Phonological Awareness

Treasure Hunts Develop both Handwriting & Language Skills

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The Easter Holidays are here, so here are some fun activities to keep children of all ages entertained whether we have rain or sunshine.

A treasure hunt is a great way to teach children directional language. Being able to understand directional and placement (prepositions) vocabulary is important for understanding everyday instructions such as ‘put your cup on the table’; ‘go along the hall and stop at the door in front of you’.

We also use this directional language to explain how to draw patterns and write letters, which is another reason why it is important for young children to be introduced to, and have a good understanding of, this kind of vocabulary.

Through treasure hunts you can introduce new directional and placement language in a fun and exciting way. There are a number of different ways to approach this:

  • You can give verbal instructions to the hidden treasure.
  • You could create a map for them to follow and ask them to talk you through the map, supporting them with new language as necessary.
  • You could use a mixture of verbal and map clues.
  • For older children get them to hide the treasure and give you instructions, or draw a map.
  • If you have more than one treasure and they are of different sizes make the larger ones more difficult to find.

The important thing is the language shared. Words and phrases to use are: left, right, straight on, forward, backwards, about turn, turn around, up, down, higher, lower, stop, next to, in front, beside, underneath, on top of, behind, on the left of, on the right of, outside, and inside.

Treasure hunts are a great whole family activity and you are never too young or too old to join in!

Spring/Easter Drawing Activity Ideas – Supporting Language & Pre-handwriting Pattern Development

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The Easter holiday break is here!

We have put together some quick step by step Easter and farm drawing ideas for you to try, using basic shapes such as circles, rectangles and triangles. It is amazing how, by using these simple shapes, you and your child can create fantastic Spring/Easter: cards, pictures mobiles or bunting. Just follow this link and scroll down the page: https://teachhandwriting.co.uk/more-activities.html

Drawing pictures is a great way to help your child develop their pre-handwriting strokes and shape forming skills. As well as supporting shape, colour, pattern and language development.

Homonyms & Homophones!

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Homonyms and homophones need to be heard or read within a specific context if we are to understand what the word means, for instance, if I say the word ‘bank’ and do not give any other verbal or written clues what do I mean?

The word on its own could mean a couple of things the bank of a river or sand bank or a bank where I can collect money. If it is not put into a context its meaning is unclear. The word ‘bank’ is classed as a homonym.

Homonyms are words which are pronounced and spelt the same; therefore, their meaning can only be truly understood when the context in which the word is being used is made clear. For instance, the word ‘bark’ can be used to mean the bark on a tree or the noise a dog makes.

Homophones are words which are pronounced (sound) the same but have a different meaning and are spelt differently such as, ‘their’ and ‘there’, ‘one’ and ‘won’ or ‘two’, ‘to’ and ‘too’.

Phonics Skills – Phonological Awareness: Stage 9 & 10 – (4 years – 7+ years)

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Phonics is learning the relationship between the individual sounds (phonemes) of our language and the way we represent them in writing through letters (graphemes).

Stage 9 – Phonetic reading

With the introduction of phonics into the National Curriculum children are being taught to read by using their phonics knowledge as a decoding tool to work out what words are. First, they have to recognize the letters and combinations, then attach associated sounds (phonemes) to them and finally blend the sounds together to form the word.

Children are not encouraged to focus on anything else, such as pictures or context, just the phonics element of the text. For phonics teaching schemes that haven’t taught a comprehensive range of letter to sound associations, phonics at an early stage is not sufficient and children also need to learn to recognize whole words which are not spelt phonetically, the tricky words (sight words) such as: was, want, because and like.

To emphasize this point; The National Curriculum for Year 1 Reading, as part of the statutory requirements, states that children should be taught to:

“read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words” (DfE Sept 2014).

Stage 10 – Phonetic spelling

It is generally accepted that using phonics for spelling develops at a slower rate than that for reading; due to the child having to learn how to form the letters (handwriting) rather than just recognizing the visual association between the sounds and corresponding letters.

Children are taught to use their phonics knowledge as an encoding tool for spelling, first identifying the individual sounds (phonemes) in the word, then attaching associated letters for those phonemes and finally writing the letters and self-checking the spelling using their phonetic reading skills.

It is important that children understand, and can easily use, the letter names of the alphabet and not just make a certain sound associated to the letter. Using the letter name is the only way to distinguish between alternative spellings of the same sound. For example, ‘ph’ in the word ‘photo’ cannot be spelt out phonetically, you have to use the letter names otherwise children will spell it ‘foto’. A similar, more common, tricky spelling is the word ‘what’; you have to use the letter names to explain this spelling otherwise a child will spell it ‘wot’.

“Tricky” words

Because many phonics schemes do not teach the letter associations required for children to decode / encode high frequency words phonetically, such as: was, they, my, are. These are taught by rote.

Phonics Skills – Phonological Awareness: Stage 8 – (4 years – 7+ years)

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Phonics is learning the relationship between the individual sounds (phonemes) of our language and the way we represent them in writing through letters (graphemes).

The phonics stage in phonological awareness development is being introduced to our children at a much younger age, it used to be the second term of reception class, but phonic schemes in the UK have moved to starting in the first term of Reception. This is regardless of the child’s actual phonological ability levels.

For us, as adults, this can seem a little daunting as most of us were not brought up with phonics as the main strategy for learning to read or spell.

For a child who has developed through all the pre-phonic stages 1 to 7 for good phonological awareness the phonics stage is a natural progression, allowing them to use all the segmentation, blending, substitution and deletion skills previously learnt.

It is important that your child understands that letters have names; just like they do, and just like them they make different sounds. Knowing the letter names allows them to understand which letter you are talking about when discussing letters and sounds as the letter name is the unique characteristic of the letter – as it can make more than one sound. A classic example is the word ‘was’, if spelt phonetically it would be ‘woz’.

Your child should already have been taught the names (not sounds) of the letters of the alphabet, this is an early years requirement. Sadly, some feel that if a child can recite the alphabet song, they know the names of the letters, this I just not true!

Understanding letter names is important in the teaching of phonics as children need to develop an understanding that a letter can make different sounds depending on the location and pairing with other letters.

For example, the letter ‘a’ can make a number of different sounds on its own depending on the word it is in: ant, baby, swan and with other letters as in words like day, train and car.

Phonics programs tend to teach:

The use of phonic skills to blend and segment the written forms of words (CVC words) starting with one sound – one letter correspondence such as sat, pat and dog.

Develop understanding that one sound consonant can be represented by two letters (digraph) such as ‘ch’ in ‘chip’ or ‘sh’ in ‘shop’.

Develop understanding that one vowel sound can be represented by two letters (vowel digraph) such as ‘ea’ in ‘head’, ‘ai’ in ‘rain’.

Develop understanding that some sounds are represented by 3 or 4 letter combinations such as ‘igh’ in ‘light’ and ‘eigh’ in ‘eight’.

Identifying the initial, end and medial sounds and their corresponding letter(s).

However, many phonics schemes teach high frequency words by rote as they do not teach the letter associations required for children to decode / encode them phonetically. Word such as: is, the, was, what, and any.

Pre-phonics Skills – Phonological Awareness: Stage 7 – (5 years – 7 years)

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Phonological awareness relates to our sensitivity and understanding of the sound structures of our oral language. It enables us to progress from our awareness of large sound units (words in sentences) to smaller sound units (phonemes in words). It also incorporates the ways in which we communicate through speech, body language and written forms.

Your child needs to continue developing their understanding of language, its sound structure, grammatical rules and conventions through talking and playing. They need to be able to say what they think and can often only write what they can say, so they need to be able to talk it before they can write it. We cannot expect them to write well later if they cannot talk or express their thoughts and ideas through language, whether that be spoken or signed. So, you need to continue engaging them in conversation and exposing them to new vocabulary and concepts.

Phonemic Awareness – Part 2 – Phoneme substitution and deletion

Having mastered Phonemic Awareness Part 1, the next stage in the process is learning and understanding how substituting and deleting phonemes can create new words. This is still based on what we hear, not the written word.

We usually introduce this concept to children using one syllable CVC words, a word that has a Consonant followed by a Vowel and then another Consonant, such as hat, cat and mat.

Phoneme substitution

To begin with focus on helping your child to substitute the first sound in a word, for example replacing the ‘h’ sound in hat with an ‘m’ sound gives mat; or replacing with a ‘b’ sound gives bat.

Once they become comfortable with substituting the initial sound, progress to substituting the last sound in the word, for example replacing the ‘t’ sound in mat with a ‘p’ sound gives map; or replacing it with an ‘n’ sound gives man.

Then focus on the medial, or middle, sound in the word, for example substituting the ‘a’ in hat with an ‘i’ sound gives hit, or replacing it with an ‘o’ sound gives hot and with an ‘u’ sound gives hut.

Phoneme deletion

As with substitution begin by focusing on helping your child to delete the first sound in a word, for example removing the ‘s’ sound in stop gives the new word top; or deleting the ‘c’ sound in cart gives the new word art.

Once they become comfortable with deleting the initial sound, progress to removing the last sound in the word, for example deleting the ‘t’ sound in cart gives the new word car; or removing the ‘k’ sound in fork gives the new word for.

However not all children will find the concept of substitution and deletion of phonemes easy and it may be beneficial to move on to the next stage and then revisit this section, as the visual aid of letters that Stage 8 provides may help support their learning.

Research suggests that, when entering school, having good phonological skills based just on speaking and being able to hear and play with the sounds of language (Stages 1-7) is often a strong predictor of a child’s reading success later.

Pre-phonics Skills – Phonological Awareness: Stage 6 – (4 years – 6 years)

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Phonological awareness relates to our sensitivity and understanding of the sound structures of our oral language. It enables us to progress from our awareness of large sound units (words in sentences) to smaller sound units (phonemes in words). It also incorporates the ways in which we communicate through speech, body language and written forms.

Talking, listening, sharing, playing and modelling are still vital parts of your child’s physical, emotional and academic development.

Your child is now reaching the pre-school/school stage and the extent of their receptive vocabulary and understanding of the meaning of words and sound units in those words can have a real impact on their ability to cope with the new demands that pre-school and school will place on them.

Phonemic Awareness – Part 1

Phonemic awareness is learning how to split words into their smallest sound units (individual phonemes) and our ability to manipulate these sounds through segmentation, blending and substitution. This is based on what we hear, not the written word.

We usually introduce this concept to children using one syllable CVC words, a word that has a Consonant followed by a Vowel and then another Consonant, such as cat, dog, sit, peg and sun.

To begin with focus on helping your child to identify the first sound in words, remember it is about what you hear not the spelling, so shop, ship, and chef all start with the same first sound ‘sh’; fish, photo, fog would also have the same initial ‘f’ sound. Try not to correct your child based on spelling conventions, as it is sounds you are working on – spelling comes later.

Next help your child to listen and identify the last sound in a word such as ‘t’ in cat, sit and hat.

Then focus on the medial, or middle, sound in the word such as ‘a’ in mat, lap and tap.

We often slow down our pronunciation of the word and over exaggerate them, thinking we are helping our children to hear these sounds. This can be useful to start with, but be careful not to do it all the time. The aim is for your child to pick out the sounds in normal speech patterns, as these can be different from the way that words are spelt.

Once your child can identify the initial, medial and final sounds in a word the next step is to playing with the words through oral phoneme segmentation and oral phoneme blending. You are probably doing this already with your child without really realizing it.

Phoneme segmentation is orally being able to split words into their individual sounds, for example ‘cat’ into c-a-t.

Phoneme blending is orally being able to blend individual sounds together to form a word, for example d-o-g into dog.

The most important thing to remember when modelling this, and when playing games to help develop these skills, is to make sure you are making the sounds correctly. It can be very easy to pollute a sound by adding an extra ‘uh’ sound to it, so ‘c’ becomes ‘cuh’ which makes it very difficult for children then to blend sounds.

When your child feels comfortable using and playing with sounds in CVC words move on to CCVC words such as stop, clop and flop, following the same steps of identifying the initial and last sound in the word and then the vowel sound rather than the middle sound. Then play oral phoneme segmentation and blending games.

Half-term Fun – Clothes Peg Games

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Some fun indoor activities may be the order of the day for this half term as the weather is not so hot.

This is a very simple idea which children love because they can take greater ownership of it. The aim of the activity is to help build up hand and finger strength through using the pegs; however, it can have a dual purpose, helping to keep track of the week by using it as a timetable or for learning spellings or maths activities, as well as supporting the development of language skills.

You do not need anything fancy, just some string (for the washing line), clothes pegs and pieces of paper or card to peg onto the washing line. The washing line can be a permanent fixture or you can just pop it up when you need to use it.

The clothes line needs to be at a height suitable for your child to peg things on to (placed against a wall is a safe option so that no-one can walk into it by accident and hurt themselves).

There are a whole range of games that can be played using this simple washing line and pegs concept:

Memory games – Get your child to peg up 5 to 10 different pictures or items on the line. Then give them 1 minute to remember the items. Once the time is up ask them to look away, or close their eyes, and then you remove one or more of the items. Get them to look back at the line. Can they work out what is missing?

  • You could try just moving one or two of the items around. Can they figure out which ones are in the wrong place and put them back in their correct place?
  • Try swapping an item for something new, which your child did not hang up on the line. Can they work out which is the new item on the line?

Odd One Out – Hang pictures on the line that belong together. Can they pick out the odd item on the line and explain why it is the odd one out.

  • They could all be pictures of fruit with a picture of some clothing
  • They could be shapes with straight sides and one with curves
  • They could all be animals but all are wild with only one being domestic

Sorting – Ask your child to sort all the pictures or items from a selection and to hang all the identical things on the washing line. They could all be the same;

  • Colour
  • Shape
  • Type

Pattern Work – Using pictures, different colour and shaped paper or items create different patterns. The patterns can be based on colour, size or type of object. You can create a pattern sequence on the washing line and then ask your child to try and copy the sequence. Can they explain the pattern and create their own for you to copy and explain?

Pairing or What is the Same? – Hang a range of pictures or items on the line, making sure that some of the items can be paired together because they are exactly the same. They could match because;

  • They are exactly the same e.g., a pair of socks
  • Match numbers to a picture with the same number of items on
  • Match capital to lower-case letters
  • Or have items that can be put together because they are both from the same set, for example they are types of fruit or are the same colour.

Pre-phonics Skills – Phonological Awareness: Stage 4 – (3 years – 5 years)

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Phonological awareness relates to our sensitivity and understanding of the sound structures of our oral language. It enables us to progress from our awareness of large sound units (words in sentences) to smaller sound units (phonemes in words). It also incorporates the ways in which we communicate through speech, body language and written forms.

As your child interacts more with the world and those around them so their language and communications skills increase and the “Why?” stage is upon you. Yes! It can drive you insane at times but their brains are like a sponge, absorbing all sorts of information.

It is at this stage that your child can easily misunderstand your explanations and develop misconceptions as they try to find reasons and meanings for themselves. So, it can be useful to talk through some things again later, to check what they have understood or think about something. A good way of doing this is to ask them to tell someone else who was not there, perhaps Dad or an older brother/sister for instance. This way you can help them to develop a better understanding of the meaning of the word or concept. You can also broaden their experiences, on which to draw understanding, by setting up play scenarios or other activities.

Syllables

At about 4 years old your child is starting to split words into syllables, this allows them to break down words into manageable sound lengths. A syllable is the largest phonological unit (one or a group of sounds) of a word and is like the rhythmic beat of the word.

Your child is starting to refine their sound unit detection skills, moving them on from the previous stage of hearing and detecting articulatory gestures or features in rhymes, to recognizing them in syllables. They start to hear these sound units in different parts of a word, not just as the final sound unit of a word.

Spoken syllables are organized around the vowel sounds, making counting them easy, as the jaw drops when the vowel sound is spoken in the syllable. Try placing your hand under your jaw with your mouth closed before you say a word. Start with ‘cat’; you will notice the jaw drops once; this is because it is a one syllable (monosyllabic) word. Now try the same thing with the word ‘sunset’; your jaw drops twice as this is a two syllable (disyllabic) word, then try saying ‘important’; your jaw drops three times as this is a three syllable word (trisyllabic). Words that have more than three syllables such as hippopotamus are called polysyllabic words.

Most children will find it easier to identify syllables in compound words to start with. A compound word is formed by two words (root words) put together such as: sunset, hotdog, snowman and postman. They find it easier because the jaw tends to drop quite distinctly as we say the vowel sound in each of the root words and the slow speed at which we tend to say the word.

Children love to clap out the number of syllables in a word. It is important to say the word at a normal speed rather than really slowly as this can distort the word and make it difficult to hear the syllables. To start with your child does not need to be able to count the number of syllables in a word but just be able to recognize them by clapping, stamping or jumping for each syllable of a word. It is thought only about 50% of children can count out the syllables by the age of 4, so you can do the counting for them.

Being able to instinctively break down words into their syllables is the next step in breaking them into smaller logical sound chunks and an important skill set needed later on when your child is developing their reading and spelling strategies.

How we identify syllables in speech is slightly different from how we use syllables to de-code for reading and as a spelling strategy, but we need to talk and hear it first before moving to the written form.

Pre-phonics Skills – Phonological Awareness: Stage 3 – (2 years – 4 years)

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Phonological awareness relates to our sensitivity and understanding of the sound structures of our oral language. It enables us to progress from our awareness of large sound units (words in sentences) to smaller sound units (phonemes in words). It also incorporates the ways in which we communicate through speech, body language and written forms.

By this stage your child’s awareness of rhyme will emerge, with them enjoying nursery rhymes, songs and stories with rhyme alliteration and repetition.

our child is starting to understand the more complex meaning of words and concepts such as positions (on, off, in, out, etc.) prepositions; size (big and small); quantity (1 and 2) and others such as hot, cold, wet, stop, go, loud, quiet, soft, heavy and colours.

Modelling and showing your child, the meaning of words and different concepts is really important if they are to truly understand and use them effectively in their speech (expressive language). For example, if you are trying to help them understand the meaning of wet, use water, show them the difference, and let them experience through touch and play what wet feels like compared with dry.

Explaining and using a word in different situations also helps your child to gain a fuller understanding of a word’s meaning, for instance the words ‘on’ and ‘off’ can be used in different situations; 1. You turn a light on and off. 2. You put the cup on the table or you can take it off the table. 3. Put your shoes on or take your shoes off.

Our language can be very confusing at times so it is important to provide as many opportunities as possible for your child to experience and play with new words and meanings in different ways, locations and times. It is important to model correctly formed sentences and the pronunciation of words. It is NOT about correcting your toddler and making them repeat what you have just said, but repeating back to them what they have said using the correct sentence structure or word pronunciation, modelling (leading by example). They may not be mature enough to pronounce words correctly yet, or form grammatically correct sentence, but it is what they need to be hearing, so they can store the information away for a later date.

Through talking and playing your child is also continuing to develop other key communication skills such as turn taking, understanding facial expressions and body language and the all-important listening skills. Their receptive language skills are growing fast, especially when compared to those of their expressive language, so they still understand far more than they can express.

Rhyme Awareness

Your child is beginning to become more sensitive to the larger segments of sounds within words (articulatory gestures or features). In developing this awareness, they begin to hear and enjoy the rhythmic patterns of these large sound units, providing them with more varied and engaging opportunities for sound and word play.

At about 3 years old research suggests that a child starts to store sounds units into sets that have the same or similar articulatory gestures or features. There is a limited set of articulatory gestures or features in the English language which are then reorganized and positioned in hundreds of different combinations to form words.

By this stage they are enjoying hearing and participating in action and finger rhymes, joining in ones they know and quickly taking on new rhymes and actions. They will of course have favourites which they never tire of hearing or singing (even though you may be going slightly mad hearing them again).

At around the age of 2 ½ – 3 years old your toddler is beginning to recognize and produce rhyme through oral word play. They learn through rote, and imitation, to rhyme words and identify oral rhyming words using real and made-up nonsense words. They also enjoy alliteration (words that begin with the same sounds such as ‘Sammy snake slithers silently’) and repeated short phrases which they can anticipate in a story, or rhyme, which they can join in with; such as “I’ll huff and puff and blow your house down!” in the story of ‘The Three Little Pigs’.