Phono…what? Learning to play with language: Part #2

Click here for Part #1!

In the last blog we unpacked the terms phonological and phonemic awareness.  Activities were presented to develop the easiest phonological awareness skills.  In this posting, phonemic awareness activities, the most challenging, and the last to develop, will be presented.  Remember, phonemic awareness is a specific skill under the umbrella of phonological awareness.  It has been found that 20 to 30% of the population need instruction in phonemic awareness skills.      

Deleting or Omitting the First Sound in a Word

Say to your child, “ Say _________.  Now say _________ without _________ at the beginning.”

“Say fit.  Now say fit without the /f/ at the beginning.”  (it)

“Say date.  Now say date without the /d/ At the beginning.” (ate)

“Say pace.  Now say pace without the /p/ at the beginning.” ( ace)

Remember to say to your child the sound of the phoneme not the name of the letter.

Pace…without the /p/  (ace)

Pill …without the /p/ (ill)

Seal…without the /s/ (eel)

Hi…without the /h/ (eye)

Con…without the /c/ (on)

Game…without the /g/ (aim)

Chair …without the /ch/ (air)

Deleting or Omitting the Final Sound in a Word 

“Say soap.  Now say soap without the /p/ at the end of the word.” (sew)

“ Say lace.  Now say lace without the /s/ at the end of the word.” (lay)

“Say white.  Now say white without the /t/ at the end of the word.” (why)

Same …without the /m/ (say)

Bite …without the /t/ (by)

Meek …without the /k/ (me)

Moose…without the /s/ (moo)

Jade…without the /d/ (jay)

Nope …without the /p/ (no)

Bale…without the /l/ (bay)

Rave…without the /v/ (ray)

Deleting a Phoneme From a Multisyllable Word 

“Say winter.  Now say winter without the /t/.” (winner)

“Say storm.  Now say storm without the /m/.” (store)

“Say maker.  Now say maker without the /k/.” ( mayor)

Spider…without the /d/  (spire)

Tiger…without the /g/  (tire)

Paving…without the /v/ (paying

Muster…without the /s/ (mutter)

Saving …without the /v/ (saying)

Motor…without the /t/ (mower)

Loaner…without the /n/ (lower)

Filter…without the /t/ (filler)

Praising …without the /z/ (praying)

Adding a Phoneme at the Beginning of a Word 

Say to your child: “Say _________.  Now say ________ with ________ at the beginning.”

“Say it.  Now say it with /p/ at the beginning.” (pit)

“Say ad.  Now say ad with /h/ at the beginning.” (had)

Eye…with /t/ at the beginning (tie)

Ill…with /b/ at the beginning (bill)

Ace…with /l/ at the beginning (lace)

Ooh…with /z/ at the beginning (zoo)

Is…with /h/ at the beginning (his)

Am…with /j/ at the beginning (jam)

Aid…with /m/ at the beginning ( made)

Use …with /f/ at the beginning (fuse)

Ed …with /l/ at the beginning (lead)

Eel …with /m/ at the beginning (meal)

Adding a Phoneme to the End of a Word 

Say to your child: “ Say _______.  Now say ________ with ________ at the end of the word.”

“Say we.  Now say we with /k/ at the end of the word.” (weak)

“Say no.  Now say no with /t/ at the end of the word.”  (note)

Buy…with /k/ at the end (bike)

Buy …with /t/ at the end (bite)

Bay…with /l/ at the end (bail)

Doe…with /r/ at the end (door)

Way…with /v/ at the end (wave)

Row …with /z/ at the end (rose)

We …with /p/ at the end (weep)

Goal…with /d/ at the end (gold)

Tin…with /t/ at the end (tint)

Store…with /k/ at the end (stork)

Rip…with /d/ at the end (rid)

Adding a Phoneme at the Beginning or End of a Word  

Say to your child: “ Say ____________.  Now say ___________ with __________ at the beginning or end of the word.”

“Say rose.  Now say rose with /f/ at the beginning.”  (frose)

“Say bore.  Now say bore with /n/ at the end.” (born)

Loom…with /g/ at the beginning (gloom)

Rash…with /t/ at the beginning (trash)

Car…with /c/ at the beginning (scar)

Knob…with /s/ at the beginning ( snob)

Burr…with /n/ at the end (burn)

Bowl …with /d/ at the end (bold)

Fir …with /m/ at the end (firm)

Lease…with /t/ at the end  ( least)

Chess …with /f/ at the end (chest)

Sell…with /f/ at the end (self)

Manipulating  the Phoneme 

Say to your child: “Say _________ .  Now change the _______ to ______ to make a new word.”

“Say sail.  Now change the /s/ to /m/ to make the new word mail.”

“Say sub.  Now change the /s/ to /t/ to make the new word tub.”

“Say dice.  Now change the /d/ to /r/ to make the new word rice.”

Leave…change the /l/ to /w   (weave)

Room…change the /r/ to /l/  ( loom)

Job…change the /j/ to /b/   (Bob)

Dime…change the /d/ to /r/   (rhyme)

Rain…change the /n/ to /j/   (rage)

Note…change the /t/ to /p/   (nope)

Roll…change…the /l/ to /p/  (rope)

Sock…change the /o/ to /a/  (sack)

Ten…change the /e/ to /o/ (ton)    

I hope you enjoyed these activities developing phonological awareness skills.  They are only a sampling of the numerous word play games that can be practiced with your child.  Remember no materials are necessary, it’s all about having conversations with your child about sentences, words, and sounds.  

Happy word playing!