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This is a book that can be read to the class because it has many good rhyming words. The book is also very visual which can help students that have trouble with rhyming words.

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This is a worksheet with the beginning sound(onset) and the ending sounds (rime) as puzzle pieces. The students can make the onset and the rimes together to make a word. The students can also compare words with the same rime.

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About Onset & Rime Tiles

Print onset and rime tiling cards in a range of styles and sizes.

Use Choose Letters to select the onset and rimes to use.

Use Card Size to change the size of cards on the page.

Use Card Style to select the colour scheme.

Use Font to select a typeface - clean, specialist and decorative fonts are included.

Report Problems or Suggest Improvements

Use this form to contact us about this printable. Comments will not be made public.

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Onset & Rime Tiles ⋆ Printable Visual Aid

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About Onset & Rime Tiles Print onset and rime tiling cards in a range of styles and sizes. Use Choose Letters to select the onset and rimes to use. Use Card Size to change the size of cards on the page. Use Card Style to select the colour scheme.

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This is a resource for the teacher. It is an activity that has the students match the pictures and words together that rhyme.

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This is a resource for the teacher to use in the classroom. This is a from of a timed/speed test with rhyming words. There is a sheet with word families and words in that family. The students will say the words out loud as fast at they can and the teacher see how many words the student says correctly.

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This is a whole section on how to make phonemic awareness possible in the classroom. There are tips for the teacher on how to instruction with this content and resources to use in the classroom.

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Research indicates a strong relationship between early phoneme awareness and later reading success, and it links some reading failure to insufficiently developed phoneme awareness skills. Intervention research clearly demonstrates the benefits of explicitly teaching phoneme awareness skills.

Many children at risk for reading failure are in general education classrooms where phoneme awareness training is not part of their reading program. This article presents a set of developmental phoneme awareness training activities that the special educator can integrate collaboratively into existing kindergarten and first-grade reading programs.

Instructional considerations

Before preparing to conduct phoneme awareness activities in a general education setting, the special educator needs to become familiar with the method being used to teach reading and should observe the class in action.

Most of the phoneme awareness activities should not take more than 15 or 20 minutes to complete and should fit the context of the classroom. Although a particular activity can be selected well in advance, the specific words targeted for phoneme awareness should be selected from material used actively in the class, such as a story or picture book that was just read and discussed, the immediate environment, words fitting a thematic unit being taught, or discussions about a field trip.

Phoneme awareness activities work well in classrooms where teachers implement shared reading. Typically, after previewing the text with the class, the teacher reads aloud a large-print text on a chart or in a big book, the teacher and children read the selection together, and then students complete individual activities related to the selection (Holdaway, 1979). Phoneme awareness activities are a natural extension of the shared reading activities.

To be successful, however, the general educator and special educator must plan ahead for sharing time, space, and teaching together in a collaborative effort. The benefits for the children far outweigh any disadvantages for the teachers. The willingness of the special educator to fit the activities to the contexts of the classroom can help diminish any existing reluctance a general education teacher might have toward phoneme awareness training.

Specific guidelines

Teachers need to be aware of the developmental requirements of phoneme awareness activities. For example, when teaching children to partition words into parts, segmenting a compound word into its two parts ("What two words do you hear in cowboy?") precedes segmenting syllables and sounds.

Similarly, identification tasks ("Which one doesn't rhyme - cat, hat, sun?") are generally easier than production tasks ("Tell me the first sound in car"). The difficulty level of most activities can be manipulated by changing the input or response modes. For example, "Find the picture that starts with /r/" will be easier than "What sounds do you hear in robe?" A set of guidelines to keep in mind when planning instructional activities is provided below.

Instructional Guidelines for Planning Phoneme Awareness Activities

1. Identify the precise phoneme awareness task on which you wish to focus and select developmentally appropriate activities for engaging children in the task. Activities should be fun and exciting - "play" with sounds, don't "drill" them.

2. Be sure to use phoneme sounds (represented by / /) and not letter names when doing the activities. Likewise, remember that one sound may be represented by two or more letters. There are only three sounds in the word cheese: /ch/-/ee/-/z/. You may want to target specific sounds/words at first and "practice" beforehand until you are comfortable making them.

3. Continuant sounds (e.g., /m/, /s/, /i/) are easier to manipulate and hear than stop sounds (e.g., /t/, /q/, /p/ /b/). When introducing continuants, exaggerate by holding on to them: rrrrrring. With stop sounds, just pronounce the short "pure" consonant sound one time and without the "uh" sound added at the end, to ensure accurate blending. For example, /b/ should not be pronounced "buh".

4. When identifying sounds in different positions, the initial position is easiest, followed by the final position, with the medial position being most difficult (e.g., top, pot, setter).

5. When identifying or combining sound sequences, a CV pattern should be used before a VC pattern, followed by a CVC pattern (e.g., pie, egg, red).*

*Note: CV = consonant-vowel; VC = vowel-consonant; CVC = consonant-vowel-consonant

Awareness of onset and rime

Phonograms are the common elements in word families (e.g., the letter sequence "and" in sand, hand, band, and land). The initial consonant that changes the meaning of the word is called an onset and the following vowel/consonant combination that remains constant is called a rime. Because an awareness of syllables, onsets, and rimes develops before an awareness of phonemes (Goswami, 1994, p. 36), the first set of suggestions focuses on ways to expose children to word play.

Literature

A natural and spontaneous way of providing children with exposure to phonemes is to focus on literature that deals playfully with speech sounds through rhymes. Simple rhyme patterns are easily recalled after repeated exposure, and children will get the idea of creating new rhymes.

In There's a Wocket in My Pocket (Seuss, 1974), initial sounds of everyday objects are substituted as a child talks about the strange creatures around the house, such as the "zamp in the lamp." Children can make up their own strange creatures in the classroom such as the "zuk in my book."

Alliteration is the repetition of an initial consonant sound across several words, such as presented in the alphabet book Faint Frogs Feeling Feverish and Other Terrifically Tantalizing Tongue Twisters (Obligato, 1983).

Assonance, the repetition of vowel sounds within words, is often combined with rhyme, as in "It rains and hails and shakes the sails" from Sheep on a Ship (Shaw, 1989) or in humorous ways such as "The tooter tries to tutor two tooters to toot" in Moses Supposes His Toeses Are Roses (Patz, 1983). Some books include music to go with the rhymes, such as Down by the Bay (Raffi, 1987), in which two children try to outdo one another in making up questions that rhyme, such as "Did you ever see a goose kissing a moose?"

Yopp (1995) presented an annotated bibliography of 44 books for young children that deal playfully with language. She also provided guidelines for using these books in class:

1. read and reread the stories;

2. comment on the language use;

3. encourage predictions of sound, word, and sentence patterns;

4. comment on or elicit specific aspects of sound patterns (e.g., "What sound do you hear at the beginning of all those words?"); and

5. be creative in inventing new versions of the language patterns utilized in the stories.

Word families chart

The exposure to rhymes leads naturally to the use of phonograms and the creation of word family charts. Charts can contain words from one story or a brain-stormed list from the children.

A story that leads naturally to a word family chart is Tog the Dog (Hawkins & Hawkins, 1986), which is constructed so that as each page is turned, a different letter lines up with the rime "og." For example, when Tog takes a jog, the letter "j" lines up with the "og." The children can dictate to the teacher words to be placed on a word family chart. As they begin to develop letter/sound knowledge, they can copy or write the words themselves.

You can use magnetic letters to "create" words for a word family chart. Provide a rime of plastic letters (e.g., at) and have the children take turns placing different letters in the onset position to create new words (e.g., hat, bat, sat, rat). These charts can be used as reference charts (or the children can make their own word families reference book) for spelling and creative writing activities.

Direct instruction

Children who are struggling with recognizing and creating rhymed words may need more direct intervention. Initial rhyme recognition can be reinforced by direct modeling of instances ( nose/ rose) and non-instances ( bed/ car) of rhyming word pairs. The children are then presented other word pairs and asked if the two words sound the same or sound different.

This can be made into a game-like activity by having them respond with a "happy face" card if the words rhyme and a "sad face" card if they don't (or they can use a "thumbs up" and "thumbs down" response). It is important for the teacher to ask a child to repeat the rhyming pairs in this and the following activities to reinforce the verbal production of rhymed words.

Pictures provide visual cues for rhyme recognition and can be used during the modeling phase of instruction. The teacher can then present three pictures and ask the child to select and say the two that rhyme. A variation would be to display two nonrhyming pictures and have the child select the one that rhymes with the word being said by the teacher.

Bradley and Bryant (1983) used an activity called "Odd Word Out," which can be done with or without pictures. Four words, three of which rhyme, are presented by the teacher (e.g., weed, bead, pill, seed). The child determines which word is the odd one that doesn't belong with the others.

The game of concentration or memory is a good practice activity for rhyme recognition. Separate pictures (not printed words) of rhyming word pairs (e.g., cat/ bat) are shuffled, and all are placed facedown in a grid pattern. The children take turns turning two cards face-up, trying to match a rhyme pair. If a match is made, the child keeps that pair and takes another turn. If not, the cards are turned facedown and the next child gets a turn.

A summary of activities to heighten awareness of onset and rhyme is offered in the table below.
Awareness of Onset and Rime
Simple phonemic awareness

Isolated sound recognition

As stated by Lewkowicz (1980), "Children should be familiarized with speech sounds in isolation before they attempt to detect sounds within words" (p. 694). Because children are usually unaware that words are made up of individual speech sounds that can be produced in isolation, it is up to the teacher to provide children with a concept of speech sounds.

This is probably best done by associating phonemes with a creature, an action, or an object that is familiar to the child. For example, the phoneme /s/ can be associated with the hissing sound a snake makes - sssssss. A sound personality can be created by calling /s/ the "Sammy snake" sound. Many sounds have natural associations, such as a crowing rooster for /r/, a buzzing bee for /z/, and the "be quiet" sound for /sh/.

Figure 1. An example of pictures of sound personalities incorporating letter-shape association.

Sound personalities can be introduced naturally and in context by selecting a particular sound to talk about that is stressed in alphabet or other books that use alliteration. For example, Obligato (1983) presented "smiling snakes sipping strawberry sodas" for the alphabet letter S. It is helpful to create or provide pictures that represent these sound personalities and to post them in the room as each is introduced. A natural connection can sometimes be made between the sound and the letter, such as presenting a picture of "Sammy snake" drawn in the shape of the letter S or "Buzzy bee" flying in a pattern of the letter Z (see Figure 1).

Besides providing a label to facilitate talking about sounds, the pictures provide self-correcting cues for children engaged in initial sound isolation and sound-to-word matching activities.

Word, syllable, and phoneme counting

Because words and syllables are more salient and more directly perceivable than individual phonemes, activities that involve counting the number of words in a sentence or syllables in a word can be used as initial steps leading to isolated phoneme synthesis and segmentation (Lundberg, Frost, & Peterson, 1988).

Word counting can be done for any sentence selected from a reading or writing lesson. The sentence should be read to the children without being visible. The children listen and place a marker from left to right for each word heard. The teacher can confirm the number of words by showing the printed sentence to the children, pointing to each word as it is read, and having the children touch their tokens in one-to-one correspondence. Or the teacher can reinforce the children's "counting" using auditory input only by repeating the sentence and having them touch each token to confirm the number of words heard.

To count syllables in words, activities can be used such as clapping hands, tapping the desk, or marching in place to the syllables in children's names ( Ma- ry), items in the immediate environment ( win- dow), or words from a favorite story ( wi- shy, wa- shy). Initially, two-syllable words can be targeted, building up to three. Visible, manipulable representation of sounds also helps to clarify and guide counting and segmentation tasks for beginners (Lewkowicz, 1980).

The marker activity used for word counting can be adapted for use in counting syllables by providing each child with two or three horizontally connected boxes drawn on a sheet of paper. The children place a token in each box from left to right as they hear each syllable in a word. These same activities can be used to count sounds in words.

Sound synthesis

Sound synthesis or sound blending is an essential skill related to later reading ability (Lewkowicz, 1980; Lundberg et al., 1988; Wagner, Torgeson, Laughon, Simmons, & Bashotte, 1993) and one of the easiest phoneme awareness tasks for children to perform (Yopp, 1988).

Sound synthesis can be done using the following sequence: blending an initial sound onto the remainder of a word, followed by blending syllables of a word together, and then blending isolated phonemes into a word.

The teacher can model blending an initial sound onto a word by using the jingle, "It starts with /l/ and it ends with ight, put it together, and it says light." When they have the idea, the children supply the final word.

An element of excitement can be created by using children's names for this activity and asking each child to recognize and say his or her own name when it is presented - "It starts with /b/ and it ends with etsy, put it together and it says ." Context can be provided by limiting the words to objects that can be seen in the room or to words from a particular story the children just read. As the children become proficient, they can take turns using the jingle to present their own words to be blended by the class.

Guessing games that utilize words broken into syllables or isolated phonemes provide fun sound blending activities.

One involves using a puppet (perhaps representing a character from a current reading lesson) who speaks "funny" by saying words syllable-by-syllable or sound-by-sound for the children to figure out. Initial clues can be provided by displaying three pictures, one of which is the word being said by the puppet. The puppet can confirm or negate a student response by picking up the picture and saying the word being segmented: "/f/-/i/-/sh/ - I said fish!"

Another is the familiar "What's in the bag?" activity. Instead of describing what is in the bag, the teacher says the word syllable-by-syllable or sound-by-sound and the children guess the word. A correct response is confirmed when the teacher brings the object out of the bag.

Yopp (1992) suggested the use of song games and presented an example to the tune of "If You're Happy and You Know It, Clap Your Hands":

If you think you know this word, shout it out!
If you think you know this word, shout it out!
If you think you know this word,
Then tell me what you've heard,
If you think you know this word, shout it out!

The teacher says a segmented word such as /k/-/a/-/t/, and the children respond by saying the blended word (pp. 700-701).

Sound-to-word matching

Sound-to-word matching is useful as a beginning step in sound segmentation. Basically, sound-to-word matching requires that the child identify the beginning sound of a word.

Awareness of the initial sound in a word can be done by showing the children a picture (dog) and asking the children to identify the correct word out of three: "Is this a /mmm/- og, a /d/d/d/- og, or a /sss/- og?" A variation is to ask if the word has a particular sound: "Is there a /d/ in dog?" This can then be switched to "Which sound does dog start with - /d/, /sh/, or /l/?" This sequence encourages the children to try out the three onsets with the rime to see which one is correct.

It is easiest to use continuants that can be exaggerated and prolonged to heighten the sound input. Iteration should be used with stop consonants to add emphasis.

Yopp (1992) also suggested the use of songs in sound matching activities. One of several examples she presented uses the tune of "Old MacDonald Had a Farm":

What's the sound that starts these words?
Turtle, time, and teeth.
(Wait for a response from the children.)
/t/ is the sound that starts these words:
Turtle, time, and teeth.
With a /t/, /t/ here, and a /t/, /t/ there,
Here a /t/, there a /t/, everywhere a /t/, /t/.
/t/ is the sound that starts these words:
Turtle, time, and teeth! (p. 700)

The children might use favorite stories from their reading lessons to identify different sets of three words that start with the same sound to incorporate into the song. Each repeated verse could then emphasize a different sound. The teacher again is cautioned to use the phoneme sounds, not the letter names for these activities.

Identification of sound positions

Establishing that sounds occur in different positions of words - initial, final, and medial - helps some children with the later task of segmenting whole words into isolated sound components.

One method of representing sound positions is to display a picture of a train composed of an engine, a passenger car, and a caboose. Three connecting boxes can be drawn under each component: one under the engine, connected to one under the passenger car, connected to the one under the caboose (use poster board and laminate). Explain that words have beginning, middle, and end sounds just like the train has a beginning, a middle, and an end part.

Demonstrate by slowly articulating a CVC (consonant-vowel-consonant word (e.g., /p/-/i/-/g/) and pointing to the box corresponding to the position of each sound in the word. You can then repeat the word and ask the children to identify where they hear the different sounds - "Where do you hear the /g/ in pig?" Slowly articulate other CVC words for them to listen to and have them mark the box under the train that indicates the position of the sound you specify.

Sound segmentation

Segmenting refers to the act of isolating the sounds in a spoken word by separately pronouncing each one in order (Ball & Blachman, 1991; Spector, 1992; Wagner et al., 1993).

Yopp (1988) stated that segmenting the sounds in a word is one of the more difficult simple phonemic tasks for children to perform. Lewkowicz (1980) and Yopp (1992) suggested starting with isolated productions of initial phonemes as a precursor to segmenting entire words. The previous sound-to-word matching and identification of position activities help in early recognition and practice with initial phonemes.

Figure 2. An example of Elkonin boxes used for hearing sounds in words.

Several researchers (Ball & Blachman, 1991; Bradley & Bryant, 1985; Griffith & Olson, 1992; Lewkowicz, 1980) have used visual and tactile cues based on Elkonin boxes (Elkonin, 1973) to help with phoneme segmentation. A card is prepared with a picture of a simple word at the top. Below the picture is a matrix that contains a box for each phoneme (not letter) in the word (see Figure 2).

The teacher models the process by slowing articulating the word phoneme-by-phoneme while pushing a counter into a box for each phoneme. The children can say the word with the teacher while the counters are being placed. Gradually the children should participate in this "say it and move it" (Ball & Blachman, 1991) activity by taking turns placing the counters in each box while saying each sound in a word. Both the matrix and picture can be eliminated over time so that the children are segmenting the word without visual clues.

Words should be selected from familiar text to ensure a whole-to-part sequence of instruction and to provide the children with contextual cues that link word segmentation to everyday classroom lessons.

Letter-sound association

Many researchers (Ball & Blachman, 1991; Byrne & Field- Barnsley, 1993; Hurford et al., 1994; Iversen & Tunmer, 1993) have demonstrated the advantage of combining phoneme awareness with letter knowledge in a classroom setting. As stated by Griffith and Olson (1992), "The most pedagogically sound method of phoneme awareness training is one that eventually makes explicit the complete letter-to-sound mappings in segmented words" (p. 518).

All phoneme awareness activities that use tokens or other visual representations of sounds can be modified to include letter- sound associations. As individual sounds are mastered by the children, their corresponding letter names can be introduced and placed on the tokens (magnetic letters or Scrabble tiles can be used) and gradually introduced into the segmentation activities.

At first, only one letter or tile should be provided, and the remainder should be blank. After the child has successfully segmented with one letter or tile, others can be added as new letter names are mastered.

To reinforce letter names, Blachman (1991) played "post office" - the children select a picture, say the initial sound of the picture, and identify the letter represented by the first sound by "mailing" it in the appropriate letter pouch.

A modified game of bingo can provide practice in sound-letter association. The desired letters to be emphasized are selected, starting with two or three, and adding more as the children progress. The letters are printed in random order on cards that have 4-by-4 or 5-by-5 grids drawn on them, one card for each child.

The teacher draws from a container letter tiles matching those on the children's cards. The teacher says the phoneme for the letter drawn from the container (replacing it each time) and asks the children to identify the letter corresponding to the phoneme by placing a marker in the appropriate box on their cards. Any child who fills a row or column can then name the letters aloud.

The practice of invented spelling in a classroom can also be used to make explicit connections between sound segments and letters. Children select words they wish to write but don't know how to spell.

A box is drawn for each sound in the word (remember that one sound may be represented by two or more letters - the word shoes, for example, has only three phonemes, /sh/-/oo/-/z/). A child can fill in the letters he or she hears and knows with the teacher's help. The teacher can fill in any letters the child does not know.

A summary of activities for enhancing simple phonemic awareness is presented in the table below.
Simple Phonemic Awareness

Targeted Skill

Example

Isolated sound recognition

Sammy snake sound says... (/s/)

Word/syllable/phoneme counting

How many (words/syllables/sounds) do you hear in this (sentence/word)?

Sound synthesis

It starts with /l/ and ends with ight, put it together and it says... ( light)
What word am I saying?
Put these sounds together to make a word - /f/-/i/-/sh/.

Compound phonemic awareness

Word-to-word matching

Compound phonemic awareness requires holding a given sound in memory while performing a second operation such as determining whether two words begin with the same sound in a word-to-word matching task (e.g., "Do cup and cake begin the same?"; Yopp, 1988). Byrne (1991) offered several games for practicing word-to-word matching.

1. Make a set of dominoes that have two pictured objects on each card. The children are required to join cards sharing beginning (or ending) sounds.

2. A version of "snap" uses cards having one picture. The children take turns drawing a card from a face-down pile and placing it in a face-up pile. When a newly drawn card has the same beginning (or end) sound as the top card in the face-up pile, the first child to identify the match by saying "snap" collects the pile.

3. Sound bingo uses bingo cards with pictures that children mark if one of their pictures has the same beginning (or end) sound as the word said by the caller.

Each of these games can be related to other classroom activities by having the children make their own dominoes, snap cards, and bingo cards using pictures cut from catalogs or magazines, or hand drawn and laminated. The pictures selected by the children can represent things related to the literature and themes being covered in class.

Sound deletion

Because sound deletion tasks require manipulation of phonemes in words, they are considered to be more difficult than other types of phoneme awareness tasks.

Cole and Mengler (1994) stated that it is not until a mental age of approximately 7 years that children are able to perform phoneme deletion tasks adequately. Lewkowicz (1980) suggested that sound deletion activities be done after the children exhibit some skill in segmentation and after letter names have been introduced. Because phoneme deletion of medial consonants puts an undue burden on young children's memory, sound deletion should target only initial or final sounds in words.

To introduce the idea of deleting parts of a word, the teacher can show pictures or point to objects in the room that are compound words and demonstrate how each word can be said with a part missing. For example, "This is a seesaw. If I say seesaw without the see, it says saw (give other examples). Now you try it. This is a hotdog. Say hotdog without the dog." An element of fun can be introduced by making it a "Simon says" activity: "Simon says, 'say bookmark without the book.'"

Identification of a missing sound can be accomplished through a "What's missing?" guessing game. The teacher says two words for comparison and asks the children to identify the missing element: "Listen: eat/ meat. What's missing in eat that you can hear in meat?"

Final position deletions can be done in the same way (e.g., "What's missing in play that you can hear in plane?"). The children can be encouraged to make up their own "What's missing?" words for the initial position by referring to the phonograms on the word families charts: "What's missing in an that you can hear in pan ( man, ran, can)."

Identifying the missing element using phonograms tends to be easier than using unrelated words because the initial consonant determines the meaning of the word for the child and the rime remains constant.

The actual task of deleting a sound from a word can be made easier by building on earlier segmentation practice, playing a game of "sound take-away." The teacher models how to orally segment a word into the "target" sound plus "everything else" and then take the target sound away.

A modified version of the sound blending jingle can be used: " Chair. It starts with /ch/ and it ends with air; take the first sound away, and it says air." The jingle can be used until the children can delete sounds with a simple prompt: "Say ball without the /b/." A sound deletion that results in a "real" word such as deer becoming ear or card becoming car is easier than one resulting in a "nonsense" word such as book becoming ook or sun becoming su (although some children enjoy making "alien" or funny words).

Children who have difficulty with deleting sounds might benefit from visual clues. By placing two colored blocks side-by-side, the teacher can designate one as representing the target sound and the other as representing the remainder of the word: "I'm going to use these blocks to say moon. This (red block) says moo and this (yellow block) says /n/." The child is then asked what the first block says when the second block is removed.

A summary of compound phonemic awareness activities is given in the table below.
Compound Phonemic Awareness
Conclusion

Research has demonstrated not only a predictive relationship between phoneme awareness and reading success, but also a causal relationship. Phoneme awareness that has a positive impact on reading can be developed in children through systematic instruction in kindergarten and first-grade settings. Early training in phoneme awareness should be a priority for those interested in improving early reading instruction and in reducing reading failure.

General and special educators should be supported in their efforts to collaborate on incorporating phoneme awareness activities into kindergarten and first-grade classrooms.

These activities are not intended to replace children's interactions with meaningful language and print, but to be incorporated into classrooms as part of a language-rich environment. Reading aloud, using big books and predictable books, developing language experience charts, and using other language-oriented practices give children valuable reading experiences.

However, by supplementing these experiences with related phoneme awareness activities, general and special educators can draw children's attention to a critical aspect of their language - its phonemic base.

It takes only a few minutes a day to integrate activities that emphasize the sounds of language into the rich, oral language environments we are creating for our children. Those few minutes can result in a lifetime of reading benefits to children who otherwise might not learn to read.

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How Now Brown Cow: Phoneme Awareness Activities

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Research indicates a strong relationship between early phoneme awareness and later reading success, and it links some reading failure to insufficiently developed phoneme awareness skills. Intervention research clearly demonstrates the benefits of explicitly teaching phoneme awareness skills. Many children at risk for reading failure are in general education classrooms where phoneme awareness training is not part of their reading program.

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This is a fun activity that is in the shape of a house. At the top of the house is word that the students' are meant to rhyme with. There are cut out pictures that the students can put in the house.

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This is a resource for the teacher. It is a "lose" lesson plan with an objective and activities for the students to work on. There is a section on the onset and a section on the rime portion of words.

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This is a resource for the teacher that has many explanations and examples of how to teach students about onset and rime.

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Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Prentice-Hall.

Chard, D., & Dickson, S. (1999). Phonological Awareness: Instructional and Assessment Guidelines.

Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities.

Goswami, U., & Mead, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 2, 153-162.

Wise, B. W., Olson, R. K., & Treiman, R. (1990). Subsyllabic units as aids in beginning readers word learning Onset-rime versus post-vowel segmentation. Journal of Experimental Child Psychology, 4, 1-19.

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The "onset" is the initial phonological unit of any word (e.g. /c/ in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. /a/ /t/ in cat). Not all words have onsets.

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Playing with Word Sounds: Stretch and Shorten

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Playing with Word Sounds: Stretch and Shorten

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This is a resource for the teacher or parents. This information can be used to make assignments and different activities if the student struggles with phonemes.

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This is a very visual app. It can be useful for the ELL students in the classroom. It is all about rhyming. There are many different activities that the students can choose from. The app is free, so if the students are able to they can use it at home.

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PARTNERS in RHYME Will help your child get all of the best benefits from rhyming:
DEVELOP beginning phonemic awareness skills.
LEARN that words are made up of individual sounds.
DISCERN which words rhyme and which words don't rhyme
NOTICE and work with the sounds within words
SPELL better by recognizing patterns in words
CREATE their own rhymes after learning the rules and patterns of these words
RECOGNIZE word families by sound, such as cat, hat, mat
DISCOVER how to work independently with built-in feedback mechanisms
The better children are at detecting rhymes, the quicker and more successful they will be at learning to read (Bradley, 1988c, Bradley & Bryant, 1983, Ellis & Large, 1987).

Try PARTNERS in RHYME today to start your child on the path to successful reading!

Reading Comprehension and good reading skills can be started with kindergartners and preschoolers using phonics and phonemic awareness. There are a variety of kindergarten games and preschool games that can help facilitate good reading skills and even set the groundwork for good reading comprehension. Teaching phonics and using phonics activities that are more in the format of phonics play is a great way to start children on the path of developing good reading skills and having good literacy.

Rhyming is a great way to begin teaching reading. In early childhood education, rhyming is an important pre-reading skill. Rhyming is a basic component of phonemic awareness. Reading strategies that use rhyming as part of their phonemic awareness program help foster the best literacy rates among children and help to create children that really know how to read well. Rhyming is one excellent way to start to help young children learn to read. Students with a good understanding of phonological awareness and phonics will have good foundational reading skills. Rhyming is an essential part of any good program that teaches phonics and teaches children how to read.

PARTNERS in RHYME has four fun games to teach rhyming:

LINE DRAWING- Children draw lines to match the words that rhyme.

MATCHING- Children find the rhyming picture matches.

DO THEY RHYME?-Children decide if two words rhyme.

WHICH SET RHYMES?-Children decide which pair of matching words rhyme.

Partners in Rhyme helps children have fun through rhyme. It helps young children come to understand that words are composed of separate sounds, called phonemes. Eventually, they will see that these sounds are paired with letters and can be used to make words.

Children need phonemic awareness training to help them understand that words are made up of sounds. Learning to recognize rhyming patterns in language is an essential literacy skill for emergent readers. A number of longitudinal studies confirm this thesis and indicate that rhymes help children progress in reading once they start school. Research indicates there is a correlation between phonological awareness and reading ability.
PARTNERS in RHYME will give your child a great start with rhyming practice to help them become better at phonological awareness.

PARTNERS in RHYME is like an endless electronic phonics worksheet, giving children lots of opportunities to practice rhyming and to find words that rhyme. Partners in Rhyme will help give children the foundational rhyming skills they need to help them find rhymes and things that rhyme. After some practice, children will even start making up their own words that rhyme.

PARTNERS in RHYME was created using a rhyming dictionary and rhyming software to find words that rhyme.
The free version has 12 rhyming trios and 36 matching picture words.
The paid version has 85 rhyming trios and 255 matching picture words.

Try PARTNERS in RHYME today to start your child on the path to successful reading!

Launch screen update. Fixing sidebar issues for greater compatibility with iPhone 10 iPhone 11.

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Fun rhyming work

Rhyming is a core skill needed for reading and writing. As a Kindergarten teacher I have searched for apps to use with my students that are easy, engaging and keep their focus. This app does that and has helped both my struggling students and those who need to build fluency and accuracy. I use it in my 1:1 iPad classroom and students go back to it time and time again.

Great app!

All parents should have this app. I am a Speech Language Pathologist who uses it frequently with my students for extra practice.

Partners in Rhyme

Super activity with prek and kinder students in small group setting.

Information

Seller

PRESCHOOL UNIVERSITY

Compatibility

Requires iOS 8.0 or later. Compatible with iPhone, iPad, and iPod touch.

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎PARTNERS in RHYME Will help your child get all of the best benefits from rhyming: DEVELOP beginning phonemic awareness skills. LEARN that words are made up of individual sounds. DISCERN which words rhyme and which words don't rhyme NOTICE and work with the sounds within words SPELL better by recogni...

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This will be a great app to use in the classroom. There is a large focus on CVC words which is great because students tend to have trouble with these words in the beginning. The only downside to this app is that it would mainly be available for in school use. The app is $20 and not all students could afford the app at home.

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See why this app immediately hit the #1 spot for Paid Educational Apps on the App Store! Filled with valuable program content, it was originally designed to sell for $59.99. Due to the overwhelming response, the authors have kept it at its low introductory price.

As powerful as it is fun, this uniquely engaging teaching tool is changing lives one letter at a time! Lively Letters - Phonemic Awareness and Phonics simultaneously trains critical skills for reading, spelling, and pronunciation of English language sounds. Unlike most phonics apps, this one is actually teaching, as opposed to just drilling. With proven strategies such as memory tricks, mouth and hand cues, humorous stories (English and Spanish), colorful pictures of characters embedded into letters, and songs, this multisensory, structured approach has been shown to help students of all ages and abilities, including the most resistant learners and those learning English as a second language. Targeting phonemic (sound) awareness, phonics, and speech production, the three unique teaching activities are based on the key techniques of the world-renowned, research-based program, Lively Letters, created by speech language pathologist, Nancy Telian, MS, CCC-SLP, and published by Reading with TLC. Used by over 15 million students and 75 thousand teachers globally since 1990, the Lively Letters program has been shown to quickly boost skills.

This long-awaited app, created by Penny Castagnozzi and Nancy Telian, can be used successfully on its own or as a supplement to the Lively Letters program materials. It can also be implemented by those with no Lively Letters experience. Although many aspects of this app can be performed independently by students, best gains will be made with some instructor/parent involvement. Some adults and older students can use it independently. The app includes progress monitoring and three activities: Flashing, Tracking, and Matching. Choose which letters and what types of letters to use (i.e., Lively Letters pictures versus plain letters and lowercase versus uppercase letters). Record and play back the students' voices.

Flashing: This activity introduces, drills, and tests the letter sound associations for the 44 English speech sounds, using the multisensory cueing methods that Lively Letters is so famous for. As the chosen letters flash in, students can hear the associated sound, the song, and the story (narrated in English by Marianne Nice, MS, CCC-SLP, or in Spanish by Angela Livingston, MS,CCC-SLP, TSSLD, BE). They can also see photos of the hand and mouth cues can practice printing.

Tracking: In this activity, students engage in the powerful Lively Letters manipulative word play, (tracking) activities. Here you simultaneously train phonemic awareness and phonics, while further practicing letter sounds and speech production. Students have fun building the critical phonemic awareness skills of sound blending, segmenting, and manipulation while learning how to sound out words of increasing length and difficulty for reading and spelling. In response to prompts from the instructor or parent, the student reads and spells new words, based on letter or sound changes made by the instructor. Students can enjoy the Lively Letters "Human - Alien" game where they choose whether each word was a real or nonsense word. Some alternate uses of the Tracking Activity include receptive drilling, printing of the letters, spelling to dictation, marking letter patterns, and dividing multisyllable words.

Matching: Here's a playful way to practice letter sound associations and speech production skills. This activity also offers opportunities to associate uppercase to lowercase letters and to transition from Lively Letters pictures to plain letters. Students have fun playing the classic Match Game, now using the letters and letter types chosen.

Let the fun begin!

Learn more about Lively Letters by visiting www.readingwithtlc.com.

Version 1.5.1

An extraordinary new app

Admittedly, I am a Lively Letters devotee and have used this enjoyable, unique and high effective program to develop reading and writing skills with students in preschool through middle school. Children love this unique, multi-sensory approach to learn their letter sounds and develop phonemic awareness skills - advancing rapidly in learning to read and spell words. Parents frequently ask me why this evidence based program is not used in their child's school to teach literacy skills!

The new Lively Letters app is quite impressive and well thought out. It is truly sensational in bringing together the basic and most important elements of Lively Letters in a user friendly electronic format that is engaging and well polished.

I anticipate that this app will be a highly successful advancing literacy skills.

I recently updated this extraordinary app and discovered that the sound quality for the unvoiced phonemes is improved and it runs with greater speed and ease. Keeps getting better and better. My students so enjoy this program and the app is the icing on the cake!

Great app for learning letter sounds!

This is such a great app for learning letter sounds and working on sound manipulation skills. It contains all of Lively Letter stories and sounds for each letter, plus built in activities for practice deciding and encoding. A great value for your money!

Only two things I wish were different (maybe you will consider for future updates!!):
1. I wish there were a way to pause the story or song and then start playing again in the same place you left off. Especially when the story asks questions, I would love to pause and wait for the child to answer.
2. I wish you could drag the letters directly to the place you want them in the tracking activity. As it is now you have to tap once and it goes to the final position, then you drag it to the correct location.

Overall, this is an excellent app and you won't be disappointed!!

Every parent and teacher needs this app

Lively Letters is one of the MOST evidence-proven programs out there. I'm a reading specialist and dyslexia interventionist and I use it with the students I tutor. To reinforce, my student's parents use it at home and find it very user friendly. I recommended it to my friend who has a 3 year old and she says every day her daughter wakes up asking to learn a new letter! Parents, teachers, SLPs, reading specialist, can use this app easily, and your kids will THANK YOU!!!!!

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.

Information

Seller

Telian-Cas Learning Concepts Inc

Compatibility

iPhone

Requires iOS 10.0 or later.

iPad

Requires iPadOS 10.0 or later.

iPod touch

Requires iOS 10.0 or later.

Mac

Requires macOS 11.0 or later and a Mac with Apple M1 chip.

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎See why this app immediately hit the #1 spot for Paid Educational Apps on the App Store! Filled with valuable program content, it was originally designed to sell for $59.99. Due to the overwhelming response, the authors have kept it at its low introductory price. As powerful as it is fun, this uniq...

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This resource is for the teacher. It is an overview for the concept of blending and segmenting sounds for primary grades. There are games and many fun activities listed on this resource for teachers to use.

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Blending and segmenting games and activities can help students to develop phonemic awareness — the ability to hear the individual sounds in spoken words. Begin with segmenting and blending syllables, and then move to working with individual sounds (phonemes). Learning to blend and segment sounds is key to learning to read.

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This is a great rhyming and tongue twister reading book. The book would be a fun way to introduce rhyming words to the class. It is known for being a crazy rhyming tongue twister book.

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This app is great for individual sounds. The students can use this app to break up the sounds in words, blending the sounds together, identifying how many syllables are in a word, etc. This app will be great for kindergartners because this is the grade that they need to be able to identify sounds in words and many of the skills in this app.

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‎Word Sounds / Phonemes by Teach Speech Apps helps develop the skills needed to ﻿understand the relationship between written and spoken language through counting, blending and segmenting phonemes - the smallest units of sounds that make up a word. This app targets phonemic awareness which is the abi...

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This app is great for helping students work on their ability to identify sounds. There are different activities that the students can play. One of the activities has the student identify which sound was changed. For example, the words compared will be "top" and "hop". This will be a great tool for primary grades, kinder-1st.

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The What's Changed? skill builder has been specifically designed to develop students' phonemic awareness - the ability to discern the sounds, and the sequence of sounds, within a word. Phonemic awareness is a critical skill for learning to read and can be improved with practice.

What's Changed? focuses on developing phonemic awareness with vowel sounds and consonant blends through exercises that require students to listen to two non-words and identify what changed between the two words.

Students develop the core foundational skills that make up phonemic awareness by identifying the type of change that occurred, including:
- identifying the sound that changed ('zat' to 'zad')
- substituting a new letter for the sound that changed ('feld' to 'fald')
- specifying the letter for a sound that was added or omitted ('strek' to 'stek')
- switching two letters for sounds that were switched ('blist' to 'blits')
Students with poor phonemic awareness skills often make these types of errors when reading.

What's Changed? also develops segmentation and blending skills - the ability to segment a word into its individual sounds and then blend the sounds together for whole word reading. These skills are also essential for successfully learning how to read, as they enable students to blends sounds together in order to recognize whole words when reading.

What's Changed? is suitable for students of all ages, particularly emerging readers and struggling readers. It is also good for English language learners wanting to improve their auditory discrimination and pronunciation of English. Parents or teachers can monitor students' progress, and pinpoint weaker areas by looking at the results for each skill type.

There are three different categories in What's Changed?, each with four increasing levels of difficulty. Within each game, the words build from VC (e.g. 'ob') to CCVCC (e.g. 'brisp'). The Standard English category develops letter-sound knowledge for the most common sounds of letters (for example, the /k/ sound of the letter 'c' as in 'cat').

The Readable English category builds on from the Standard English category, including the non-standard sounds of letters (for example, the other sounds the letter 'c' can make such as in 'cell', 'ocean' and 'cello'). In Readable English when a letter makes a sound other than its usual sound, it is marked with a glyph, enabling all the sounds of English to be represented by distinct characters (e.g. the different sounds of the letter 'o' in 'cove', 'love' and 'move' are clearly reflected with different glyphs).

The Color category uses only colors to represent sounds, which requires users to strictly focus on auditory discrimination rather than sound-symbol association.

Readable English: Read It | Speak It | Know It.

Minor Improvements and Bug Fixes.

This is an incredible app!

I've been teaching reading for 20 years, and one of my favorite pastime is scouring the web for good apps. This one is amazing! One of the few phonemic awareness apps that a student of any age - from preschool to adult - could work with independently. I've never used the "Readable" glyphs they use, but I'm going to start! they are excellent, clear, and thorough.

Readable English team member

This app is designed to be a one-user app and we now have ensured that all emails are directed to the appropriate person for response.

What's changed

It is not allowing more than one user anymore and no one will answer my emails..do not purchase unless it is updated!!!!

Information

Seller

Accessible Publishing Systems Pty Limited

Compatibility

Requires iOS 7.0 or later. Compatible with iPhone, iPad, and iPod touch.

Copyright

© 2015 Readable English

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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what's changed? skill builder - us version

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accessible publishing systems pty. limited

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‎What's Changed? Skill Builder - US version

# data[].attributes.attachment_link.description
‎The What's Changed? skill builder has been specifically designed to develop students' phonemic awareness - the ability to discern the sounds, and the sequence of sounds, within a word. Phonemic awareness is a critical skill for learning to read and can be improved with practice. What's Changed?...