Mindy Jones-Jamison
CEL 314
January 24, 2022
Explain language comprehension activities
 Counting words in a sentence, this is used to show young children that the stream of
speech is composed of individual words, since when we speak, we tend to run words
together. This activity can be crucial for a child with low language skills. The activity is
utilized by giving a child a sentence and they are told to count the words in the sentence.
The sentence is dictated to them clearly, without pausing between words, or using
artificial language. The child/students then repeat the sentence back. Then child/students
count the words in the sentence. This can be repeated with up to ten sentences and can
also be given in a group setting as well. Sentences should start with two to five words and
then increase but not exceed eight words. This activity can also be utilized in a way that
is fun or appealing to the child/students, such as using bingo chips, bottle caps, or even
handmade figures on a wooden stick.
Explain each of the phonological awareness activities
 Counting syllables
o Start by introducing the vocabulary word, syllable. Then come up with an
individual or group manipulative activity, such as clamping lips to feel for
syllables, and instruct students to practice with up to 15 words.
 Segmenting syllables
o Once students can perform the counting syllable manipulative activity, move
forward by using a different manipulative activity, such as laying down cards for
each syllable, and instruct students to practice breaking up words by their
syllables.
 Identifying First, Last, Middle syllables
o After performing the lip clasping activity, instruct the students to segment the
word and then instruct students to point out or verbalize the first, middle, and last
syllable of the word.
 Blending syllables
o After performing previous activities, or given a segmented word, instruct students
to blend the syllables by verbalizing the word out loud.
 Manipulating Syllables
o Adding Syllables:

Dictate first syllable and place a card, then add a second syllable,
have students then blend the syllables and say the word out loud.
o Substituting Syllables

Taking one syllable off a word and replacing it with another syllable to
create a new word.
o Deleting Syllables

Taking one syllable off a word to create a new word.
 Blending onset and rime
o Start by saying the word out loud and allow class to separate the onset from the
rime.
 Onset-Rime completion
o Start by saying the word out loud, then say the onset out loud and allow class to
finish the word by saying the rime.
 Do these words rhyme?
o Verbalize two words to the class, help students separate the onset from the rime,
then by using cards visually show students how the endings or rimes are the same.
 Generating rhyming words
o Start with an ending of a word and instruct students to add letters to the beginning
and verbalize the words out loud to recognize words that rhyme.
Explain each of the phonemic awareness activities
 Segmenting sounds in a syllable
o Start with a one syllable word, such as map, and segment into individual sounds
such as /m/ /a/ /p/
 Blending sounds
o Start with a segmented word and allow students to put the word together and say
out loud.
 Manipulating Sounds
o Adding sounds

Start with a word, such as map, and allow students to replace first sound
/m/ with /t/ to create the word tap.
o Deleting sounds

Start with a word, such as top, and allow students to remove the last sound
/p/ and verbalize the new word out loud
o Substituting sounds

Start with a word, such as top, and allow students to change the sound /o/
to /a/ and verbalize the new word tap out loud.