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5 Phonological Awareness Activities I Love for Kindergarten, First, and Second Grade!

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Phonological awareness is the foundation for learning to read and write. It is a strong indicator of children's future literacy skills. Studies show that children who recognize letter sounds in spoken words more easily develop literacy skills.

While children can acquire phonological awareness skills naturally, teachers and parents can streamline the process by engaging them in fun phonological awareness activities. Rhyme, songs, alliteration, animal names, and sentence games are all easy phonological awareness activities to consider.

The first step to improving your teaching quality is to seek resources on phonological awareness. This guide elaborates on everything you should know about phonological awareness and how to teach it.
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What is the difference between phonological awareness and phonemic awareness?

Phonological awareness and phonemic awareness are closely related but have their differences. The primary difference between phonological and phonemic awareness is the focus on sound units. Phonemic awareness focuses on the individual sound units, while phonological awareness focuses on how to combine and separate those sound units to form words.

Phonological awareness

Phonological awareness is the ability to hear and manipulate a unit of sound in spoken language. It's an umbrella term for sound recognition that includes manipulating different sound units like syllables, onset, rhyme, and phonemes.

A syllable is a unit of sound in English. Vowels pair with consonants to create a unit of sound that makes meaning in language. For example, 'water' and 'consistent' have two and three syllables, respectively.

The onset is the first phonological unit of any word (e.g. the "b" in boy).

A phoneme is the smallest and most distinctive unit of sound you hear in a word. For example, the word "dog" has three phonemes: the "d" sound, a short "aw" sound and a "g" sound.

Phonological awareness skills include recognizing words in a sentence, responsiveness to rhyme, as well as adding, subtracting, and substituting syllables and phonemes in words. Below is a breakdown of how to use phonological awareness skills to manipulate words. We'll use the word cat for this example:

Segmenting sounds: separate sounds in cat: /c/ /a/ /t/

Blending sounds: put constituent sounds together: /c/ /a/ /t/ to make cat

Adding sounds: add /s/ to the end of cat to form cats

Deleting sounds: delete the /c/ in cat to make at.

Substituting sounds: substitute the sound /c/ with /f/ to read the word as fat.

Phonemic awareness

Phonemic awareness is the ability to recognize and manipulate a phoneme, the smallest sound unit. The English language has 44 sounds or phonemes. The 26 letters of the alphabet make up phonemes individually and in combination.

Let's review the different sounds in the words dog and shack

dog >> /d/, /aw/, and /g/

shack >> /sh/, /a/, and /ck/

These sounds qualify as phonemes since you can't break them down further. For example, though the sound /sh/ has two letters, you can't break it down to more than one sound.

Why is phonological awareness important?

Phonological awareness is important because it builds the foundation for early childhood learning. Below we elaborate on why phonological awareness is so crucial for young children.

Supports learning and using the alphabetic code

The alphabetic code refers to a set of correspondences between phonemes (sounds) and graphemes, which are the letters symbolizing sounds. It is the foundation for learning to read and write in English. Phonological awareness skills help identify and manipulate different sounds in the alphabetic code, especially through phoneme awareness.

Predicts literacy skills success

Phonological awareness facilitates print awareness and word recognition. Children with robust phonological awareness skills can more easily identify different sounds when reading.

Children with stronger phonological awareness skills have a higher success rate in developing reading and writing skills later. You can predict literacy skills development success by testing a child's knowledge of different sounds, letters, and vocabulary.

Promotes the development of vocabulary and language

Vocabulary refers to the words children understand or use expressively in communication. Phonological awareness lays the foundation for identifying words in spoken language and manipulating them to form new words. For example, deleting the sound /c/ in cat and substituting it with the sound /f/ to form a new word fat.

How to teach phonological awareness

Phonological awareness skills development is unique for every child. While some children can naturally pick out sounds in spoken words, others may need a little push to train their ears to identify the sounds. Below are tips for teaching children phonological awareness.

Devote time to regular and strategic teaching

A lack of phonological awareness is a primary contributor to poor reading and spelling development. Systematic and explicit instructions in phonological awareness directly improve children's literacy skills. Educators should incorporate teaching phonological awareness and skills into their curriculum.
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Start with the less complex activities focused on rhyming and alliteration before moving on to more complex ones like sentence segmentation or blending and segmenting syllables. Focus on one or two types of sound manipulation instead of teaching everything at once. That way, children are able to gradually build on their skills.

Make it fun and playful

Children learn best through play, as it allows them to communicate ideas and understand others through social interaction. You should consider plenty of engaging and fun activities when teaching phonological awareness. The most common ones are songs and games. We'll cover more about them in the next section.

Assess children regularly

Regular assessment moves the needle in many ways. You can use assessment to screen children's progress and determine those who need extra support. This is an excellent strategy to monitor children's progress and tailor your teaching style. You can always modify or change strategies if they are not working as intended.

Incorporate phonological awareness activities

Below are some fun and engaging activities to consider when teaching preschoolers phonological awareness.

Rhyme memory match

The rhyme memory match activity is a fun rhyme activity that helps children match rhyme pairs of picture cards. Arrange the rhyme picture cards face down in rows and then ask the children one at a time to pick two cards. The goal is to determine if the two picture cards match, e.g., crown and clown. Next, ask the children to place matching cards on the sides but return non-matching cards to their original position.

Rhyme boards

The rhyme boards activity aims for children to match rhyming picture cards to picture boards. You'll need rhyme boards and rhyme picture cards for this activity. Give each child a unique rhyme board, and then stack rhyme picture cards face down. The first child should pick the top card on the stack, identify what's in the picture (e.g., dog) and then match it with a picture on the board with a similar rhyme (e.g., log). The child should also say the rhyming word as they put the picture on top of the matching rhyme on the picture board.

Tongue twisters

Tongue twisters are phrases with a particular sound repeated over and over, such as "Sally sells seashells by the sea shore". This can be a great way to practice a particular speech sound.

Around the room

Practice beginning sounds by saying a letter sound and asking children to find objects around the classroom that start with the same sound. For example, you can ask: "Can you find something in the classroom that starts with the letter /b/ sound?"

Mystery bag

Put items with the same beginning sound in a bag and give children some clues to see if they can identify these items. For example, if you are working on the /p/ sound, you might include a pencil, a peanut, and a potato. Take out each item they guess correctly.

Animal names

You'll need animal picture cards for this activity. Give the children the picture cards and ask them to name the animal on the card. Next, ask them to identify the sound they hear at the beginning of the animal's name.

Robot talk

Robot talk is excellent for teaching phoneme blending. Slowly spell out the constituent sounds (phonemes) of any common word (e.g., boy /b/.../o/.../y/). Then instruct the children to say back the complete word.

Sentence game

Line up the children and then say a sentence like, "The cat is running", while tapping on the first four children's heads. Ask the children how many words the sentence has. You can repeat the sentence as you go down the line or use another easy one. Word recognition is the first step in phonological awareness and sound manipulation. The sentence game is excellent for promoting phonological awareness as it helps children identify words in spoken language.

"I spy" first sounds

This activity is excellent for teaching children how to form words from beginning sounds. Choose words that have distinctive beginning sounds. For example, if you're in class, you can say, "I spy something yellow, starting with the "b" sound" (book).

Phonological awareness in a dual language classroom

Most dual language programs in the U.S. teach in English and Spanish; however, programs in other partner languages like French, Mandarin, Japanese, and Arabic are increasing. Dual language learners, or children under five who are learning more than one language, must constantly navigate between two languages while learning the rules and nuances of both. This process can be challenging without phonological and phonemic awareness.

In a dual language classroom, it is especially important to help children develop these skills as they learn both languages simultaneously. By understanding how sound works in each language, children can become better readers and writers of both languages. With the right instruction, teachers can help bilingual learners gain confidence in their ability to communicate and understand the complexities of speaking multiple languages.

For example, when teaching early literacy skills in Spanish, most teachers focus on phonological awareness because of its emphasis on syllables. Spanish instruction focuses on syllables, as children learn to connect the syllables to make words. However, phonemic awareness is also important because it helps children apply their phonemic learning in Spanish to reading lessons in English.

Phonological and phonemic awareness help children learning more than one language to develop metalinguistic awareness-they understand how both languages are similar and different. For example, similar words with the initial / s/ sound include siete in Spanish and six in English. Phonemic awareness in both languages also transfers into phonics instruction, helping the children learn how to read.

Conclusion

Phonological awareness is important for early childhood learning since it supports learning and using the alphabetic code, predicts success for literacy skills, and promotes language and vocabulary development.

Families and teachers can teach phonological awareness through all sorts of fun and engaging activities. That, combined with the right strategies, like dedicating daily time to teaching phonological awareness skills, focusing on one or two specific skills at a time, and assessing children regularly can make all the difference in a child's literacy development.

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Learn what phonological awareness is, how to teach it, and what phonological activities best promote reading skills.

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What is Phonological Awareness (video& website)

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What is Phonological Awareness (video& website)

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Phonological and Phonemic Awareness: Introduction | Reading Rockets

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By: Jeanne Jeup

“Phonological awareness is an awareness that the words that we speak can be taken apart, and phonological refers to the sound system of language. We do it with our ears, not with sight; it is a broad term that encompasses language in chunks; it happens before kids even understand that letters stand for sounds – Margie Gillis, Ed.D., literacy expert who teaches kids with Dyslexia, President, Literacy How

For many of us, learning to read seems like something that just happened overnight. One day our parents were reading us to us, then like magic, with enough repetition, we just started to read the words on the page.

But learning to read is not automatic and it happens way before kids understand that letters stand for sounds; children start learning to read by gaining a language skill called phonological awareness (PA).

The Struggle to Read and Myths Behind Dyslexia

Up to 50% of children require direct, or explicit, instruction to learn to read proficiently, while up to 15% of children require explicit instruction to learn to read. Explicit instruction is presented in a sequential format, which provides children with the review and consistent practice that allow them to encode (spell) and decode (read) with ease.

The International Dyslexia Association (IDA) indicates that instruction for students with dyslexia or other reading disabilities should include Structured Literacy™ programs, an explicit, systematic, and cumulative reading program. It integrates listening, speaking, reading, and writing.

There are some common myths and misconceptions about individuals who have dyslexia. Decoding Dyslexia, a grassroots parent group, helps break down some of these myths.

The first is that dyslexia is rare. In fact, Dyslexia affects 1 in 5 people, according to 25+ years of research by the National Institutes of Health and Studies at Yale University. The American Academy of Pediatrics states that dyslexia is the most common learning disability, accounting for 80% of all learning disabilities.

Another myth is that children with dyslexia will outgrow it. In fact, children do not outgrow dyslexia. Dyslexia can be remediated by the right kind of instruction, but symptoms do not go away just because a child grows up. Children with dyslexia grow up to be adults with dyslexia.

And finally, the most common myth is that people with dyslexia see things backwards. In actuality, people with dyslexia see things just like everyone else. They do have trouble with directionality and often have difficulty finding the right names for things. Although people with dyslexia may write letters and numbers backwards, not all do. Plus, this is considered “normal” through the end of first grade. Children with dyslexia actually have trouble processing and manipulating the sounds of language.

If these students are taught with systematic, explicit, multi-sensory instruction, reading will improve; and, once success is found with phonemic awareness and phonics (Reading Foundational Skills), theses students can begin to master fluency, which is a bridge to deeper levels of reading, vocabulary, and comprehension.

What is PA and What Does it Have to Do With Reading?

Phonological awareness is the understanding that our spoken language is made up of words, and our words are made up of individual units of sounds called phonemes (Zgonc, 2010). It is a broad skill that includes identifying and manipulating units of oral language. It includes all of the skills that make up the concept of a spoken word, rhyme, syllables, phonemes, and phoneme manipulation.

Consider the following examples:

“Susie sells seashells down by the seashore” – this is an example of an alliteration.

Eric Carle’s,” “Brown Bear, Brown Bear, What do you See? I see a little frog looking at me.” – this is an example of a nursery rhyme.

Words are made up of sound parts, called syllables. For example: Mag-ni-fi-cent (4 syllables) El-e-phant (3 syllables) – Tur-key (2 syllables) and Shoe (1 syllable).

Phonemic awareness is the recognition that words are composed of phonemes (sounds), which have distinct articulatory features (Armbruster, 2001). It is the foundation for reading and lets young readers recognize and work with the sounds of spoken language.

What is a Phoneme and Why Do You Need Them for Reading Success

We grow up learning there are 26 letters in the alphabet. So naturally, one would think there are 26 letter sounds. But there are approximately 44 letter sounds, and they are made up of something called phonemes. In addition, those 44 sounds can be spelled 250 different ways (e.g., /k/ as in c, k, ck, ch, que). Unless explicitly taught and practiced, it can be challenging to hear individual sounds within words and individual words within sentences. Most of us have never heard of phonemes, unless one becomes a reading teacher (and even some reading teachers have never heard of them.) A phoneme is the smallest unit of sound in spoken language, whereas a letter is the smallest part in written words. ​​

Phonemes and letters do not always maintain a one-to-one correspondence. For example, the word “have” has three phonemes (/h/ /a/ /v/) but four letters, whereas the word “cat” has three letters and three phonemes (/k/ /a/ /t/).

Phonological awareness helps children understand the alphabetic principle (letters have names and sounds that form words). One must have the ability to hear and manipulate oral sound patterns before they can be related to print (Fitzpatrick, 1997). That’s why most elementary children’s books often start with books that include some form of “A is for apple”, and “B is for Book.”

It is the foundation for reading and lets young readers recognize and work with the sounds of spoken language.
Jeanne Jeup

Phonological awareness enhances the ability for children to decode, which is a key skill for learning to read. According to Understood.org, decoding a word, requires a person to know:

Which sound or sounds each letter makes, like how a g sounds in goose (the /g/ phoneme) and how it sounds in gel (the /j/ phoneme)

How to take apart the sounds in a word and blend them. For example, with jam, the first sound is /j/, the next sound is /ă/, and the last sound is /m/. Then slowly blend them in “jjjaamm.”

How groups of letters can work together to make a single sound, like sh in fish. Kids learn these kinds of letter patterns when they study phonics. This is called a digraph phoneme – /sh/ –. Digraphs form when two consonants work together to create a completely different sound, most often seen at the start or end of a word.

Phonemic awareness and proficiency is integral to becoming a successful reader; it is a critical cognitive skill needed to store words for immediate, effortless retrieval, an awareness that sound (phonemes) make up words and those phonemes have distinct articulatory features. Most adults don’t have to think twice about how to sound out a word because we store these words in permanent memory, which requires phoneme-level skills. Phonics is when those sounds are connected to letters and the sound symbol correspondences/ connections are being made which leads to orthographic mapping.

Phoneme awareness difficulties are the most common problem for students who struggle — the vast majority of students with word recognition difficulties lack sufficient phoneme awareness (Kilpatrick, Chapter 4, Equipped for Reading Success, 2016).

Back to Basics – We Must Build Phonological Awareness Skills in Kids

The basic skills of PA – the concept of a spoken word, rhyming, alliteration, and syllable segmentation – can begin in preschool. Reading stories that contain rhyming words and alliteration, as well as engaging students in activities that promote these skills, builds phonological awareness.

Starting in kindergarten, formal instruction in phonological awareness for all students should begin in order to prevent or minimize potential reading difficulties. This should continue throughout the first and second grades. Students who did not receive proper instruction or need continued instruction may require additional one-on-one support.

Some of us threw the baby out with the bathwater through the growth of the ‘whole language’ movement in the United States, which is the idea that children construct their own knowledge and meaning from experience. There was an assumption that teaching kids phonics wasn’t necessary because learning to read was a natural process if children were immersed in a print-rich environment. But learning to read proficiently for many students requires explicit, systematic, and sequential techniques that are the hallmark of effective literacy education in the modern classroom.

Jeanne Jeup is a global literacy advocate, mother, and co-founder, the Institute for Multi-Sensory Education (IMSE).

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Phonological Awareness: The Number One Predictor of Reading Success

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Jeanne Jesup shares why learning to read is not automatic and happens way before kids understand that letters stand for sounds.

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Video on Explaining Phonological Awareness

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Video on Explaining Phonological Awareness

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Phonological Awareness EXPLAINED | What is Phonological Awareness?

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If you work with pre-readers or early readers, you know that phonological awareness activities (and in particular, phonemic awareness activities) are essential for kids' literacy success. We've pulled together a huge list of activities, routines, and resources for you to have at your fingertips.

Why are phonological awareness activities important?

Phonological awareness is the ability to hear and work with word parts and sounds in spoken language. Hearing rhyming words, breaking words into syllables, and comparing the beginning or ending sounds in words are all examples of phonological awareness. Having this flexibility with spoken sounds is essential for kids to learn to read and write. Phonological awareness serves as a foundation for phonics skills-learning how letters represent sounds in written language.

Why are phonemic awareness activities important?

Phonemic awareness is a subcategory of phonological awareness-and it's a biggie! These skills allow kids to hear individual sounds in words to be ready to write them. They also let kids blend spoken sounds together to be ready to read words. Solid phonemic awareness is a key predictor of reading success.

Phonological awareness activities, including phonemic awareness activities, don't involve letters. (That's phonics!) This is important to remember, because a word may have a different number of sounds than letters (e.g., "car" has three letters but two spoken sounds, /c/, /ar/). Words might also have different letters but the same sounds when spoken (e.g., car and kitten start with the same /c/ sound). By playing with sounds using their voices, bodies, objects, toys, and picture cards, kids learn to hear the parts and sounds that make up spoken language. Then they can use those skills to move into reading and writing.

Low-Prep Phonological Awareness Activities

Use these activities to help kids hear and work with words, syllables, and word parts.

(Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!)

1. Count My Words

Say a sentence (the sillier the better!) and ask kids to count how many words you said on their fingers.

2. Chop Up a Message

Plan a sentence out loud. Have kids help chop up a sentence strip to create a piece for each word. As kids get good at this, talk about chopping a longer piece for a word that sounds longer. Practice touching each piece and saying the word it represents. (If you model writing or write the message together, that's phonics-but still great!)

3. Count Words With Objects

Give kids blocks, LEGO bricks, interlocking cubes, or other items. Have them set out an item for each word you say in a silly sentence or message.

4. Syllable Puppet Talk

Puppets are awesome for making phonological awareness activities fun! Use a hand puppet to say words (or have kids try). Together, count how many times the puppet's mouth opens as a way to notice syllables.

5. Syllable Clap, Tap, or Stomp

Use any percussion instrument, like rhythm sticks, homemade drums, or shakers, or just kids' hands or feet. Say each child's name one syllable at a time with a clap, tap, or stomp. When you get tired of class names, use characters from books you read, or content words from a curriculum unit.

6. How Many Syllables? Box

Put a collection of unexpected items in a box. Dramatically pull an item out, talk about the word, and clap how many syllables it has.

7. Syllable Food Chop

Show kids pictures of food items or dig through a bin of play food and have them pretend to "chop the food" into syllable pieces. "Eggplant" gets chopped in two parts, "Asparagus" gets chopped in four parts, etc.

8. Stuffy Syllable Sort

Grab a pile of stuffed toys (or any character toy kids like). Lay out number cards 1 through 4 on the floor and have kids clap each word, count the syllables, and put the item in the right pile.

9. Syllable Smash

Give students balls of dough or clay. Have them smash a ball for each syllable in a spoken word.

Learn more: @droppinknowledgewithheidi

10. Fill In the Rhyme

Read aloud rhyming books and pause to have students chime in the rhyming word.

11. Thumbs Up, Thumbs Down Rhymes

Say a pair of words and have students indicate whether or not they rhyme. Expand on this game with Jack Hartmann's Make a Rhyme, Make a Move song.

12. Guess My Rhyming Word

Give a rhyming clue for students to guess your word, such as "I'm thinking of a word that rhymes with goat" for "boat." Or clip picture cards to student headbands, and have them give each other rhyming clues to guess their word. For example, "Your word rhymes with red" for "bed."

13. Sing Rhyming Songs

There are plenty of favorites, but we will always be partial to classics by Raffi like Willoughby Wallaby Woo.

14. Real and Nonsense Rhymes

Start with a real word and brainstorm as many real rhyming words as you can. Then keep going with nonsense words! For instance: goat, coat, moat, throat, boat, zoat, yoat, loat!

15. Which Word Doesn't Belong? Rhymes

Say or show pictures of a set of rhyming words with one non-rhyme. Have students call out the one that doesn't belong.

Low-Prep Phonemic Awareness Activities

Use these activities to help kids work with individual sounds in spoken words.

16. Mirror Sounds

Help kids notice how their lips, tongue, and throat move, look, and feel when they make a specific sound. (Later, they can attach this information to the letter that represents the sound.)

Learn more: Kindermusik.com

17. Tongue Twisters

Practice saying tongue twisters together. Check out this fun list. Talk about the words in each tongue twister that start with the same sound.

18. Robot Talk

Make a simple robot puppet. Use it to say words segmented into individual sounds for kids to blend.

19. Microphone Sounds

Say the sounds in a word into a fun microphone for kids to blend.

Buy it: Wireless microphone on Amazon

20. "I Spy" Beginning Sounds

Spy items around the classroom and give clues based on beginning sound. For instance, for "pencil," say "I spy something that starts with /p/" or "I spy something that starts like pig." When kids get good at this game, adapt it to "I Spy Ending Sounds."

21. Blend and Draw

Say the segmented sounds in a word to kids. Have them blend the sounds and sketch the word on a small dry-erase board.

22. Feed the Monster

Each day, tell kids your classroom tissue box "monster" wants to eat words that have the same beginning, middle, or ending sound as _____. Have kids "feed" picture cards to the monster or just pretend to throw imaginary items its way.

Learn more: Supersimple.com

23. Which Word Doesn't Belong? Sounds

Say a collection of words or show a set of picture cards that have the same beginning, ending, or middle sound, with one extra. Have kids identify the one that doesn't belong.

24. Sound Hunt

Call out a beginning or ending sound. Have kids go to something in the classroom that has that sound (e.g., go to "door" for "starts with the /d/ sound" or go to "sink" for "ends with the /k/ sound").

25. Mystery Object

Put an item in a box or fancy bag. Give kids clues about the item related to its sounds for them to guess the item (e.g., "The mystery object starts like "water" and it has a /ch/ sound at the end" for "watch").

26. Bounce and Roll Segmenting

Give each student a soft ball. Have them bounce or tap the ball for each sound in a word and then roll or slide the ball from left to right as they blend the whole word.

27. Animal Jump Segmenting

Give students any small stuffed animal or toy. Have them make the animal jump for the sounds in words you say and then slide or "run" to blend the whole word.

28. Body Part Segmenting

Have students touch body parts from top to bottom to segment a word. Use head and toes for two-sound words and head, waist, and toes for three-sound words.

29. Body Part Sound Positions

Have students touch a body part to show whether a sound is at the beginning, middle, or end of a word. If they are listening for the /p/ sound, they'd touch their heads for "pickle," their waist for "apple," and their toes for "slurp."

Learn more: @kinderkish

30. Slinky Segmenting

Have kids stretch a Slinky as they say the sounds in a word and then release it to say the whole word.

Buy it: Slinky on Amazon

31. Xylophone Sounds

Say a word and have students tap a xylophone key for each sound, then sweep across the keys to say the whole word.

Buy it: Xylophone for kids on Amazon

32. Phoneme Segmentation Bracelets

Have students move one bead per sound as they segment words.

Learn more: @taryns_unique_learning

33. Elkonin Boxes

Have students place one counter per Elkonin box as they segment the sounds in words on picture cards.

Learn more: @droppinknowledgewithheidi

34. Pop-it Sounds

Have students pop bubbles on a small Pop-it as they say each sound in a word.

Buy it: Mini Pop Fidget set of 30 on Amazon

35. Sound Smash

Give students balls of dough or clay to smash as they say each sound in a word.

36. Jumping Jack Words

Call out words and have students do a jumping jack for each sound. Vary the game with different movements.

37. Guess My Word: Sound Clues

Give students clues about a secret word, like "It starts with /m/ and ends in /k/ and some of you drank it for lunch" for "milk."

38. Headband Pictures: Sound Clues

Clip picture cards to student headbands. Have them give each other clues about the sounds in a word to guess their picture.

39. Nonsense Word Change

Say a nonsense word and ask students how to change it to a real word. (For example, to make "zookie" real, change the /z/ to /c/ to make "cookie.")

40. LEGO Word Change

Use LEGO bricks or interlocking cubes to build a word sound by sound. (For example, link three bricks to represent the sounds in "pat.") Then take off or add bricks to change the sounds into new words. (For example, take off the /p/ to say "at" and put a new brick for /m/ to change the word to "mat.")

What are your go-to phonological awareness and phonemic awareness activities? Let us know in the comments!

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40 Low-Prep Phonological Awareness Activities

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Set kids up for success with this mega-list of fun and easy phonological awareness activities. Syllabication, segmenting, blending, and more!