Level 5: Sound Switch
Manipulation of Sounds: Connections to Print
Level 5 Activities are the highest level of phonemic awareness. The focus is to manipulate sounds (phonemes) within words; adding, exchanging, deleting, or transposing sounds (phonemes) to form new words.
Children ready for Level 5, have solid knowledge of how language works before attempting this level. Children need to be able to mentally blend sounds (phonemes), modify words, and segment sounds (phonemes) in order to make the sound (phonemic) transference. The ability to manipulate sounds (phonemes) strongly correlates with beginning reading acquisition.
Early Literacy Foundational Skills
Sound (Phoneme) Substitution
identify and substitute beginning sound in a word
identify and substitute ending sound in a word
identify and substitute middle sounds in a word
Sound (Phoneme) Deletion
identify and omit beginning sound in a word
identify and omit ending sound in a word
identify and omit middle sounds in a word
Sound Switch
GOAL: sound (phoneme) substitution, sound (phoneme) blending, & matching sounds (phonemes) to letters
Materials:
alphabet cards (2 sets)
pocket chart (optional)
Directions for New Players:
Choose a one-syllable word (Example: cat) and place each letter, one by one, in front of the child or use the pocket chart.
Have the child(ren) say each sound (phoneme) separately as you place the letters down. Then blend the sounds (phonemes) together to form the word.
Invite the child(ren) to create a new word by placing a letter on top of the first letter. Example: placing the letter ‘m’ on top of the letter ‘c’.
Have the child(ren) blend the new sounds together and decide whether or not the new word makes sense.
Repeat with other one-syllable words.
Directions for Established Players:
Choose a one-syllable word (Example: cat) and place each letter, one by one, in front of the child or use the pocket chart.
Have the child(ren) say each sound (phoneme) separately as you place the letters down. Then blend the sounds (phonemes) together to form the word.
Invite the child(ren) to create a new word by placing a letter on top of the last letter. Example: placing the letter ‘p’ on top of the letter ‘t’.
Have the child(ren) blend the new sounds together and decide whether or not the new word makes sense.
Repeat with other one-syllable words.
HELPFUL TIPS:
Always model first until the child is comfortable with this activity.
Caution with beginnings or endings with consonant digraphs (EX: ch, sh, th). Assist the child(ren) in these examples.
Caution if using vowel digraphs (EX: ai, ea, ee). Assist the child(ren) in these examples.