Rhyming is an essential part of the acquisition of phonological awareness. Once the child knows the sounds, they are ready to succeed in reading. Therefore, it is vital to conduct a rhyming task which is called “Pass the rhyme.” The rules are simple: a teacher introduces a word to the class and asks students to think of a rhyming one. Not only does this practice stimulates phonemic awareness, but it also enables kids to think creatively and form new words (Catizone, 2019). The purpose of this exercise is to train a kid’s ability to indicate the sounds and phonemes and look for similar ones in different words.
The other essential ability related to phonological awareness is learning syllables. To teach children to recognize vowels that define the number of syllables in the word, an educator must come up with an interesting task such as “Stomp when you hear a vowel.” Whenever a teacher pronounces a word, a child should stomp as many times as they hear the vowel sound (Smith et al., 2018). Such an activity boosts phonemes recognition, and children can differentiate sounds easier. In addition, it develops listening skills as it involves active listening.
Alliteration allows for developing creativity and phoneme recognition development. This concept means the repetition of the first letters or sounds in a row of words. It is vital that children learn how to pronounce sounds correct and can articulate their tongues to produce them properly (Ganske, 2018). The best activity on alliteration is to introduce easy and catchy tongue twisters. Any tongue twister, where each word starts from a vowel or consonant, is suitable here because it enables a child to articulate their tongue.
Catizone, E. (2019). Just right phonological awareness intervention manual. Just Right Phonological Awareness.
Ganske, K. (2018). Word sorts and more, second edition: Sound, pattern, and meaning explorations K-3. Guilford Publications.
Smith, S. H., Kolodziej, N. J., & Roe, B. (2018). Teaching reading in today’s elementary schools. Cengage Learning.