Tried and True Recipes for Teaching Phonological Awareness

[Pages:58]Tried and True Recipes for Teaching Phonological Awareness

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Introduction to Guide

Tried and True Recipes for Teaching Phonological Awareness is a scope and sequence of activities for implementing phonological awareness with Pre-K children. Three-year old teachers can also use this guide for teaching Word Awareness, Syllable Awareness, Rhyming and Onset-Rime.

The purpose of this guide is to provide fun, playful and effective activities that follow a suggested implementation plan (see Phonological Awareness Implementation Plan for Pre-k and Preschool on Cox Campus). Tried and True Recipes for Teaching Phonological Awareness includes one large group phonological awareness activity for each day. These activities could be included in large group, during small group PAC time, (Phonological awareness, Alphabet knowledge and Concepts of print) or done by themselves.

Following the large group activities for each day, there are different options for small group or center activities that provide opportunities for guided practice. In order for children to build the foundation for learning to read, it is critical and necessary to teach phonological awareness in small groups. This offers an opportunity for children to practice in a setting where teachers can provide support for each child as well as monitor their progress.

Be sure to join to visit the Cox Campus and participate in the course called Foundations of Learning to Read. You will see some of the activities described in Tried and True Recipes for Teaching Phonological Awareness modeled in classroom videos. Also, you will be able to locate many useful resources such as picture cards, songs, and ideas that will help you implement phonological awareness activities for the children in your classroom.

To participate in a fun and useful course packed with information and classroom videos on teaching phonological awareness, click on Learning Center and then Foundations of Learning to Read.

For resources such as pictures, songs, video examples, and activities, click on Resource Library/Child Development Center on the left hand side and then search for the resource you need.

Examples of resources: Phonological Awareness Implementation Plan for Pre-K Phonological Awareness Implementation Plan for Preschool Phonological Skills and Examples Phonological Teaching Aid Phonological Awareness with English Learners Show Me, Guide Me, Let Me Try Teaching Aid Compound Words for PAC Time Compound Word Picture Cards Multiple Syllable Words for PAC Time

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 Teaching Phonological Awareness

The video library includes the following videos that feature some of the activities described in your recipe book for teaching phonological awareness:

Blending Compound Words with Mary Blending Syllables with Nannette Sergeant Smarty (teaching onset-rime) Small Group PAC Time

Suggestions for Implementing Phonological Awareness Activities

Provide activities that encourage children to "play with oral language." Include poems, nursery rhymes, songs, rhyming stories, word play games, and books.

Singing songs and saying nursery rhymes and finger plays expose children to rhythm and rhyme and should be used throughout the year. Transition activities as well as music and movement activities are perfect opportunities to engage children in rhyming. Even when you are addressing other phonological awareness activities, rhyming activities can be included during different parts of each day. (Note: recognizing rhyming words and generating rhyming words are addressed in weeks 9 and 10 after onset and rime.) Onset and rime activities can help children understand why words rhyme (i.e., because they have the same rime). Bat, cat, and sat rhyme because they all end with the rime at.

Call attention to skills that the activity addresses. For example, when reciting nursery rhymes with children, call attention to the words that rhyme.

Plan activities that match the developmental characteristics of young children (active, short attention span, need to play, concrete, sensory seeking, tactile).

Address the children's developmental interests. Plan activities that appeal to children's interest (silliness, make-believe, element of surprise, fun stuff, drama).

Plan a good balance of large and small group instruction. Continue to address skills that have been previously taught. Plan strategies that will address the different needs of the children. Teach vocabulary that supports children's acquisition of each skill. For example, in order to isolate

beginning phonemes in words children must understand the meaning of beginning and first. Phonological awareness activities are opportunities to model vocabulary (e.g., blend, combine, separate, delete, remove). Identify pictures and objects used in activities before expecting children to use them successfully.

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Table of Contents Word Awareness

Week 1- Segmenting Words in a Sentence................................................................... 6 Week 2 ? Blending Two One-Syllable Words to Make Compound Words................ 12 Week 3 ? Segmenting Compound Words....................................................................... 18 Week 4 ? Deleting One Word from Compound Words................................................ 24

Syllable Awareness ...................................................................................................... 30

Week 5 ? Blending Syllables .............................................................................................. 30 Week 6- Segmenting Syllables .......................................................................................... 34 Week 7 ? Deleting Syllables from Two-Syllable Words ................................................. 39

Onset-Rime and Rhyming

Week 8- Blending Onset and Rime .................................................................................... 43 Week 9- Recognizing Rhyming Words .............................................................................. 47 Week 10- Generating Rhyming Words .............................................................................. 55 COMING SOON: Tried and True Recipes for Teaching Phonemic Awareness will include activities that build phonemic awareness for the remainder of the school year.

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Building a Foundation for Phonemic Awareness

Word and Syllable Awareness

In order to help children develop an awareness of the structure of language, some literacy experts recommend teaching children to segment sentences into words, words into syllables, and words into onset and rime (Adams, Foorman, Lundberg,& Beeler,1998.) Developing the awareness that sentences are made up of separate words, and words are made up of syllables are considered to be building blocks for teaching children to isolate phonemes (the smallest unit of sound in words.) The following activities can facilitate children's awareness of how language is structured. Through such word play activities they will perhaps develop a more solid foundation in language and literacy.

Segmenting words in a sentence and working with compound words are both precursors to helping young children grasp more complex phonological awareness skills. Word Awareness Activities involve the whole word, the largest unit of sound in spoken language. Engaging young children in word awareness activities helps them to progress to more complex phonological awareness tasks that involve phonemes, the smallest unit of spoken language. The activities during the first ten weeks will help prepare children to meet the end goal for Pre-K which is to blend and segment phonemes in one syllable words.

Word Segmenting words in sentences

We have fun at school.

We

have

fun

at

school

Compound words

rain + bow =

Blending

rainbow

Segmenting

rain

bow

Syllables

um +

mm Phonemes

/m/ +

m

brel

/a/ +

+ la =

/p/ =

Blending

Umbrella

Blending

map

Segmenting

um

brel

la

Segmenting

/m/

/a/

/p/

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Word Awareness

Week 1: Segmenting Words in a Sentence

Day 1 Large Group: One Clap for Each Word Goal: Segment words in a sentence Materials: none Procedures: Modeling

Say a sentence and model how to give one clap for each spoken word in a sentence. The purpose for this activity is to help children understand that a sentence is made of separate words in a speech stream. Example: Let's try something fun with words. Listen to this sentence, "School is so much fun!" This time I am going to give one clap for each word I say. Listen. (Clap as you say each word)

Guided Practice Do the activity with the children. Example: Now let's do it together! Clap out words in a sentence with children participating. Now let's stand up and give one jump for each word. We just gave one jump for every separate word in a sentence.

Day 2 Large Group: Head, Shoulders, Knees and Toes Goal: Segment words in a sentence Materials: none Note: The purpose of this activity is to help the children understand the concept of what a word is and that words make up sentences. It is not to count the number of words in a sentence. It is not necessary to spend a lengthy amount of time on this skill. Procedures: Modeling

Sing the song "Head Shoulders, Knees and Toes" while doing the motions (touching head, shoulders, knees and toes).

Tell children to listen to this sentence. Say a simple sentence such as "You are the best!" Tell the children to listen to the separate words as you repeat the same sentence enunciating each word. Next, demonstrate how you touch each body part as you say each word.

Guided Practice Have children join in and segment three to four word sentences by tapping a body part for each word.

Note: Remember, when using multi-syllable words tap only one body part and call attention to the fact that it is one word. Gradually work up to tapping out longer sentences. Begin with one-syllable words then progress to multi-syllable words.

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Day 3 Large Group: Itsy Bitsy Spider Goal: Segment words in a sentence Materials: none Procedures: Modeling Tell children about a time when you were a child and you were trying to learn the words to the song "The

Itsy Bitsy Spider." Explain how you had a hard time learning the song because you couldn't hear the separate words. Say the words of the song as you give one clap for each word.

The itsy bitsy spider Climbed up the water spout

Down came the rain And washed the spider out

Out came the sun And dried up all the rain The itsy bitsy spider climbed up the spout again Guided Practice Repeat with children giving one clap for each word in rhyme.

Day 4 Large Group: Listen, Listen Have You Heard! Goal: Segment words in a sentence Materials: none Procedures:

Capture children's attention with chant:

Listen, Listen have you heard! Say a sentence And we'll clap out the words Listen, listen have you heard Sentences are made up of separate words! Modeling Tell children that you are going get some exercise as you segment words in sentences. Begin with saying a sentence that tells how you feel (teacher). Then show children how you jump for every word. Guided Practice Demonstrate a few more movements (e.g., stomp one foot, touch toes, shrug shoulders, tap knees) with the same sentence as children do it with you. Encourage a few children to tell how they are feeling using a complete sentence. Then that child can choose a movement for the class to do as they do one movement for each word in the sentence.

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Transition leaving large group:

As you say a sentence that gives children directions for where to go next. (e.g., "Please wash your hands.") Touch each child on the head as you say each word in the sentence. Example: Please (tap one child on the head), wash (tap next child), your (tap next child), hands (tap fourth child).

Continue until all children have washed their hands.

Note: Think of different ways you can give the same direction (e.g., Jump to wash your hands.)

Day 5 Large Group: Segmenting Words in Familiar Nursery Rhymes Goal: Segment words in a sentence Preparation: Choose a rhyme, song or chant that your children are already familiar with (e.g., Twinkle, Twinkle, Little Star, Humpty Dumpty, Itsy Bitsy Spider) Materials: none Procedures: Modeling/Guided Practice

Tell children they will each get to be a word in a nursery rhyme or song. Sing or say the words first and make sure the children are very familiar with the words.

Remind children how they have clapped out words in sentences and placed one cube for each word during small group time. Tell them this time each child will stand for each word.

Model the process with a few children using one line of the song or rhyme before you start to make sure children understand how to do the activity.

Point to each child when it is his/her turn to say/sing the word in the song/rhyme. Children can stand up as they say word that comes next. Continue until the song or nursery rhyme is finished. The song or rhyme may go a little slowly compared to when they sing it without segmenting every

word.

Small Group Options for Guided Practice: Segmenting Words in a Sentence

Saying a Sentence to Give a Compliment Goal: Segment words in a sentence Materials: objects (e.g., cubes, buttons, counting bears), one strip of paper or sentence strip for each child (about twelve inches long) Procedures: Modeling/Guided Practice

Tell children that you would like to give them a compliment. Explain meaning of the word compliment(e.g., "When you give someone a compliment, you say something you like about them. I have noticed many good things about all of you. Now I want to let you know by giving you a compliment.")

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