br />
t p b n d g<br />
j g h g v t<br />
a i e o a u e u i<br />
66<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Where’s the bone?’ Dog frame<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 67
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Where’s the bone?’ Bones<br />
68<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Name the place’ game board<br />
p<br />
n<br />
b<br />
f<br />
u<br />
g<br />
h<br />
i<br />
o l a<br />
d<br />
j<br />
s<br />
t n<br />
t<br />
s<br />
l<br />
o<br />
u<br />
a<br />
e<br />
c<br />
i<br />
m<br />
e<br />
w<br />
n<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 69
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ game board<br />
beginning middle end<br />
70<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
‘The shark game’ Game cards—1<br />
PHONEME ISOLATION games and activities<br />
8:36<br />
Beginning Middle End<br />
swan/soldier shop/dog jet/night<br />
zebra/zucchini hen/bed dad/bird<br />
monkey/mouse clap/flag zip/map<br />
girl/glasses ship/wing rain/van<br />
house/hamburger mug/plum clock/sack<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 71
<strong>Unit</strong> 7<br />
‘The shark game’ Game cards—2<br />
PHONEME ISOLATION games and activities<br />
Beginning Middle End<br />
pot/pumpkin peg/bed bib/web<br />
turtle/top cap/bag drum/broom<br />
necklace/nose fish/wig dog/mug<br />
violin/vase frog/mop brush/dish<br />
iguana/ink tub/sun ball/wall<br />
72<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ Game cards—3<br />
Beginning Middle End<br />
arrow/ankle dam/van leaf/roof<br />
dinosaur/doughnut leg/ten bus/kiss<br />
jam/jug lid/fish top/map<br />
queen/quokka frog/shop mud/sad<br />
net/nurse cub/plug church/beach<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 73
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ Game cards—4<br />
Beginning Middle End<br />
butterfly/banana bag/van mug/flag<br />
egg/elephant peg/pen hive/glove<br />
ladder/lobster kite/tyre net/cat<br />
octopus/ostrich goat/rope tub/knob<br />
rabbit/rainbow flute/screw star/car<br />
74<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ Game cards—5<br />
Beginning Middle End<br />
kettle/key nail/cake seal/doll<br />
flower/fan jeans/leaf box/mix<br />
monkey/moon baby/snake bun/pen<br />
umbrella/up five/night drum/jam<br />
walrus/window soap/nose king/ring<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 75
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game sound selector<br />
76<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—1<br />
X<br />
Words—jam, pig, sun, map, frog, fin, peg, bed<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 77
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—2<br />
X<br />
Words—mop, man, dog, cat, hut, hip, net, mug<br />
78<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—3<br />
X<br />
Words—bib, pen, pot, dig, top, hen, bag, cub<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 79
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—4<br />
X<br />
Words—jug, leg, pan, ram, lid, mum, cot, jet<br />
80<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—5<br />
X<br />
Words—wig, shop, fog, ten, chin, bun, van, hug<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 81
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—6<br />
X<br />
Words—vet, hat, pin, dad, rat, cut, whip, rug<br />
82<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game sound selector—initial, final and medial sounds<br />
R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 83
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Letter/sound <strong>isolation</strong> worksheet—Initial<br />
Name:<br />
Name the picture. Write the missing sound.<br />
Date:<br />
o x<br />
e g<br />
u n o g<br />
u g<br />
e t<br />
u t<br />
i n<br />
84<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Letter/sound <strong>isolation</strong> worksheet—Final<br />
Name:<br />
Name the picture. Write the missing sound.<br />
Date:<br />
t u<br />
b e<br />
p i<br />
j a<br />
v a<br />
m o<br />
h a<br />
b u<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
85
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Letter/sound <strong>isolation</strong> worksheet—Medial<br />
Name:<br />
Name the picture. Write the missing sound.<br />
Date:<br />
r t n t<br />
p n t p<br />
j g m p<br />
h n b b<br />
86<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Bucket labels—1<br />
Black and white<br />
s<br />
a<br />
t<br />
i<br />
p<br />
n<br />
c<br />
k<br />
e<br />
h<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
87
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Bucket labels—2<br />
Black and white<br />
r<br />
m<br />
d<br />
g<br />
o<br />
u<br />
l<br />
f<br />
b<br />
j<br />
88<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Bucket labels—3<br />
Black and white<br />
z<br />
w<br />
v<br />
y<br />
qu<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
89
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—1<br />
Black and white<br />
star<br />
sun<br />
sock<br />
snake<br />
strawberry<br />
spider<br />
ant<br />
anchor<br />
alligator astronaut<br />
90<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—2<br />
Black and white<br />
arrow<br />
ankle<br />
tiger<br />
tree<br />
table<br />
teddy bear<br />
tooth<br />
tent<br />
in<br />
ink<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
91
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—3<br />
Black and white<br />
insects<br />
iguana<br />
infant<br />
igloo<br />
pig<br />
pencil<br />
plant<br />
pumpkin<br />
pear<br />
pin<br />
92<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—4<br />
Black and white<br />
necklace<br />
nose<br />
net<br />
nuts<br />
nurse<br />
nail<br />
caterpillar<br />
cow<br />
car<br />
cake<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
93
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—5<br />
Black and white<br />
camel<br />
carrot<br />
key<br />
king<br />
kettle<br />
kangaroo<br />
elephant<br />
engine<br />
envelope<br />
elbow<br />
94<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—6<br />
Black and white<br />
elf<br />
exercise<br />
hammer<br />
hand<br />
hippopotamus<br />
horse<br />
helicopter<br />
house<br />
robot<br />
ring<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
95
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—7<br />
Black and white<br />
rabbit<br />
rhinoceros<br />
rainbow<br />
rock<br />
man<br />
monkey<br />
motorcycle<br />
moon<br />
mouse<br />
mug<br />
96<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—8<br />
Black and white<br />
duck<br />
drum<br />
dinosaur<br />
dolphin<br />
door<br />
doughnut<br />
goat<br />
gate<br />
grass<br />
grapes<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
97
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—9<br />
Black and white<br />
guitar<br />
glasses<br />
octopus<br />
ostrich<br />
olives<br />
otter<br />
orangutan<br />
octagon<br />
up<br />
under<br />
98<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—10<br />
Black and white<br />
underwear<br />
umpire<br />
unhappy<br />
upside down<br />
lion<br />
ladder<br />
leaf<br />
lamp<br />
lizard<br />
leg<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
99
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—11<br />
Black and white<br />
fan<br />
frog<br />
fruit<br />
flower<br />
fairy<br />
fence<br />
butterfly<br />
boy<br />
banana<br />
baby<br />
100<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—12<br />
Black and white<br />
book<br />
bat<br />
bed<br />
bag<br />
jug<br />
jeep<br />
jar<br />
jam<br />
jet<br />
jungle<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
101
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—13<br />
Black and white<br />
zoo<br />
zip<br />
zero<br />
zucchini<br />
zig zag<br />
zoom<br />
window<br />
wall<br />
walrus<br />
wagon<br />
102<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—14<br />
Black and white<br />
watch<br />
water<br />
vegetables<br />
violin<br />
van<br />
volcano<br />
vest<br />
vine<br />
yolk<br />
yo-yo<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
103
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—15<br />
Black and white<br />
yacht<br />
yell<br />
yak<br />
yoghurt<br />
quiet<br />
question<br />
quokka<br />
quilt<br />
quail<br />
quiz<br />
104<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Which bucket?’ game Picture cards—16<br />
Black and white<br />
axe<br />
box<br />
fox<br />
ox<br />
fax<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
105
<strong>Unit</strong> 7 PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ game board<br />
Black and white<br />
106 PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—1<br />
Black and white<br />
net<br />
cat<br />
kite<br />
pot<br />
gate<br />
feet<br />
bus<br />
kiss<br />
house<br />
mouse<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
107
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—2<br />
Black and white<br />
lips<br />
gas<br />
top<br />
cap<br />
map<br />
sheep<br />
hip<br />
shop<br />
pin<br />
man<br />
108<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—3<br />
Black and white<br />
ten<br />
hen<br />
chin<br />
spoon<br />
brick<br />
clock<br />
rake<br />
book<br />
truck<br />
sink<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
109
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—4<br />
Black and white<br />
jam<br />
mum<br />
clam<br />
broom<br />
drum<br />
plum<br />
mud<br />
sad<br />
slide<br />
wood<br />
110<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—5<br />
Black and white<br />
bed<br />
dad<br />
pig<br />
flag<br />
leg<br />
frog<br />
wig<br />
mug<br />
snail<br />
ball<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
111
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—6<br />
Black and white<br />
wall<br />
bell<br />
smile<br />
hill<br />
leaf<br />
roof<br />
knife<br />
hoof<br />
elf<br />
scarf<br />
112<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—7<br />
Black and white<br />
web<br />
tub<br />
bib<br />
knob<br />
crab<br />
cub<br />
cave<br />
five<br />
glove<br />
hive<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
113
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Noughts and crosses’ Final sounds picture cards—8<br />
Black and white<br />
wave<br />
olive<br />
six<br />
fox<br />
box<br />
mix<br />
wax<br />
ox<br />
114<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—1<br />
Black and white<br />
s i p t a s<br />
i p n t s n<br />
a n p s n i<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
115
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—2<br />
Black and white<br />
p s c t k a<br />
e n h i h r<br />
r k e d m c<br />
116<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—3<br />
Black and white<br />
t a d k g n<br />
o u g h u a<br />
r d l f l t<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
117
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—4<br />
Black and white<br />
b j d l j r<br />
s h z h e m<br />
w v k f v o<br />
118<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Clip the initial sound Picture cards—5<br />
Black and white<br />
z d y qu c g<br />
w ch y ch u sh<br />
th r l ch th v<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
119
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—1<br />
Black and white<br />
s—star/strawberry<br />
t—tree/tent<br />
i—in/igloo<br />
p—pencil/pin<br />
n—necklace/nurse<br />
h—hammer/horse<br />
e—elbow/elephant<br />
c—caterpillar/cake<br />
a—ant/arrow<br />
r—robot/rabbit<br />
120<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—2<br />
Black and white<br />
n—nose/net<br />
h—hippopotamus/<br />
p—pig/plant<br />
t—tiger/table<br />
a—anchor/alligator<br />
hand<br />
s—sun/sock<br />
r—rock/ring<br />
i—ink/infant<br />
e—envelope/engine<br />
c—car/cow<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
121
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—3<br />
Black and white<br />
i—insects/iguana<br />
t—tooth/teddy<br />
p—pumpkin/pear<br />
r—rhinoceros/rainbow<br />
c—camel/carrot<br />
h—house/helicopter<br />
e—exercise/elf<br />
n—nuts/nail<br />
S—snake/spider<br />
a—ankle/astronaut<br />
122<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—4<br />
Black and white<br />
m—man/moon<br />
b—banana/baby<br />
f—fan/fence<br />
d—drum/doughnut<br />
l—lion/lamp<br />
j—jar/jungle<br />
z—zoo/zucchini<br />
o—octagon/otter<br />
k—kangaroo/key<br />
g—goat/grass<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
123
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—5<br />
Black and white<br />
k—king/kettle<br />
f—frog/flower<br />
m—monkey/mug<br />
b—boy/butterfly<br />
l—leg/ladder<br />
d—door/duck<br />
o—octopus/olives<br />
g—grapes/gate<br />
j—jeep/jam<br />
z—zero/zip<br />
124<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—6<br />
Black and white<br />
g—guitar/glasses<br />
m—mouse/motorcycle<br />
o—ostrich/orangutan<br />
f—fruit/fairy<br />
l—lizard/leaf<br />
b—bed/book<br />
z—zigzag/zebra<br />
j—jet/jug<br />
k—kiss/kite<br />
d—dinosaur/dolphin<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
125
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—7<br />
Black and white<br />
w—walrus/watch<br />
b—bat/ball<br />
sh—sheep/shop<br />
ch—cheese/chicken<br />
s—submarine/seal<br />
u—up/under<br />
qu—quilt/queen<br />
th—throne/three<br />
y—yacht/yak<br />
v—van/volcano<br />
126<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Beginning sounds’ game Game board—8<br />
Black and white<br />
ch—chain/cherries<br />
w—watermelon/<br />
f—fish/flower<br />
sh—shark/shell<br />
y—yo-yo/yoghurt<br />
window<br />
qu—quokka/quail<br />
th—thorn/thumb<br />
p—penguin/<br />
v—vest/vase<br />
e—egg/elephant<br />
parachute<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
127
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Middle of the road’ game board<br />
Black and white<br />
128<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Piggy in the middle—Head<br />
Black and white<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
129
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Piggy in the middle—Middle<br />
Black and white<br />
130<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Piggy in the middle—Tail<br />
Black and white<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
131
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Where’s the bone?’ Dog frame<br />
Black and white<br />
first middle last<br />
132<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Where’s the bone?’ Bones<br />
Black and white<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
133
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘Name the place’ game board<br />
Black and white<br />
134<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ game board<br />
Black and white<br />
beginning middle end<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
135
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ Game cards—1<br />
Black and white<br />
Beginning Middle End<br />
swan/soldier<br />
zebra/zucchini<br />
monkey/mouse<br />
girl/glasses<br />
house/hamburger<br />
shop/dog<br />
hen/bed<br />
clap/flag<br />
ship/wing<br />
mug/plum<br />
jet/night<br />
dad/bird<br />
zip/map<br />
rain/van<br />
clock/sack<br />
136<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ Game cards—2<br />
Black and white<br />
Beginning Middle End<br />
pot/pumpkin<br />
turtle/top<br />
necklace/nose<br />
violin/vase<br />
iguana/ink<br />
peg/bed<br />
cap/bag<br />
fish/wig<br />
frog/mop<br />
tub/sun<br />
bib/web<br />
drum/broom<br />
dog/mug<br />
brush/dish<br />
ball/wall<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
137
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ Game cards—3<br />
Black and white<br />
Beginning Middle End<br />
arrow/ankle<br />
dinosaur/doughnut<br />
jam/jug<br />
queen/quokka<br />
net/nurse<br />
dam/van<br />
leg/ten<br />
lid/fish<br />
frog/shop<br />
cub/plug<br />
leaf/roof<br />
bus/kiss<br />
top/map<br />
mud/sad<br />
church/beach<br />
138<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ Game cards—4<br />
Black and white<br />
Beginning Middle End<br />
butterfly/banana<br />
egg/elephant<br />
ladder/lobster<br />
octopus/ostrich<br />
rabbit/rainbow<br />
bag/van<br />
peg/pen<br />
kite/tyre<br />
goat/rope<br />
flute/screw<br />
mug/flag<br />
hive/glove<br />
net/cat<br />
tub/knob<br />
star/car<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
139
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
‘The shark game’ Game cards—5<br />
Black and white<br />
Beginning Middle End<br />
kettle/key<br />
flower/fan<br />
monkey/moon<br />
umbrella/up<br />
walrus/window<br />
nail/cake<br />
jeans/leaf<br />
baby/snake<br />
five/night<br />
soap/nose<br />
seal/doll<br />
box/mix<br />
bun/pen<br />
drum/jam<br />
king/ring<br />
140<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game sound selector<br />
Black and white<br />
R.I.C. Publications ® www.ricpublications.com.au<br />
PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION<br />
141
<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—1<br />
Black and white<br />
Words—jam, pig, sun, map, frog, fin, peg, bed<br />
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<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—2<br />
Black and white<br />
X<br />
Words—mop, man, dog, cat, hut, hip, net, mug<br />
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<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—3<br />
Black and white<br />
X<br />
Words—bib, pen, pot, dig, top, hen, bag, cub<br />
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<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—4<br />
Black and white<br />
X<br />
Words—jug, leg, pan, ram, lid, mum, cot, jet<br />
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<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—5<br />
Black and white<br />
X<br />
Words—wig, shop, fog, ten, chin, bun, van, hug<br />
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<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game word selector spinner—6<br />
Black and white<br />
Words—vet, hat, pin, dad, rat, cut, whip, rug<br />
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<strong>Unit</strong> 7<br />
PHONEME ISOLATION games and activities<br />
Spinner game sound selector spinner—initial, final and medial sounds<br />
Black and white<br />
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<strong>Unit</strong> 7<br />
PHONEME ISOLATION ASSESSMENT—INDIVIDUAL<br />
1. Say these instructions to the child:<br />
‘I am going to say three words. I want you to tell me what sound you hear at the beginning<br />
of all the words.’<br />
Say the following groups of words. The child listens and responds with the sound they hear<br />
at the beginning of the words.<br />
s—star, snake, spider<br />
a—ant, alligator, astronaut<br />
t—tiger, tree, table<br />
i—ink, iguana, infant<br />
p—plant, pumpkin, pencil n—necklace, nose, nurse<br />
c—caterpillar, cake, camel (Any words beginning with the letter k may be used in this<br />
group as well.)<br />
e—elbow, elephant, egg h—hand, helicopter, house<br />
r—robot, rabbit, rainbow m—monkey, moon, mouse<br />
d—duck, dinosaur, dolphin g—goat, gate, guitar<br />
Picture cards may accompany the words. Use any of those provided with the unit.<br />
Stop as soon as it is evident that the child is able to isolate and identify the initial sound in<br />
the words.<br />
2. Say these instructions to the child:<br />
‘I am going to say two words and I want you to listen carefully for the last sound you hear—<br />
the sound at the end of the word.’<br />
Say the following pairs of words. The child listens and responds with the sound they hear at<br />
the end of each pair of words.<br />
s—octopus, bus n—fan, vine x—ox, fax t—net, cat<br />
p—top, cap ck—brick, clock k—book, rake m—jam, mum<br />
d—wood, sad g—leg, frog l—snail, ball f—leaf, roof<br />
b—web, crab v—five, glove<br />
Picture cards may accompany the words. Use any of those provided with the unit.<br />
Stop as soon as it is evident that the child is able to isolate and identify the final sound in<br />
the words.<br />
3. Say these instructions to the child:<br />
‘I am going to say two words. I want you to listen to them and tell me what sound you hear<br />
in the middle.’<br />
Say the following pairs of words. The child responds with the medial sound that is common<br />
to both.<br />
short a—dad, jam short e—peg, men short i—lid, hip short o—cot, mop<br />
short u—cub, mum long a—nail, cake long e—feet, jeans<br />
long i—kite, vine long o—goat, rope long u—moon, goose<br />
Picture cards may accompany the words. Use any of those provided with the unit.<br />
Stop as soon as it is evident that the child is able to isolate and identify the medial sound in<br />
the words.<br />
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<strong>Unit</strong> 7<br />
PHONEME ISOLATION ASSESSMENT—INDIVIDUAL<br />
4. Say these instructions to the child:<br />
‘I am going to say a word. Then I am going to say a sound in the word. The sound will come<br />
first, last or in the middle. I want you to place the bone on the dog where you think the<br />
sound comes in the word.’<br />
Say the following words and sounds. After each word, the child repeats the word to work out<br />
where the sound comes. He/She then places the bone in the correct position on the dog.<br />
bird—d (last) road—r (first) chick—i (middle) teeth—t (first)<br />
cave—v (last) bug—u (middle) cup—c (first) egg—g (last)<br />
see—s (first) hut—u (middle) mat—m (first) sock—c/k (last)<br />
Use the ‘Where’s the bone?’ dog and bone components on pages 68 and 69 for this<br />
activity.<br />
5. Say these instructions to the child:<br />
‘I am going to say some long words. I want you to listen to them carefully and tell me where<br />
a sound from the word comes—first, last or middle.’<br />
Say the following multi-syllabic words and identify the sound. The child repeats the words<br />
and responds with the position of the sound stated.<br />
rabbit—r (first) button—n (last) window—d (middle) wizard—d (last)<br />
carrot—c (first) kitchen—k (first) market—k (middle) friend—d (last)<br />
bear—b (first) female—l (last) muffin—f (middle) snail—l (last)<br />
RECORDING<br />
1. Isolates the initial sound in a word.<br />
2. Isolates the final sound in a word.<br />
3. Isolates the medial sound in a word.<br />
4. Identifies the position of a specific sound.<br />
5. Isolates the inital, final and medial sounds in<br />
multi-syllable words<br />
YES<br />
YES<br />
YES<br />
YES<br />
YES<br />
NO<br />
NO<br />
NO<br />
NO<br />
NO<br />
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c<br />
a<br />
b<br />
d<br />
Merit certificate<br />
for<br />
Well done! ou have learnt about sounds.<br />
c<br />
a<br />
b<br />
d<br />
Merit certificate<br />
for<br />
Well done! ou have learnt about sounds.
Door hangers: Print, stick onto card and cut out. Laminate if required.<br />
tree<br />
Listening<br />
Speaking<br />
/c/ /a/ /t/<br />
tree<br />
Listening<br />
Speaking<br />
/c/ /a/ /t/