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Rhyme
Children learn to rhyme by hearing rhymes. Nursery Rhymes are a great place to start. No longer can we assume that parents have taught their children Nursery Rhymes while they played with them at home. The home dynamic has changed. Many children come to school never having heard a single Nursery Rhyme. Simply Google Nursery Rhymes and you will find a complete list of them on the internet. Use them on interactive charts, sing them, or make rhebus pictures or finger plays for them.
Children need to be able to distinguish whether or not two words sound the same in order to be able to distinguish rhymes. Have them play the "Same or Different Game" under Just 4 Kids in the Members Only section. They will hear two words and must decide if they are the same - the 2 dogs picture - or if they are different - the dog and cat picture. This simple activity is a prerequisite to being able to distinguish rhymes. Also, under Just 4 Kids in the Members Only section, you will find the "Do They Rhyme?" game. Students double-click the "ear" to listen to 2 words. They must decide if they rhyme or not and click yes or no. Another game under Just 4 Kids in the Members Only section that deals with Rhyme is call "Find The Rhymes". Students double-click to hear the names of the pictures and then drag an X to mark the 1 picture that does not rhyme.
Blending Sounds
Saying words slowly or STRETCHING a word is also a great Phonemic Awareness skill. You can use long rubber bands to stretch words out to hear all their sounds. This is also a great activity for Phonics when they are trying to spell a word for writing.
Giving students the isolated sounds needed to make a word and having them blend them together is another great phonemic awareness activity. The following is an example from Dr. Michael Heggerty's Phonemic Awareness "Yellow Book". The directions are: The teacher says the individual phonemes (sounds) and the students listen and then say the whole word. The teacher would say: c - a - t slowly enough that each sound is heard separately. The students would say: cat. Blends are always said as separate sounds: s - t - o - p for stop. This activity builds and uses increasingly difficult words as the scope and sequence gets into more complicated phonemic skills as the weeks progress to the end of the year. For many children this will be difficult to start with, but with everyday practice it will become much easier. This is a game we call "GLUE". We glue the sounds together to make words.
Segmenting Sounds
Segmenting Sounds is an excellent activity that later supports spelling activities. The teacher says the complete word and the students must break it up into individual sounds. The teacher would say the word: gum. The students would say and chop: g / u / m. The students would "chop" the word up with hand chops. They make a chop in their hand for each sound. The knesthetic motion helps with this activity as they chop across their hand. When we do this activity at school, I signal how many chops with my fingers and count them down as they go. This gives added reason to repeat until everyone hears the same number of sounds. This is a game we call "CHOP IT UP". You chop the words apart.
Adding Sounds
This activity supports the Rhyming activity. The teacher has the students repeat a rime (the ending part of a word that makes a rhyme) and then add a beginning sound or onset. The teacher will say: add /k/ to up. The students will say cup. Add /f/ to at - fat. Add /d/ to ot - dot. You work on similar words in a group, in this case, short cvc words.
Deleting Sounds
Have the students repeat a word after you. Then have them drop or take away the first sound and tell you what is left. The teacher says the word: cat Then she says take away the /c/ - what's left? The students say: at. Other examples are: sag - take away the /s/ - what's left? -ag. rock - take away the /r/ - what's left? -ock. It is always easiest to take away the beginning sound first. When they can drop the beginning sound then do the same activity dropping the ending sound. The teacher would say the word: cat. Then she would say take away the /t/ - what is left? The students would say: /ca/. The teacher would say the word: jump. Then she would say take away the /p/ - what's left? - jum.
Substituting Sounds
Substituting Sounds is a lot of fun. The teacher says a word and the students repeat it back. Then she tells them to change some of the sounds or swap them. We have a great guided reading book called Swap, so we call this game SWAP. Examples: hug - change the /h/ to /t/ - what do you have? tug. ran - change the /r/ to /f/ - fan. You can do the same thing with the ending sounds as well - hug - change the /g/ to /t/ - hut. ran - change the /n/ to /p/ - rap.
One of the trickest parts of teaching Phonemic Awareness is making the sounds correctly. In many parts of the country, regional dialect gets in the way of teaching individual sounds correctly. Where I currently live, many people say farty far - instead of forty four. Its not noticable to them because they were raised here, but it does make learning how to decode print much more tricky for children later on. If you are not sure if you make individual sounds the same way as everyone else, check out the "What's My Name" page in the Just For Kids section of the Members Only pages. This is also a great place for children to practice their letter sounds if they are having difficulty. This page replicates the Alphabet Card activity you use to start each lesson in Dr. Michael Heggerty's Phonemic Awareness Book. Although this is really a Phonics activity since it uses actual letters, it does teach the letter sound together with the letter shape. It sounds like this - My name is "A", my sound is /a/ (short) or /A/ (long). You always give all the sounds that the individual letter makes - both short and long. For "Y", I give all three sounds. My name is "Y", my sounds are /y/ at the beginning and /I/ or /E/ at the end. (Where letters are capital, use the long sound or the letter's name.
Just For Kids Section
There are many activities in the Just For Kids section of the Members Only pages that support Phonemic Awareness.
The "Rhyming Fun" pages let kids drag rhyming pictures on top of objects they rhyme with. There is a chair, a sky, and a box. They drag a bear, fly, fox, ox, pear, and pie. When the page loads, it tells them what to do and the name of the pictures.
The "Begins The Same" page lets students find and mark the picture that begins the same as the 1st picture. There are "ears" for students to double-click to hear the name of the pictures and square frames to drag to mark their answer.
The "Ends The Same" page lets students find and mark the picture that ends the same as the 1st picture. There are "ears" for students to double-click to hear the name of the pictures and square frames to drag to mark their answer.
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Reading Components 
