Phonological Awareness

Phonological Awareness Definition: • Phonological awareness, conceptually, is defined as an understanding that spoken language and words are made up of individual sounds. In terms of performance, phonemic awareness is defined as the ability to pick out and manipulate sounds in spoken words and language. • In other words, phonological awareness refers to one’s understanding of and access to the sound structure of language. Before students can use reading and writing skills, they must first develop phonemic awareness: 1) Children first become aware of individual words. 2) Children then develop an awareness of syllables within words. 3) Finally, children become aware of individual sounds, or phonemes, and are able to manipulate theses sounds. • Various components/tasks that illustrate phonemic awareness: o Rhyming and Alliteration o Hearing sounds in words (oddity and same-different judgment tasks) o Counting syllables and sounds o Isolating beginning/middle/ending sounds in words o Substituting and deleting sounds in words and syllables o Blending syllables/onset/rhymes/sounds into words o Segmenting words into syllables/onset/rhymes/sounds

o Representing sounds in language and words with symbols in spelling and writing. • Phonemic Awareness is the best predictor of early reading acquisition. Phonemic awareness is both a prerequisite for, and the result of, learning to read. • Deficits in phonemic awareness are characterized by weaknesses in the ability to hear the individual sounds in words.

Assessment Tools Bader Reading and Language inventory – 3rd edition Auditory Analysis Tests Basic Reading Inventory – 7th edition Dynamic Indicators of Basic Early Literacy Skills – 6th edition Fox in a Box Phonemic Awareness in Young Children: A Classroom Curriculum Phonemic Awareness Skill Screening Reading and Oral Language Assessment Roswell-Chall Auditory Blending Test Sawyer’s Test of Awareness of Language Segments Texas Primary Reading Inventory The Phonemic Awareness and Phonics Inventory Yopp-Singer Test of Phoneme Segmentation Comprehensive Test of Phonological Processing Group Reading Assessment and Diagnostic Evaluation Lindamood Auditory Conceptualization Test School Readiness Test Test of Language development – Primary The Phonological Awareness Test Woodcock Diagnostic Reading Battery

Informal Assessment Descriptions Yopp-Singer Test of Phonemic Segmentation Directions for Administering: 1. 2. 3. 4. 5.

Have one test sheet for each child in the class. Assess children individually in a quiet place. Keep the assessment playful and game-like. Explain the game to the child exactly as the directions specify. Model for the child what he or she needs to do with each of the practice words. Have them break apart each word with you.

Children are given the following directions upon admin istration of the test: Today we're going to play a word game. I'm going to say a word and I want you to break the word apart. You are going to say the word slowly, and then tell me each sound in the word in order. For example, if I say "old," you should say "oooo-llll-d" (The teacher says the sound, not the letters.) Let's try a few words together. The practice items are ride, go, and man. The teacher should help the child with each sample item - segmenting the item for the child if necessary and encouraging the child to repeat the segmented words. Then the child is given the 22-item test. If the child responds correctly, the teacher says, "That's right." If the child gives an incorrect response, he or she is corrected. The teacher provides the appropriate response. The teacher circles the numbers of all correct answers. If the child breaks a word apart incorrectly, the teacher gives the correct answer: Child Says Uses onset and rime Repeats word Stretches word out Spells letters in word Says first and last sounds Says another word

/d/ - /og/ dog d-o-g "d" - "o" "g" /d/ - /g/

You say /d-/o-/g/ /d-/o-/g/ /d-/o-/g/ /d-/o-/g/ /d-/o-/g/ /d-/o-/g/

Says a sentence

bark I don't know

/d-/o-/g/

The child's score is the number of items correctly segmented into all constituent phonemes. No partial credit is given. For instance, if a child says "/c/-/at/" instead of "/c/-/a/-/t/," the response may be noted on the blank line following the items but is considered incorrect for purposes of scoring. Correct responses are only those that involve articulation of each phoneme in the target word. A blend contains two or three phonemes in each of these and each should be articulated separately. Hence, item 7 on the test, grew, has three phonemes /g/-/r//ew/. Digraphs such as /sh/ in item 5, she, and the /th/ in item 15, three, are single phonemes. Item 5, therefore has two phonemes and item 15 has three phonemes. If a child responds with letter names instead of sounds, the response is coded as incorrect, and the type of error is noted on the test. Students who obtain high scores (segmenting all or nearly all of the items correctly) may be considered phonemically aware. Students who correctly segment some items are displaying emerging phonemic awareness. Students who are able to segment only a few items or none at all lack appropriate levels of phonemic awareness. Without intervention, those students scoring very low on the test are likely to experience difficulty with reading and spelling.

Student Test Sheet Yopp-Singer Test of Phoneme Segmentation Student's name _________________________________ Date _____________ Score (number correct) _______________ Directions: Today we're going to play a word game. I'm going to say a word and I want you to break the word apart. You are going to tell me each sound in the word in order. For example, if I say "old," you should say /o/-/l/-/d/." (Administrator: Be sure to say the sounds, not the letters, in the word.) Let's try a few together. Practice items:(Assist the child in segmenting these items as necessary.) ride go man

Test items:(Circle those items that the student correctly segments; incorrect responses may be recorded on the blank line following the item.) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

dog keep fine no she wave grew that red me sat

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________

12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

lay race zoo three job in ice at top by do

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________

Phoneme Blending Assessment

Directions: I am going to say all the sounds I hear in a word. I want you to tell me the word that you hear when you put these sounds together. You say it fast. Let me show you.

Model: If I say /p/ /i/ /g/ the word is . . .pig.

Share: Now try to put the sounds together with me. Say it fast. If I say /c/ /a/ /t/ What word do you say? Yes, the word is . . . cat.

Assess: Listen to the sounds and tell me the word those sounds make. 1. dog

2. nest 3. man 4. big 5. jump 6. fan 7. run 8. play Beginning Sounds Assessment Phoneme Isolating Phoneme Matching Directions: Directions: I will say some words. Listen to the beginning sound of each word. Tell me the first sound of the word. Let me show you.

I will say some words. Listen to the beginning sound of each word. Tell me which two words begin with the same sound. Let me show you.

Model:

Model:

Listen to this word: jump I hear a /j/ sound at the beginning of jump.

Listen to these words: keep, king, jump. Two of the words begin with the same sound; keep begins with the same sound as king /k/.

Share: Let us say the word together: hop What is the sound at the beginning of hop? I hear a /h/ at the beginning of hop.

Assess: Say each word after me and tell me the beginning sound. mouse fish teeth bat goat

Share: Let us say the words together. Two of the words begin with the same sound. Can you tell me which two begin with the same sound? Listen: peach, frog, pig. Which two begin with the same sound? Yes, peach and pig begin with the same sound /p/.

Assess: Listen to each group of words and tell me which two have the same beginning sound. mouse teeth goat fish bat

pipe tub rat fork duck

mat home gum ant bug

Final Sounds Assessment Phoneme Isolating Directions:

Phoneme Matching Directions:

Now I will say some more words. Listen to the ending sound of each word. Tell me which sound you hear at the end.

Now I will say some more words. Listen to the ending sound of each word. Tell me which two words end with the same sound. Let me show you.

Model:

Model:

Listen to the word "sit." I hear a /t/ sound at the end the word

Listen to these words: sun, king, fan. Two of the words end with the same sound; sun ends with the same sound as fan /n/.

Share: Say the word "pig" with me. What is the sound you hear at the end of pig? I hear a /g/ at the end of pig.

Assess: Say each word after me and tell me the last sound. tell door lion food beds

Share: Let us say the words together. Two of the words end with the same sound. Can you tell me which two end with the same sound? Listen: peach, frog, pig. Which two end with the same sound? Yes, frog and pig end with the same sound /g/.

Assess: Listen to each group of words and tell me which two have the same ending

sound. tall sand far sing bat

pipe land gum boys run

ball home car toys man

Recognizing Rhyme Assessment

Directions: I am going to say two words: cat - fat. I want you to tell me if the two words sound alike. This is called a rhyme. Let me show you.

Model: Cat and fat have the same sound at the end so they rhyme. Cat and mop do not rhyme because the do not have the same sound at the end.

Share: Listen to these two words: pail - tail. Now say the two words with me: pail - tail. Do these two words rhyme? (Yes) Put your thumbs up like this if they rhyme: Listen to these two words: cow - pig. Now say the two words with me: cow - pig. Do these two words rhyme? (No) Put your thumbs down like this if they do not rhyme:

Assess: Listen to these sets of words. Thumbs up if they rhyme. Thumbs down if they do not rhyme. Here we go... 1. fin - win 2. rug - mug

3. 4. 5. 6. 7. 8.

hat - dress pan - man bird - book lock - rock bet - get cup - dog

Recognizing Rhyming Words: Recognize whether or not pairs of words rhyme to assess levels of basic phonemic awareness. Use a list of 20 word pairs. At least 50% of the word pairs should rhyme. Read the child each word pair and ask the child if they rhyme. For kindergarteners, they should get 15 of the 20 pairs correct.

Oddity Tasks: Oddity tasks require that students spot the word that doesn’t belong in a list of spoken words. Children are read a set of three words from a list of 10 sets and must select the word that has a different sound from the others. Record the child’s responses. The words can focus on rhyming words, beginning, middle or ending sounds in words. Children should have 70% accuracy.

Same-Different Word Pair Task:

Children say whether a pair of words shares the same beginning, middle, or ending syllable or sound. Children listen to a pair of spoken words from a set of 10 pairs and then say if the pair is the same or different. Record the child’s responses. Children should have 50% accuracy.

Syllable and Sound Counting Task: Students count the number of syllables or sounds in a word. Typically, children listen to a word read from a list of 10 word pairs and count the number of syllables in the word. Counting tasks can

focus on beginning, middle, and ending syllables. Record the child’s responses. They should have 50% accuracy.

• Auditory Sound Blending Task:

Students are asked to recognize words by blending the sounds in words that teachers stretch out into segmented units (word rubber banding). Make a list of 30 words, divided into three sets of 10. The first 10 words should be two-phoneme words, the second set of 10 should be three to four-phoneme words that are divided before the vowel demonstrating the onset and rhyme (i.e. c-ap), the third set of 10 should be divided into three to four-phoneme words that are segmented completely (i.e. ch-i-p). Stretch the word and ask the child to tell you the word, after modeling a few examples. Kindergarten children should have 66% of the words correct (20 out of 30). • Segmenting Sounds: Students are asked to listen to and isolate sounds in the initial, middle and final positions in a word. Compile a list of 15 words that each contains three phonemes. Target sounds in the beginning, middle and end. Ask the child to tell you the sound he or she hears in the beginning, middle or end (whichever you target) of the word spoken to them (i.e.-Slam, say the sound at the end of the word slam). Kindergarten children should have 9% correct (1-2 of the 15).

Instructional Strategies

**Remember: Keep a sense of fun, use group settings that encourage interaction, encourage children’s curiosity and experimentation with language, allow for individual differences, make sure the tone of instructional activities are fun and informal, rather than evaluative. • Teach students to segment and blend, combine training in segmentation and blending with instruction in letter-sound relationships, teach segmentation and blending as complementary processes, systematically sequence examples when teaching segmentation and blending, teach for transfer to novel tasks and contexts. • Teachers of young children can provide an environment that encourages play with spoken language as a part of a broader literacy program through nursery rhymes, riddles, songs, poems, and read-aloud books that manipulate sounds. Many children with learning disabilities and from culturally diverse backgrounds may have particular difficulties with phonemic awareness, and it is important that they be explicitly taught phonemic awareness, by demonstrating the relationship of parts to wholes. For instance, teachers may begin with how to segment short sentences into individual words by using chips or other manipulatives to represent the number of words in a sentence. Once students understand part-whole relationships on the sentence level, they move onto the word level, teaching children to break down words into syllables. Next, children are taught to produce sounds in isolation.

Humpty Dumpty's Wall Phonological Level: Word (phrases to words) Materials: supply of tiles, all the same color Before beginning this activity check to see if the children know the rhyme. If they do not know it teach them the nursery rhyme Humpty Dumpty. Using one -to-one correspondence, one tile for each word said, for several phrases model several examples. (Student full names could be modeled as examples.) Make sure that each child knows how to name the tiles. Set up a pool of tiles in the middle of the table. Then have the children na me each tile as she/he lines them up. Be sure to use a left-to-right orientation. The children will be building Humpty Dumpty's wall. When Humpty Dumpty's wall has been built give each child a picture of a "Humpty Dumpty" to place on top of her/his wall. Phonological Level: Syllable (words to syllables) Materials: same as above If the children are able to easily do the activity above move on to this activity. Again using the same technique have children name each syllable as they line up tiles to build a wall for Humpty Dumpty. Title: Humpty Dumpty and Friends Phonological Level: Phoneme (discrimination of vowel sounds, substitution) Materials: set of sound cards with pictures of words beginning with vowels Explain to the children that Humpty Dumpty wasn't the only one who "had a great fall". Hold up a picture of an "A" sound such as a card with a picture of an apple. Tell the students to listen for this sound in the poem. Then recite poem changing the short /u/ sound to an /a/ sound. Hampty Dampty sat on the wall, Hampty Dampty had a great fall, All the king's horses and all the king's men, Couldn't put Hampty Dampty together again. Now hold up a picture of an /o/ sound word. Work with the children to help them change the rhyme to the following: Hompty Dompty sat on the wall, Hompty Dompty had a great fall, All the king's horses and all the king's men, Couldn't put Hompty Dompty together again. Continue in this manner next using the /i/ sound and finally the /e/ sound.

Phonological Level: phoneme (substitution) Materials: None If the children have difficulty with the vowel game, initial sounds may be used changing the name of Humpty Dumpty to a targeted sound such as Bumpty Dumpty. Children's name sounds can be used to personalize it, increase interest and draw attention to matching sounds. For example: Bumpty Dumpty sat on the wall, Bumpty Dumpty had a great fall, All the king's horses and all the king's men Couldn't put Bumpty Dumpty together again. Title: Where is Humpty Dumpty sitting? Phonological Level: rhyming (substitution) Materials: None To further emphasize the rhyming nature of these activities children can brainstorm words that rhyme with wall/fall, men/again These new words can then be substituted in the rhyme. For example: Humpty Dumpty sat in the mall, Humpty Dumpty had a great ball, All the king's horses and all the king's men, Couldn't put Humpty Dumpty together again. Humpty Dumpty sat on the wall, Humpty Dumpty had a great fall, All the king's horses and all the king's ten, Couldn't put Humpty Dumpty into the pen.

Cluster Busters MATERIALS: Chart Busters, Picture Cards (with cl, l, c sounds), Drawing Paper, Crayons, Pencils RATIONALE: To learn to read, children need to be aware that the letters are maps of the phonemic sounds that they hear in spoken language. Clusters are an easy way to blend two consonant phonemes. This lesson is designed to help students identify the two phonemes /c/ and /l/ and to recognize them when they are blended together to create a cluster in spoken and written language.

PROCEDURE: Children have prior knowledge of short vowel sounds and initial consonants. Play a listening game. Teacher sits with children in a circle. Children will identify sounds that begin with CL cluster: click, cluck, clap, etc. Teacher writes each word with children on chart paper. Children will identify that each word-sound began with the CL cluster. Tell children “Now that we can put CL together, we will learn to be CLUSTER BUSTERS! Now we can read more words.” Say: “Let’s see if you can spot the CL sound. Do you hear it in clock or door? Clown or monkey? Open or close? Children will become CLUSTER BUSTERS and search for CL words in the room. Teacher will chart CL words found. Children will draw several CL pictures and label them using inventive spelling and phonemic awareness. ASSESSMENT: Teacher gathers children back in a circle. Show several CL pictures. Ask children to put “thumbs-up” if they hear the CL cluster. Pictures may include: Clam, Cloud, Coat, Closet, Lunch, Clown, Like, Cookie, Clover.

Best Friends Shop for SH MATERIALS: Book, Shells, Letter cards, Letterboxes, Children, Web, Chart RATIONALE: Sh is a very common digraph found both at the beginnings and ends of words and in names. Our language is quirky; since we have more phonemes than letters, 2 letters represent one sound. This lesson assumes initial consonants have been taught. PROCEDURE: 1. Show a shell and name it. Say the sound /sh/ and have children repeat it. 2. Introduce “Shell Shopping.” Children listen for /sh/ sound for auditory discrimination. Say, "Today we are going to learn about two friends s and h. When they are together they say /sh/. Many words begin with /sh/. Do you know any words that begin with this sound?

Hold up book. "We are going to read a book about shells. When you hear a word that begins with sh, put your finger on your mouth and say "sh." Hold up two cards s and h. Pick two children who will be the "best friends." Say, "When you come together, you become one card sh. When you stand alone, you make separate sounds /s/ and /h/, but when you are together, you make one sound /sh/." Show that sh says /sh/ (put finger on mouth). The two children first stand alone. Then they put their arms around each other and join together to make a new sound. Go back to web and add additional sh words. Teacher models sh words. Children repeat and put their finger on their mouth to say /sh/. Teacher will give students letterbox sheets to use with the word shell along with letters--sh, e, ll. Students will say the word after teacher models it and then spell the word from the letters. ASSESSMENT: Say two words and identify which begins with sh by putting your finger on your mouth: shoe? sock? sand? shop?

Choo-Choo MATERIALS: Chicka Chicka Boom-Boom, choo-choo cars, stick puppet, sticks RATIONALE: Teaching the /ch/ sound using alliteration will aid in internalizing the sound. PROCEDURE: 1. Students will simulate the sound of a train (choo-choo) when it starts out. 2. Identify the sound /ch/. 3. Model the sound using the words chug, chin, chip, and chick. 4. Students will hold up the choo-choo when they hear the /ch/ sound. hill? chill? chip? flip? thin? chin? chop? mop? 5. Read the story “Chicka Chicka Boom - Boom” aloud. 6. Reread the story and ask children to hold up their choo-choo trains when they hear the /ch/ sound. 7. Follow-up with a train activity in which children fill up the train cars with pictures that contain the /ch/ sound.

Sh … The Baby is Sleeping! MATERIALS: Poker Chip with “sh” sticker attached, Container to hold chips, Visual Representation of /sh/, Picture cards, Experience chart paper, Markers, Chip boxes. RATIONALE: To make friends with the phoneme /sh/. To be able to read words which include sh. PROCEDURE: (Whole Group) Explain to children that two letters together make one sound. Introduce large visual representations of "Sh . . . The Baby is Sleeping!" as example of “sh” making one sound. See it and say it. Introduce verbally examples and nonexamples; students indicate recognition of /sh/ with a “sh” gesture. Create “sh” experience chart using pictures of examples and nonexamples. Students will look at picture, say the word, and attach “sh” words (pictures) to chart. Small Group Activity: Direct the students to build words using chips and chip boxes. - ship, shop, shell, fish, rush, dish Additional words can be used to model strategy Encourage students to create own words (including silly nonsense words) ASSESSMENT: With student, create a word bank of sh words. Students will then write and illustrate a sentence(s) to be put together as a class sh book. Students who meet the lesson’s objectives and demonstrate a friendly attitude toward sh will keep their poker chips as part of phoneme collection.

Follow Your Tongue MATERIALS: Mirror (for kid watching), Sound bowls (Lakeshore), Picture of child in class whose name begins with the L phoneme. RATIONALE: To become explicitly comfortable with and aware of vocal gestures for the /l/ phoneme. To review phonemes /a/ and /m/.

PROCEDURE: Model Warm-up ? Move your tongue in your mouth. Review vocal gestures for /a/ and /m/ to locate tongue placement. Show picture of “Luke” -- Ask, "What’s his name?" Model first : produce /l/ phoneme and notice tongue. 4 part poem: Lazy Lion licks lollipops. In 1-2-3-4 poetry, children collaborate to compose an alliteration. One format: 1. Choose an animal (e.g. lion) 2. Tell what animals do--must begin with same phoneme (e.g. lick) 3. Describe the animals--must begin with same phoneme (large) 4. Tell how they do it (lazily) Sound bowls -- use mirror for reinforcement. Make words with 3 phonemes.

Gargling Ghost MATERIALS: water in a cup, big piece of chalk, white sock for a puppet, storybook about a ghost, camera. RATIONALE: To recognize the letter “G” and its phoneme to enable the child to read and spell words. PREPARATION: Make a puppet. Prepare learning stations for tactile activity. Get a cup of water for each child. Create or use an existing book with the letter “G”. PROCEDURE: Using the puppet, teacher says to children: “Hi, I’m Gargling Ghost. I make the sound of /g/. Make big letter G on board, with picture of ghost. I go like this [teacher gargles with water]. I have a story to tell you." Tell children to listen for words with say /g/. Teacher tells the story about why the ghost gargles; he got a sore throat from gargling at goats, geese, gorillas, gates, etc. Children then tell teacher words they heard with /g/. Teacher makes a word list underlining g. Teacher says, “Now let’s all gargle just like “Gargling Ghost.” Teacher models gargling, having children put their fingers to their throat feel vibration of /g/. Repeat with cups of water.

Teacher takes a picture of the kids holding the ghost and saying, Gee-Gargling Ghost --G.” CULMINATING ACTIVITY: Hold up ghost and ask, “Who is this?” “What does he say?”

Show and Share MATERIALS: chart paper, markers, bag of objects, Dr. Seuss book RATIONALE: To identify the /sh/ phoneme, children will brainstorm words and objects containing the /sh/ phoneme. PROCEDURE: Explanation: Today we are going to review the “sh” phoneme. This will help you recognize it when you are reading and writing. Model: Teacher will have a bag of various objects including items with the /sh/ phoneme and others. Teacher will take an object, e.g., a shell, tell them it begins with /sh/. Then she will put the word on the sh chart ("Show and Share"). Then teacher will pass around the bag with objects. Each student will pick an object, say the name of the object, and tell whether it can be added to our “Show and Share" list. As an applied practice activity, the teacher will play a game “I’m thinking of something… (For example, I'm thinking of something that I wear on my foot with the /sh/ phoneme.) Each student will write down the name of the object from the “Share and Show” chart. As an extension to whole texts, the teacher will read to the class a book called One Fish, Two Fish, Red Fish, Blue Fish. The children will show “thumbs up” when they hear the “sh” phoneme. As an assessment, the students will play a repeating game. (e.g., Say: I have a fish and a fan. Do you hear /sh/ in fish or fan?) As a follow-up activity, the students will make a flipbook to show understanding of the /sh/ phoneme compared to others previously learned.

The M Lesson MATERIALS: assorted objects (Mm), Mickey Mouse doll/puppet, chart paper, markers, marshmallows, M & M’s, construction paper, crayons RATIONALE: Children will recognize the letter M and the phoneme /m/. Children will understand the vocal gesture symbolized by the letter M.

PROCEDURE: 1. Mickey Mouse puppet will explain the phoneme or sound in the beginning/last name. 2. Teacher will show m objects and tell students to listen to the “Mickey Mouse” sound. Give each student a marshmallow or M & M and ask children how it tastes. “MMMM” Say the phoneme /m/ and ask how it feels to say it. (mouth vibrates) Teacher will show students how to write the letter m. Brainstorm a list of m words. What looks the same in all of the words? Circle all the initial m’s. Model an M alliteration: Mickey Mouse and Minnie Mouse munch marshmallows. Elicit tongue twisters from children using the letter M. ASSESSMENT: Have children draw/create an m object. Bring objects from home that begin with the letter m for an m meeting the following day.

Secret Box MATERIALS: Colorful shoebox, large /s/ pictures, crayons, drawing paper RATIONALE: Initial consonant s can be used in many blends. PROCEDURE: Introduce the box. Invite children to select a picture from the box. Name the object (all recite). Identify commonality. Repeat all words. List words on chart. Children illustrate (create book) EVALUATION: Find objects in the room with /s/ sound.

Teaching Phonograms through The Sneetches by Dr. Seuss Grade Level(s): 1 Objectives: 1. The student will read six phonograms and as a class verbally define each using the print and illustrations in the text, The Sneetches by Dr. Seuss. 2. The student will demonstrate his or her understanding of phonograms by creating additional words with the same rime (for instance -all, -ear,-and art). Materials: • • • • •

The book The Sneetches by Dr. Seuss The book The Cat in the Hat by Dr. Seuss cards with phonograms on them (teacher-created) tokens or markers a large piece of oak tag

Set: Today we are going to read the book The Sneetches . Has anyone read or listened to this story before? Who can point to the author's name on the cover of the book? That's right, the author's name is Dr. Seuss. Dr. Seuss has written many other books. Can anyone recall another book he or she read that was written by Dr. Seuss? (If no one mentions it....) I have read the Cat in the Hat by Dr. Seuss. Has anyone read that story? Here is a copy of that book. One of the things that I like best about the book The Cat in the Hat is that a lot of the words rhyme. Even the title rhymes! (Point to, and read the title) What do I mean when I say the words rhyme? (After the concept of rhyme has been established.....) The book The Sneetches also has a lot of words that rhyme in it. While I read The Sneetches , listen for words that rhyme. Procedures: Part A The teacher reads The Sneetches to the class.

After reading the story, the teacher passes three cards with a phonogram on each to every child in the class. The teacher tells the class that the words that appear on the cards are words they heard in the story. The teacher asks each student to read the words on his or her cards and use each in a sentence. If the student has difficulty doing so, the teacher shows the student the page in the book that the word is on, points out the word, and draws the student's attention to what is being depicted on the page in order to help the student come up with a sentence using the word. Part B The teacher reads the story again, this time asking the students to put a marker or token on their words when they are read aloud. When the student has covered all three of his words with tokens s/he may say "Sneetches!" to alert the teacher that he or she has heard each of his or her words. The teacher asks the student to find each word on the page of the book on which it appeared and to point to and say the word in the text that rhymes with it. The teacher writes the rhyming words on a giant piece of oak tag, has the class identify the ending (rime) which the words have in common, and then asks the student if he or she can name any other words that also have the same ending. Other members of the class may be invited to add to the list. After rhymes have been found for the student's three words, the teacher can return to reading the text until another student calls out "Sneetch!" and the process continues until the end of the book is reached. Closure: After completing the story, the teacher draws the student's attention to the lists of words written on the oak tag. The teacher asks the students to read each list of words aloud as a class. After reading a particular list, the teacher asks the class what ending the words have in common. After the students come to a conclusion the teacher tells them that these lists of words are called "word families" and writes

this at the top of the sheet. The teacher states that the lists of word families that they have created will be posted in the classroom so the students can refer to it when they are reading and writing during future activities. Additionally, the teacher states that the list is not yet complete and if in the future the students think of other words with the same ending, they can add them to the oak tag sheet. Evaluation: Evaluation can be performed by the teacher throughout the lesson. The teacher will observe the success rate of the students when they are reading the words on their cards, defining each word, marking their words upon hearing them within the context of a story, and locating their words in the text itself. The teacher will also note the rate of success the students have when thinking of phonograms with the same ending when creating word families on the oak tag. It is through this activity that the teacher will observe if students are able to apply their knowledge of phonograms in creating new ones.

Rhyming Words Grade Level(s): Kindergarten, 1

Duration: 1 class Description: Students will distinguish word rhymes by playing a memory game with cards of rhyming words. Goals: Students will learn about rhymes. Objectives: Students will distinguish word rhymes by playing a memory game with cards of rhyming words. Materials: Book: Jesse Bear, What Will You Wear? by Nancy White Procedure: Initiation: Begin by reminding students how much they enjoy playing games. Tell them that they will be playing a matching game using cards with rhyming words. Ask them if they know what a rhyming word is and ask for examples. Tell them that rhyming words sound very much alike. Even though they have different beginning letters, they sound a lot like each other. Ask them to say the words cat and hat . Write

those words on the board showing how they have similar endings but the beginning letter is different. Tell them that you will be reading them a book, Jesse Bear, What Will You Wear? , which has a lot of rhyming words. Explain that the game will be played after the book is read. Procedures: 1. Read the book, Jesse Bear, What Will You Wear? , emphasizing with tone the rhyming words. 2. Tell the students that you will now reread the book and that they need to listen carefully. You will be stopping after each page to ask which 2 words rhymed on that page. Ask them after each page Which 2 words rhymed? Write the rhyming words on the board. Point out their similarities. Ask for another word that rhymes with these. 3. Tell the students about the game. Show them a few of the cards with pictures and words on them. For kindergartners and early first graders, it would be a good idea to show all the cards and read the words aloud before placing them face down in the rows. Place the cards face down in rows. Players take turns flipping over 2 cards at a time. They say the word aloud as they flip each one. Teacher offers help, if necessary, in reading the words. If the words on the 2 cards rhyme, the player keeps the cards and gets another turn. Play continues until all cards are matched. Whoever has the most cards, wins. This could be done in small groups while the teacher circulates and observes, offering help if necessary. Closure: Ask children whether they enjoyed the game. Remind them that many words rhyme, which means they have the same sound except for the first letters. Tell them that by studying rhyming words, we can see that many words are spelled almost the same. Ask students to come up with a rhyming word for man . Write their suggestions on the board. Assessment: Evaluation: Children’s ability to distinguish rhyming words will be judged by participation in reading lesson questions. During the card game, teacher will evaluate this ability by observing students’ participation in the game. Useful Internet Resource: http://www.link.cs.cmu.edu/dougb/rhyme-doc.html#doc This site has a dictionary search for rhyming words and would probably be of use mainly to teachers in preparing the lesson and searching for appropriate rhyming

words. The site could be used for older grade levels to access words that rhyme for assignments such as poetry.

Be-bop and Other "op" Words Grade Level(s): 1, 2 Duration: 30-40 minutes Description: This lesson engages students in word and sentence formation using rhyme. Students will play a game, dance, and listen to music. Goals: Students will create new words and new meaningful sentences using rhyming strategies. Objective(s): The students will be able to read (silently/aloud) and write words containing the "op" rhyme. Materials: • • •

Tape player & cassette, selection of two Charlie Parker musical pieces, flipchart or chalkboard, colored markers/pencils, paper, worksheets For the word & letter cards: blank flashcards (2" x 3"), stiff paper/tag, stapler & staples, scissors, ruler. The book Charlie Parker played Be-Bop, by Chris Raschka (1992), Orchard Books.

How to make the word and letter cards: •

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With a dark marker write letters on blank flash cards (2" x 3"). If you would like to stress certain letters you can make them a different color (e.g. the short "o" red and all others black). The letters used in this lesson are: b, h, m, d, r, f, l, s, t, o, p (2). Cut the stiff paper or tag to make 11" x 5" pieces. Fold up 1 1/2" along the long edge. Staple in four places to make four equal sized pockets for the letter cards. Worksheet from the Short Vowel O Workbook Be-bop And Other "op" Words

Set/Initiation: 1. Play two selections of Charlie Parker music, one quick and upbeat the other with a slower feeling. During each selection, have the children

stand up and show how the music makes them feel. 2. Introduce Charlie Parker who invented the type of music called be-bop . The book that the teacher will read aloud is, "Charlie Parker Played Be-Bop" (by Chris Raschka, Orchard Books, 1992). 3. Review vocabulary words from the book that may be unfamiliar to the children (e.g. saxophone, trombone, barbeque). Procedure: 1. Introduce "op" words, the short "o" and the rhyme "op". Review the "op" words in "Charlie Parker Played Be-Bop" (e.g. be-bop, stop, lollipop, hop). 2. Each student receives a 4-pocket word card and letter flash cards. 3. Have the students spread the letters in front of them. 4. Leaving the first pocket of the word card empty, start by filling in the word (be-) bop. 5. Students will replace given letters with new ones (as shown below) to make new words. Have them write the new words as they go along: Remove b, replace with h, to make hop; remove h, replace with m, to make mop; remove m, replace with p, to make pop; remove p, replace with dr, to make drop; remove dr, replace with fl, to make flop; remove f, replace with p, to make plop; remove pl, replace with t, to make top; remove --, add s, to make stop. 6. As the students make new words, write them on the chalkboard or flip-chart. 7. Have students say the new words using a blending technique before moving to the next new word. Closure: 1. Review the short "o" and 'rhyme "op". 2. Review the words the students made with their word cards. 3. Comment on the number of words they made just using the rhyme "op". Evaluation: 1. Observation during the activity and review.

Lesson Title: Blind Sort (adapted from Words Their Way Bear, Te mpleton, Invernizzi, Johnson, 1996) Children isolate and classify beginning, middle and ending sounds in spoken words.

Teacher says, "Today you are going to listen to some words with two different beginning (or middle, or ending) sounds. If I say a word that starts with the /t/ sound, you say /t/. If I say a word that starts with sound /s/, you say /s/. Listen. I say seal, you say /s/. I say toe, you say /t/." The teacher says the next word, "sun" the children say "/s/." The teacher says, "tent," the children say, "/t/."

Teacher says word, students state beginning (or ending, or middle) sound.

Closure

Teacher calls on individuals and whole group to isolate given sounds. To check for generalization, see if children can isolate sounds other than the sounds practiced in the lesson. The blind sort is part of a sorting continuum in which students classify written words and pictures according to letter patterns and sounds. Children can use word cards to sort by beginning or ending sounds or by some pattern within the word.

Lesson Title: Word Hunt (adapted from Templeton, Invernizzi, Johnson, (1996), Words Their Way Children will find words with specific letters or patterns in familiar stories.

Materials: Familiar story books that children can read, paper or a

notebook in which to write found words and a big book for modeling purposes. Optional: Highlighting tape. Background: As children become aware of word patterns and their relationship to spelling and reading, it is helpful to apply this knowledge to stories children have read. This application gives children a reason for performing sorting tasks and heightens their awareness of word patterns in meaningful text. Sorting tasks also help children to become more fluent readers by allowing them to identify words more quickly and automatically. Teacher reads an interesting big book. After reading, he or she says, "This book has a lot of words. I’ll bet we can find some words that have the long or short e sound." The teacher goes through the book and finds words with long and short e. The teacher writes them down on a white board or chalkboard under two columns with short and long /e/ at the top. The teacher chooses a word and places it under the long or short /e/. The teacher asks, "How do I know this word goes here?" Children answer, "Because it has the long/short /e/." Some teachers will highlight the word right in the book by covering it with at piece of colored, transparent, stick on book cover (available at any school supplies store). These book covers stick to the page, yet can be taken off without tearing the book or removing the print. The teacher asks, "Can you help me find words with the long and short /e/ sound?" The teacher continues to highlight and/or classify each word as students find them in the text.

The children practice finding and categorizing words from the text. The words are written on a piece of paper divided in half or in a word study notebook.

Closure

Ask individual children and the whole group to classify new /e/ words not included in the text to check for generalization.

Lesson Title: Rhyming Names (adapted from Phonemic Awareness, Fitzpatrick, 1997) Children will rhyme a given name using a real or imaginary word.

Children are sitting in a circle. The teacher says, "Today we are going to play a game called Silly Willy. It’s like Duck, Duck, Goose, only the person chosen (the goose) has to rhyme the name of the person doing the choosing (the ducker). Listen. I choose Lucy Goosey. (Teacher taps Lucy’s head. Lucy jumps up and chases the teacher around the circle. The teacher sits in Lucy’s place) Now it is Lucy’s turn to choose a friend and rhyme a name." Lucy chooses a child. The teacher asks, "How can we rhyme Brandon’s name?" Children give suggestions. Teacher decides, "Pandon sounds good. What do you think?" Lucy says, "I choose Brandon Pandon!" and is chased around the circle. Teacher repeats guided rhyming several times.

Children play the game as a whole group.

Closure

Teacher checks for understanding by calling on individual children to see if they can rhyme names independently. Teacher also samples entire group for rhyming proficiency. Substitute first letters of children’s names on the name chart. Rhyming words is also fun in a format, in which letter cards are used to manipulate sounds.

The Letter Hunt Objective: increase phonemic awareness; correctly identify initial consonant sounds. Group Size: 4 to 24 Prep Time: > 15 minutes Playing Time: 5-15 minutes Interest Level: ages 3 to 12 Ability Level: beginning to intermediate Materials Needed: collection of flashcards or small objects Game: Have students form a circle. Place flashcards or objects outside the circle. Teach the following song to the tune of "The Farmer in the Dell": We're looking for a/an [name of letter], We're looking for a/an [name of letter], [Sing sound of the letter to the tune of "Heigh, ho, the Derry Oh!"] We're looking for a/an [name of letter]. After each verse, ask a student to find an object or picture beginning with that sound and place it in the center of the circle. Continue until all objects or pictures have been used. Note: You might also use this song to teach vowel sounds, final consonant sounds, or blends. For added variety, you might give each student a flashcard instead of placing cards or objects outside circle. When a student's sound is sung, he or she steps into the circle.

Other Ideas: •

Playing with Rhymes and Alliteration: Use texts, stories, or poems to

highlight rhyming and alliterative sounds in words. Select a poem or song (i.e. Sister for Sale by Shel Silverstein) for a shared reading experience. After reading, analyze the poem to demonstrate examples of rhyming or alliterative beginning sounds (i.e. sounds with /s/). Ask the children to think of other words that rhyme with pairs of rhyming words found in the poem.

Make a rhyming word wall from the songs/poems/stories read in the classroom during shared reading. •

Grab the Odd One Out: helps children develop phonemic awareness

through oddity tasks. Fill a paper sack with objects for the odd word out. Make a list of 10 sets of 3 words (the odd word can be based on beginning, middle or end sounds). Tell the children to listen to the set of three words. When they know the odd word, they are to raise their hand. One child is selected to reach into the grab bag without looking and pull out the object. When he or she finds it, he or she says the word and shows the object to the class. Return the object to the bag. Continue the game until all the objects have been used. •

Picture Box Sound Counting: Helps students develop the ability to hear

sounds and syllables in words by counting the syllables or sounds. Prepare 510 cards with pictures, using words familiar to the student. The teacher begins by pronouncing the word slowly and placing a chip into a box for each letter/sound heard-progressing sound by sound. The child then says the next word while the teacher places the chips into the box for each letter/sound. The teacher gradually releases responsibility to the child by exchanging roles and the child both says the word and places chips into the box on his or her own. Eventually, children should be able to count the number of sounds in a word and be able to answer questions about the order of sounds in words. •

Add A Sound/Take A Sound: Pick a song, rhyme, or chant to which the child will add or substitute words. Consonant substitution involves exchanging or deleting initial, medial or final consonants in a phrase or sentence (i.e. “Jimmie Jet” the /j/ is changed to /n/ to produce “Nimmie Net”). The same can be done for vowel substitution (i.e. “Mary had a little lamb” /a/ to /i/ becomes “Miry hid a little limb ”).

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Sing it Out: Blending is a critical skill for learning to read successfully.

Use the song When You’re Happy and You Know It. Sing the song a few times so children learn the song and words. Then change the words at the end from “clap your hands” to “say this word.” Then give letters of a word in your mind you want the children to blend together (i.e. b/rr/d-these sounds are spoken slowly for the children, when you clap, they are to say the wordbird). The song can go on for as long as you wish, engaging the children in auditory blending of the spoken sounds you offer to make words.

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Word Rubber Banding: Segmenting can be one of the more difficult

phonemic awareness tasks for students, but it is important skill to develop if they are to profit from implicit or indirect instruction related to letter names, sounds, and the connections between the two. Segmenting words is referred to word rubber banding, or stretching out a word into its sounds. Use any song, poem, rhyme, chant, or story. It is best to use words of no more than three to four sounds when segmenting because these tasks can be very difficult for younger children. Ask the children to repeat the first sounds of selected words from the song/poem/story: (i.e. Old m-m-m MacDonald had a f-f-f-farm,…and on this f-f-f-farm he had a c-c-c-cow), or draw out/exaggerate a sound (i.e. MMMMMaaaaarrrryyyy had a little lllllllaaaaammmmm). They may also segment entire words (i.e. Listen, Listen to my word, Tell me all the sounds you heard: race. /r/ is one sound, /a/ is two, /s/ is last in race it’s true—sung to the tune of Twinkle, Twinkle Little Star).

Filename: phonological_awareness Directory: C:\Documents and Settings \helpdesk\My Documents\Cook Template: C:\Documents and Settings \helpdesk\Application Data\Microsoft\Templates\Normal.dot Title: Phonological Awareness Subject: Author: Administrator Keywords: Comments: Creation Date: 3/23/2003 3:12 PM Change Number: 2 Last Saved On: 3/23/2003 3:34 PM Last Saved By: Administrator Total Editing Time: 3 Minutes Last Printed On: 4/6/2003 10:02 AM As of Last Complete Printing Number of Pages: 33 Number of Words: 7,351 (approx.) Number of Characters: 41,903 (approx.)