- Bundled Resource! Great game companion for Jumping Jack or as stand along card games.Prep:1. Print on card stock and laminate for durability. I prefer to print on different colored card-stock to make the game more engaging (and I can pick the skill level by color quickly).2. Cut out the individual c$8.00$6.40Save $1.60
A fun and interactive resource to address the following phonological awareness areas:
Each deck contains 30 words for practice and instructions for play.
This resource can be used as a game companion or as a stand alone activity.
Table of Contents
**Please Note** The game pictured in the product, Jumping Jack, is NOT included in this resource.
Why Address Phonological Awareness:
Phonological Awareness refers to the area of oral language related to the ability to think about the sounds within the word. Fitzpatrick states phonological awareness is “the ability to listen inside a word”.
More than 20% of students struggle with some area of phonological awareness with 8-10% demonstrate significant phonological awareness delays.
Students who struggle with phonological awareness will struggle through school in determining how sounds work in print. Since they have not acquired the foundational skill of “listening inside of a word” and “playing with the sounds” they hear/process.
Phonological awareness is a foundational skill required for reading acquisition and development. In fact a student’s level of phonological awareness at the end of Kindergarten is one of the biggest predictors of future reading success; segmenting and blending are the highest in correlation with beginning reading acquisition.
Areas of phonological awareness include:
Syllable Segmentation and blending
Phoneme Segmentation and blending
The National Early Literacy Panel in 2004 identified these key emergent literacy skills as the best predictors of later reading and spelling achievement:
Oral language, including vocabulary and inferential language
According to Thomas Gunning, while learning to read, students look for “pronounceable word parts” and chunk the words. This makes the process of reading and spelling more effective and efficient.
Students who have a strong phonological awareness foundation in place are more prepared for phonics (letter-sound association) when learning to read (decoding) and write (encoding). Students who struggle with phonological awareness can learn phonics, but will often have a difficult time applying this knowledge while learning to read and write.
By addressing phonological awareness, speech and language therapists are support reading development as well as the awareness of sounds within words (which can be helpful when addressing articulation and/or phonology goals).
Fitzpatrick, J. (1997) Phonemic Awareness: Playing With Sounds to Strengthen Beginning Reading Skills. Creative Teaching Press
Gunning, T. (1995) “Word Building: A Strategic Approach to the Teaching of Phonics.” The Reading Teacher 48.6: 484-488
Goldsworthy, C. & Lambert, K. (2010) Linking the Strands of Language and Literacy: A Resource Manual. San Diego, CA: Plural Publishing
Goldsworthy, C. & Pieretti, R. (2012) Sourcebook of Phonological Awareness Activities Volume 3: Children’s Core Literature Grades 3 through 5 Clifton Park, NY: Delmar, Cengage Learning
How to Use on Teletherapy Platforms:
- After purchasing and downloading, open up in Adobe Acrobat Reader
- Select the comment button (yellow speech bubble) and a new tool bar will pop up
- Select the shape icon from the toolbar and select the circle
- Select the color and set opacity to about 55% (this makes it so you can still see the images through the color)
- Create circles for each card to cover the correct answer
- Share your screen with your student and give mouse/keyboard access.
Now your student can move the circles to cover the correct answers.
Please send me an email at firstname.lastname@example.org if you have any questions, I am happy to help. You can also watch a video of me using this resource in teletherapy on my instagram account under the highlights of Distance Learning.