Sound Hearing-Sample

Sound Hearing Photocopiable Dr Lillian Fawcett CRACKING THE

SAMPLESound Hearing Developing Phonological Awareness & Auditory Processing Skills Dr Lillian Fawcett Ph.D., B.Ed., B.A. Psychology (Honours) This book belongs to ____________________________

SAMPLEOTHER CRACKING THE ABC CODE RESOURCES Reading and Phonics Multisensory Reading Level 1 – designed to teach non-readers the basic sound-symbol relationship of the 26 letters of the alphabet. Multisensory Reading Level 2A – designed to teach beginning readers the 30 most common graphemes one at a time. Multisensory Reading Level 2B – designed to teach early readers, who have some basic reading vocabulary, the 30 most common graphemes one at a time. Multisensory Reading Level 3A – comprehensive 25 unit program (commencing reading age of at least 6.06 to 7.00 years) designed as an introductory course for younger students to teach the common graphemes. Multisensory Reading Level 3B – 12 unit program covering the most common graphemes (commencing reading age of at least 7.00 years) for students 8 years and older. Multisensory Reading Level 3C – 12 unit program covering the most common graphemes but using more challenging vocabulary (commencing reading age of at least 7.06 to 8.00 years). Multisensory Reading Level 4 – 15 unit program covering the less common graphemes and incorporating difficult vocabulary (commencing reading age of at least 10.00 years). Suitable for adolescents and adults. Spelling Multisensory Spelling Books 1 to 5 (300 most commonly used words graded according to level of difficulty). * Multisensory Spelling Books Levels A-T (Spelling Ages 5.00 – 15.06 years). Sound Hearing – designed to develop phonological awareness and auditory processing. Ender Bender – a card game requiring the application of spelling rules. Rules Rule – rule cards, nonsense word application and real word exercises. *It’s All Nonsense – a program that uses both nonsense and real words to teach students to spell by breaking words into syllables and phonemes and applying spelling rules. Editing Levels 1-4 - A series of graded books which require students to apply their phonological and spelling rule knowledge to correct errors in passages of varying difficulty. Writing Writing Creatively - A systematic program designed to develop students’ written expression skills. * Check website for availability and for more detailed information. Copyright © 2009, 2010, 2013 Dr L.M. Fawcett www.crackingtheabccode.com [email protected] Cover Design: Hunt for Ideas ([email protected]) All rights reserved. No part of this book may be reproduced without written permission from the author. ISBN-13: 978-1490471808 ISBN-10: 1490471804

CONTENTS PAGE Introduction …………...……………………….……….…………... 3 Instructions: Part One ……………………….……………………… 3 Instructions: Part Two……………………………………………… 4 SAMPLEPart One……………………………….……………………….……. 5 • Recording Chart………………………………………………….. 6 • Level 1: Rhyming words…………..………………………...……. 7 • Level 2: Words inside of words………..…………………………. 7 • Level 3: Syllables………………………………………………... 7 • Level 4: Syllables – identify missing syllable……....……………. 7 • Level 5: Syllables – delete specified syllable….…………………. 7 • Level 6: Multiple syllables……..………………………………… 8 • Level 7: Segmenting……………………………………………... 8 • Level 8: Blending……….……………………………………..…. 9 • Level 9: Same or different……………………………………..…. 9 • Level 10: Sounds inside of words……………..………………….. 9 • Level 11: Missing sounds – initial letter ………………..………. 10 • Level 12: Missing sounds – final letter……………..…...………. 10 • Level 13: Missing sounds – blends - initial letter……………….... 10 • Level 14: Missing sounds – blends - final letter……………….…. 11 • Level 15: Missing sounds – blends - second letter…………….…. 11 • Level 16: Missing sounds – blends - second last letter.…………. 11 • Level 17: Deleting sounds – initial letter……….…………...……. 12 • Level 18: Deleting sounds – final letter………………..…………. 12 • Level 19: Deleting sounds – blends - inital letter ……...………… 12 • Level 20: Deleting sounds – blends - final letter…………………. 13 • Level 21: Deleting sounds – blends - second letter ……………… 13 • Level 22: Deleting sounds – blends - second last letter …………. 13 • Level 23: Sound substitution – initial letter…...…………………. 14 • Level 24: Sound substitution – final letter…..……………………. 14 • Level 25: Sound substitution – blends - initial letter……………. 14 • Level 26: Sound substitution – blends - final letter………………. 15 • Level 27: Sound substitution – blends - second letter……………. 15 • Level 28: Sound substitution – blends - second last letter……….. 15 • Level 29: Sound substitution….…………………………………… 16 • Level 30: Reversals………………………………………………... 16 Sound Hearing 1

Part Two…………………………………………...………………….SAMPLE 17 18 • Exercise 1: i/e…………………………………………………..…. 19 • Exercise 2: a/u……………………………..……..………………. 20 • Exercise 3: d/b…………………...……..…………………………. 21 • Exercise 4: q/p…..……..……………………………………….…. 22 • Exercies 5: j/g………………………………………….…………. 23 • Exercise 6: i/ee………….……..…………………………….……. 24 • Exercise 7: as/us…………………………………..………………. 25 • Exercise 8: was/saw…..…………………………………………… 26 • Exercise 9: where/were…..………………………………..……… 27 • Exercise 10: how/who……………..……………….…………….. 28 • Exercise 11: her/here……………………………..………………. 29 • Exercise 12: want/what…………………….……..………………. 30 • Exercise 13: they/there……………..…………………………..…. 31 • Exercise 14: f/th……..……………..…………………………..…. 32 • Game Board 1: i/e……………………………….……..…………. 33 • Minimal Pairs 1: i/e……………………………….……..……….. 34 • Game Board 2: a/u………………………………….……………... 35 • Minimal Pairs 2: a/u………………………………….…………… 36 • Game Board 3: d/b………………...……..…………………….…. 37 • Minimal Pairs 3: d/b………………...…..…………………….….. 38 • Game Board 4: p/q………………………………..………………. 39 • Minimal Pairs 4: p/q……………………………..………………. 40 • Game Board 5: g/j……..………………………………………….. 41 • Minimal Pairs 5: g/j……..……………………………..………… 42 • Game Board 6: ee/i………..……………………………………..... 43 • Minimal Pairs 6: ee/i………..…………………………………….. 44 • Game Board 7: a/oa ……....…………………………...…………. 45 • Minimal Pairs 7: a/oa ……….………………………...………….. 46 • Game Board 8: a/ou………………………………..……………… 47 • Minimal Pairs 8: a/ou……………………………..………………. 48 • Game Board 9: f/th…………..……..……………………………... 49 • Minimal Pairs 9: f/th………..……..……………………………... 50 • Game Board 10: n/m….……..……………………………………. 51 • Minimal Pairs 10: n/m….……..…………………………………... Phonological Awareness/Auditory Processing Test…………….…… 53 Alphabet and Digraph Cards……………………………..…………… 57 Sound Hearing 2

SAMPLEINTRODUCTION The first stage in literacy development is phonological awareness. This involves identifying and manipulating the sounds in speech. Students proficient in this area can identify and produce rhyming words. They can break words into syllables (e.g., den-tist) and individual phonemes (e.g., d-e-n-t-i-s-t) and blend individual phonemes back into words. They can delete phonemes (e.g., take the /l/ out of ‘clap’ to make ‘cap’) and can substitute one phoneme for another to produce a different word (e.g., change the /a/ in ‘cat’ to /o/ to make ‘cot’). Research shows that the phonological awareness of pre-school children is the most powerful predictor of success in learning to read and spell. However, students who have poor phonological awareness can be taught this skill and an increase in phonological awareness and processing has been shown to positively increase reading and spelling ability. INSTRUCTIONS: PART ONE • Before commencing this program, use the phonological awareness test to determine the correct starting level. • These are auditory exercises, so the focus is on the sounds not the spelling of the words. Consequently, many of the exercises would be nonsensical from a spelling perspective (e.g., Say wheat, now say wheat without the /t/). ‘Whea’ is not a word but the sounds /w/ and /ee/ do make the word ‘we’. • If students say the letter name, tell them to listen to the sound. Alternatively say, “Yes the letter ‘p’ is missing, but what is its sound?” When students say the name rather than the sound, you know they are visually spelling the word rather than listening to the sounds. • The level of difficulty can easily be increased by using nonsense words. In fact, for students who are relying on their visual memory of the spelling of the word, using nonsense words forces them to use auditory processing skills. • Remain on a level until the student is able to competently and quickly give you the answer. Make sure the student can successfully answer items from the last column of each table as these are the most difficult examples. If further practise is required you can use words from another level, but using the easier format (e.g., for extra Level 1 words use Level 7 words presented in the same format as Level 1 words). • The Recording Chart sheet can be used to monitor the student’s success. Remove the sheet from the booklet and laminate or place it inside a plastic sleeve. Allocate one pyramid to the student and one to the instructor. Each time the student is correct place a tick in one of the circles on his/her pyramid. Each time the student makes an error, help the student work out the correct answer, but place a tick in a circle on the instructor’s pyramid. Finish the session once all the student’s circles are ticked. • For some students it may be useful to use the grapheme cards at the end of this book (i.e., 26 cards each with one letter of the alphabet plus additional cards with the more common graphemes such as ‘sh’, ‘ar’, ‘ch’, ‘er’, etc.) which students can manipulate to understand the underlying process of removing, adding or exchanging phonemes. Sound Hearing 3

SAMPLEINSTRUCTIONS: PART TWO The second part of the book consists of exercises to assist students who have difficulty differentiating between different sounds or words. In the first section, students are provided with two sounds or words that are commonly confused. They are required to circle one word or sound and underline the other while saying the accompanying text. The second section consists of a number of game boards and an accompanying list of minimal pairs (i.e., words which differ by only one sound). Each player chooses a counter and places it on the circle at one end of the board. The object of the game is to be the first player to reach the opposite end of the board. The players take it in turns to say a word from the appropriate minimal pair list. The other player decides which sound is in the word and moves his/her counter to the letter representing that sound. If the player is correct, the counter remains on that space. If it is incorrect, the counter is returned to the previous position and the other player moves forward one space onto the correct letter. Alternatively, a third player can be the caller. Sound Hearing 4

SAMPLEPART ONE Sound Hearing 5

SAMPLE RECORDING CHART Sound Hearing 6

LEVEL 1 (Rhyming words) Example: Tell me some words that rhyme with ball. (Aim for 5 words.) hit ball hat me by sun not den toe ate dash lock lad drone our bore frog string thong to • If necessary teach the student how to go through the alphabet changing just the first sound to see if it makes a word. LEVEL 2 (Words inside of words) Example: ball-football - Say ‘ball’. Is the word ‘ball’ hidden inside ‘football’? ball-cowboy bun-bunny pay-payment see-teatime car-cargo ball-baseball bun-thunder pay-repay see-seaman car-star ball-boiling bun-bundle pay-daytime see-seedling car-carton ball-ballgame bun-bunker pay-pavement see-reader car-scar LEVEL 3 (Syllables) Example: Clap the syllables in these words. SAMPLE sometimes seesaw bookcase cowboy fireman window bashful person candy forget cucumber elephant kindergarten competition anyway repayment displaying indication locomotive automatic LEVEL 4 (Syllables – identify missing syllable) Example: base(ball) - Say ‘baseball’. Now say ‘ball’. What is missing? (Answer: base) steam(ship) cup(cake) (rain)bow (paper)clip card(board) (day)time door(bell) foot(ball) (out)side some(thing) (swim)ming (sun)ny fair(est) visit(or) (want)ed play(er) (light)ness care(ful) content(ment) (sad)ly • If necessary, place an object on the desk to represent each syllable. Point to the object representing the syllable you say (eg., ball). Pick up the other object and ask, “What is missing?” LEVEL 5 (Syllables – delete specified syllable) Example: baseball – ball - Say ‘baseball’. Now say it again without the ‘ball’. (Answer: base). raincoat-rain hairbrush-brush toothpaste-tooth highchair-high chairman-man anthill-hill roadway-road handbag-bag headrest-rest toolbox-tool droplet-let writer-er mistake-mis illness-ness picnic-pic farmer-farm funny-/ee/ handful-ful farming-ing badly-ly • If necessary, place an object on the desk to represent each syllable. Pick up the object representing the syllable you are leaving off (eg., ball) and then point to the other object and ask, “What is left?” Nonsense words bainloat-bain gairtrush-trush mootaste-moot highchait-high shaigmot-mot vandwag-wag meadfest-fest doolgox-dool fantjill-jill boadcay-boad mislake-mis sillness-ness vicnib-vic shandful-ful darming-ing fradly-ly drodlet-let griter-er bonder-bond shenny-/ee/ Sound Hearing 7

LEVEL 20 (Deleting sounds – blends - final letter) Example: dam(p) Say ‘damp’. Now say ‘damp’ without the /p/. (Answer: dam) lim(p) - /limb/ sil(k) - /sill/ rum(p) mil(d) - /mile/ wen(t) - /when/ len(d) beas(t) - /bees/ hum(p) bun(k) shine(d) dum(p) - /dumb/ hos(t) - /hose/ kin(k) ben(t) clas(p) pin(k) kil(t) - /kill/ bes(t) - /Bess/ len(d) - /Len/ wen(ch) - /when/ Nonsense words dim(p) wil(k) num(p) bel(d) shen(t) gum(p) cun(k) chine(d) hen(d) weas(t) yin(k) kin(t) fas(p) sos(t) quen(d) len(ch) vum(p) jos(t) ton(k) chil(t) LEVEL 21 (Deleting sounds – blends - second letter)SAMPLE Example: g(r)ate Say ‘grate’. Now say ‘grate’ without the /r/. (Answer: gate) f(r)ay c(l)ap s(w)am g(r)ey - /gay/ s(l)ing s(t)and s(n)ip p(l)ot s(p)in s(k)ite b(r)ag f(l)ee d(r)ip s(m)ell t(r)ot b(l)ank d(r)ead g(l)ut p(r)am c(r)amp Nonsense words f(r)ap c(l)ab s(w)ack g(r)oss s(l)eng p(l)ap s(p)ig s(k)ine s(t)ind s(n)op d(r)ish s(m)ill t(r)ull g(l)oaf p(r)ave c(r)emp b(r)am f(l)eech b(l)onk d(r)eth LEVEL 22 (Deleting sounds – blends – second last letter) Example: ne(s)t Say ‘nest’. Now say ‘nest’ without the /s/. (Answer: net) we(s)t wi(n)ed - /wide/ bui(l)d - /bid/ wi(s)p - /whip/ li(n)k - /lick/ te(n)t mi(l)k - /Mick/ li(m)p du(s)k - /duck/ ta(n)k - /tack/ co(l)t lea(p)t - /let/ roa(s)t - /rote/ chi(m)p de(s)k - /deck/ si(f)t li(f)t be(n)d wi(n)ch - /witch/ wa(s)te - /wait/ Nonsense words ke(s)t bi(n)ed di(ll)ed fi(s)p qui(n)k cho(l)t me(p)t vi(m)p ze(n)t shi(l)k ki(f)t je(n)d noa(s)t yi(n)ch wa(s)e ti(f)t lu(s)k ca(n)k hi(m)p pe(s)k Sound Hearing 13

SAMPLEPART TWO Sound Hearing 17

Underline the ‘i’ and Circle the ‘e’ and say, “/i/ for insect”. say, “/e/ for egg”. ii ei i ieei e ei eee SAMPLE iei i e ei i e i ii ei i ieeei iei ee iei ei The red pip is in Ben’s bin. Sound Hearing 18

Underline the ‘how’ Circle the ‘who’ and and say, “How, now say, “W-ho”. brown cow”. how who (They all have ‘ow’ in them.) how how who how how who who how SAMPLEwho how who who how who how how who how how who how how who how how who who who how who how who how who how who How can I go? Who can come? Sound Hearing 27

SAMPLEieieieieie eieieieiei ieieieieie eieieieiei ieieieieie eieieieiei ieieieieie eieieieiei ieieieieie Sound Hearing 32

MINIMAL PAIRS: /i/ - /e/ bin BenSAMPLEtrick trek tin ten bit bet will well bill bell pin pen bid bed pig peg nit net din den big beg wit wet rid red hill hell win when list lest lit let mitt met miss mess till tell pit pet hid head lid lead sit set sinned send Note: It is the sound not the spelling that is important. Sound Hearing 33