PL1L1 phonological skill progression

Phoneme Awareness

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Onset-Rime Manipulation

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Syllable Awareness

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Rhyme and Alliteration

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Word Awareness

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Phonological Skills from Most Basic to Most Advanced

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This is the ability to count words in sentences. For Example: ‘How many words are in the sentence: The dog ran far away?” This is technically a semantic language skill rather than a phonological skill.

Word Awareness

Reciting rhyming words or alliterative phrases (words that begin with the same sound) in storybooks and nursery rhymes. For Example: “Peter Piper picked a peck of pickled peppers”.

Traditional Nursery Rhymes Playlist on YouTube

Rhyme and Alliteration During Wordplay

Counting, tapping, blending, and segmenting words into syllables. For Example: Pump-kin (2)

Syllable Awareness

The understanding that a rhyming word has the same rime (part of a syllable including the vowel onwards). For Example: b-at, c-at, f-at

Onset-Rime Manipulation

Identifying and matching initial sounds in words, then the final and middle sounds. For Example: “Which picture begins with /s/?”’ Find the picture that ends with /d/.” Segment and produce the initial sounds, then the final and middle sounds. For Example: “What sound does the word fish start with?”; Say the last sound you hear in the word chair.; Say the vowel or middle sound you hear in the word pig.” Blend sounds into words. For Example: “Listen: /f/ /l/ /a/ /g/. What is the word?” Segment the phonemes in two or three-phoneme words, and move to four and five-phoneme words. For Example: “The word is pen. Stretch and say the sounds: /p/ /e/ /n/." Manipulate phonemes by removing, adding, or substituting sounds. For Example: “Say spoke. Now say spoke without the /p/”; Say dog. Now say dog and add /s/’; Say tent. Now say tent. Now say tent but instead of /t/, say /s/”."

Phoneme Awareness