Phonological Awareness

It is important for children to hear, identify and understand the sounds around them. This is called phonological awareness. Children with good phonological awareness are aware that there are different sounds in speech. This is important for communicating, reading and writing. In Room 15 we do lots of different activities to help develop phonological awareness. Here are some activities we do.

Jingle bells – sound discrimination

This is a listening and identifying activity. Three different tones of jingle bell sounds are used. These are connected to three different colours. The jingle bells are shaken while hidden. Children have to listen carefully and decide which colour jingle bells they are.

  • Red – low tone
  • Yellow – mid tone
  • Blue – low tone

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Nature Sounds – sound discrimination

This is another listening and identifying activity. While outside near trees and gardens we silently listen and remember all the sounds we hear. After several minutes we share all the sounds we heard.

Animal Sounds – sound discrimination

We use animal picture cards to make the sounds of different animals. As a card is shown we make the sound that animal makes.

  • quack, quack
  • moo, moo
  • neigh, neigh
  • hiss, hiss
  • oink, oink
  • baa, baa

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Odd One Out –rhymes

Children identify the odd rhyme out from four pictures. Three of the pictures rhyme while the fourth picture is the odd one out.

  • dog, frog, log
  • ball, tall, wall
  • hen, pen, ten
  • sun, bun, run

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Eye Spy – hearing and identifying letter sounds

We play Eye Spy using the beginning sound of objects we can see.

Mrs. Griffin says, “Eye spy with my little eye something starting with the sound ‘b’.”

Singing and Chanting – single letter sounds

Each letter sound has its own chant we sing to help us remember the sound and the name of that letter.

  • Ants on an apple, a – a – a (sound)
  • Ants on an apple, a – a – a
  • Ants on an apple, a – a – a
  • a is the sound for a (letter name)

What’s in the Box? – Oral communication

I use my box of different objects to develop oral communication. Children have to describe an object without saying what the object is. A child is chosen and sits with their back to me, the rest of the class can see the object and raise their hand to describe it to the chosen child.

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