Students with strong phonemic awareness - those who are able to readily tune in to units of sound (phonemes) within spoken words - generally find it easier to understand and establish relationships between letters and sounds (phonic relationships). Hence, fostering phonemic awareness is important in helping beginning readers break the code of reading and spelling.
These double-sided cards provide opportunities for students to gain confidence and have fun while manipulating phonemes to form new words. The face of each card depicts a word of simple consonant-vowel-consonant (CVC) structure. A script and a visual of the targeted 'new word' is provided on the reverse side. The teacher or helper holds the card up so that the student/s can see the picture on the face of the card. The teacher/helper reads or adapts the 'script' on the reverse side, inviting the student to find the 'new word'. The accuracy of the student's response can be confirmed by flipping the card over to display the depicted 'new word'.
The activity is designed to be completed orally (as the aim is to develop awareness of sounds within spoken words). However, phonic (sound-letter) correspondences can also be reinforced by selecting appropriate (regularly spelled) word pairs; students can then be encouraged to write the stimulus word and also the 'new word' before flipping the card.
Thirty stimulus words involving words of CVC (short vowel) structure are featured in this set.
To make the cards you will need to
• print the relevant pages
• cut along the red lines
• fold carefully along the central vertical black line
• glue the halves together securely.