1) Students choose a picture card. The picture card will represent a word that ha two or three syllables. The student places one syllable tile in each box and then blends the syllables together to read the word they built. Then, the student maps a plastic letter to each sound to build the word. a) Phonological Awareness b) Phonics 2) The teacher says a two- or three-syllable word, such as baby or bicycle. Students play a clapping game with the teacher or another student. They clap or touch hands as they say the syllables in the word, such as /ba/ /by/ or /bi/cy/cle/. a) Phonological Awareness b) Phonics 3) The teacher passes around familiar objects and says, "I want you to tell me if the name of the object starts with the /f/ sound." The class gives a thumbs up if they hear the /f/ sound at the beginning of the word. a) Phonological Awareness b) Phonics 4) The students have magnetic letters and cards with CVC and CVCe words written on them. Students build the word with magnetic letters, show a friend, write it down, and then use the word in a sentence. a) Phonological Awarenes b) Phonics 5) The students have cards with words written on them. They also have "category cards" with the focus spelling patterns written. The students will sort the words based on the spelling pattern they see in the word. a) Phonological Awareness b) Phonics 6) The teacher slowly says a sentence: "I like to go to the park." Students take one step, hop, or skip for each word in a sentence. a) Phonological Awareness b) Phonics

Phonological Awareness or Phonics

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