Presented by Diane Frame

Pre-K Kinder First

A sentence is made up of words. Orally separate a 4 word sentence into individual words

Syllables: combine/delete syllables into/from spoken words (pa+per=paper/ paper-pa=per)

Rhyme: Produce a word that rhymes with a given word (match rhyming pairs, rhyme in nursery rhyme)

Alliteration: Produce word with same beginning sound as a pair of words big, blue)

A sentence is made up of words. Point/Clap/Count words in a sentence

Syllables: Identify syllables in spoken words (clap/move object for each syllable)

Rhyme: Orally generate rhyme in response to spoken words (what rhymes with hat?) Distinguish rhyme from non-rhyme (bat/hat vs bat/car)

Alliteration: Recognize spoken alliteration (baby boy bounces ball)

Rhyme: Orally generate a series of original rhyming words using a variety of phonograms (ant/ake, bl,cl)

Distinguish between long/short vowel sounds in spoken words (bit/bite)

Recognize the change in a spoken word when a phoneme is added/changed/removed (cat/hat, hat/ham, ham/him)

Phonological Awareness is Auditory

Pre-K Kinder First

Onset & Rime: combine onset and rime of a familiar one syllable word first using pictures, then without pictures

Phonemes: Child recognizes and blends two phonemes into real words with pictorial support (/k/ + /e/ = key)

Onset & Rime: Blend spoken onset and rimes to form simple words (cvc - /c/ + at)

Phonemes: Blend spoken phonemes to form one syllable words (/m/ /a/ /n/)Isolate initial phoneme on one syllable spoken words (cat = /k/)Segment one syllable spoken words into 2-3 phonemes (dog = /d/ /o/ /g/)

Phonemes: Blend spoken phonemes into one and two syllable words including blends (/f/ /l/ /a/ /t/)Isolate initial/medial/final sounds in one syllable spoken words (cat= /k/ /a/ /t/)Segment one syllable spoken words into 3-5 phonemes(splat= /s/ /p/ /l/ /a/ /t/)

Phonological Awareness: provides a basis for phonics

How do we teach Phonological Awareness?

Concept of Word

Sentence segmentation:Whole Group: Smartboard, large word cards• words from poems, stories, big books, sight words• pocket charts, studentsSmall Group: index cards, ipads, white boards, sentence strips (cut, then glue it back together)

Counting words in sentences:• Counters, students, fingers

I can

see

the

dog

run.

How do we teach Phonological Awareness?

Syllables

Clap it

Clap countChin

drop

Whole group/Small group1. Line up/release2. Syllable sort in word work center3. Names, picture cards, months/days of week4. Vocabulary words5. Sight words

How do we teach Phonological Awareness?

RhymeNursery rhymes, counting chants, counting out chants, jump rope rhyme (pretend, then use at recess), hink pink clues, Rhyme? Yes/No, Rhyme around the circle/table, Oops Wrong Rhyme

Acka backa soda

cracker,Acka backa boo,

Acka backa soda

cracker,Out goes you!

This is my _____, Oops, no this is my _________!rose/nosepie/ eyepin/chincheer/earfarm/arm

Bubble gum, bubble gum in a dishHow many pieces do you wish?1, 2, 3, 4…

Q: What do you call a

bee that doesn’t cost

anything?

A: A “free bee”

How do we teach Phonological Awareness?

alliteration and other word play

Tongue Twisters:Sally sells seashells down by the sea shore. Use their names: David digs deep dark donut holes!

Spoonerisms: sound switchingStart with a funny name day: Is your name Randy Jones? No, Im Jandy RonesThen play games with them: Goys and birls, today is our dibary lay.

Pig Latin: “ouyay, avhay a-ay oodgay ayday!”

Song:Willoughby, Wallably, Woo

How do we teach Phonological Awareness?

Phoneme Blending (auditory)First have them echo sounds you make: single sounds, double sounds, strings of sounds:/i/, /i/ /i/, /i/ /e/ /t/ (at teacher table they can move a bean, cube, or other manipulative from left to right to represent the sounds they echo) No letters yet!

Next, blending with names: “I’m thinking of a friend, can you guess who…/v/ /er/ /o/ /n/ /i/ /k/ /a/”Finally, move to vocabulary words, theme words, or sight words.

*Resource for higher or older kids needing to develop phonological awareness: Sounds Like Fun by Cecile Cyrul Spector

Pre-K Kinder First

Letters: Name 20 upper and 20 lowercase letters

Sounds: Recognize 20 letter soundsProduce 10 letter sounds

Letters/Sounds: Identify common sounds*consonants and vowels

Use knowledge of letter-sound relationships to decode regular words intext and independent of content (VC, CVC, CCVC, CVCC words).

Letters/Sounds: Decode words in context and isolation by applying common letter/sounds correspondence*consonants, vowels, blends, consonant digraphs, vowel digraphs, vowel dipthongs

Combine sounds from letters and common spelling patterns (consonant blends, long and short-vowel patterns) to create recognizable words

Use common syllabication patterns to decode words (VC, CVC, CCVC, CVCC, CVCe, CCVCe)

Phonics: Sounds and Print are connected

Pre-K Kinder First

Recognize that new words are created when letters are changed, added, ordeleted 

Identify and read at least 25 high- frequency words from a commonly used list.

Read base words with inflectional endings (plurals, past tenses)

Decode words with common spelling patterns (-ink, -onk,-ick)

Use knowledge of the meaning of base words to identify and read common compound words

Identify and read contractions (isn’t, can’t). Identify and read at least 100 high- frequency words form a commonly used list.

Phonics: the relationship between letters/groups of letters and sounds

How do we teach Phonics?Letters and Sounds

Multiple Modes of Learning:

• Visual

• Auditory

• Kinesthetic

1. Leap Frog

2. ABC Phonics

Sing, Sign &

Read3. Heidi Songs

How do we teach Phonics?Blending Sounds

Bumpy blending – sounds are distinctly separate or “choppy”. Can cause problems for many children.Smooth Blending – sounds are connected or “hooked together”. This is what we want!Model smooth blending!

What about those who struggle?

Whole Group – using a set of large letters, have students stand apart saying their sounds, move closer together and say sounds quicker. Small Group – Phonics Phones, Say it/Move it, Bumpy/Smooth

Ideas: take a breath first, sing the word, finger hook

/s/ /u/ /n/ = sun

How do we teach Phonics?Segmenting Sounds

Blending and Segmenting are two sides of the same coin. So much of what we do with language, reading and writing, works this way. We want children to see the connections.Just like we modeled smooth blending, we want to model smooth segmenting as well.

Activities:• Puppet Talk• Push the sounds• Bead slide• Ball toss – individual or partner• Push lights• Slinky• Rubber bands

sun = /s/ /u/ /n/

How do we teach Phonics?Sound Switching

Sound Switching is about playing with sounds in words and recognizing where the switch happened. Start with two or three phoneme words.Can be auditory or visualWhole Group: Use letter cards on pocket chart or let children be specific letters you need, smartboard, white boards, etc.

catratranpanpinpitpottop

How do we teach Phonics?Spalding

http://youtu.be/SV0mqyNwESY http://youtu.be/PFswXxtqkuY

How do we teach Phonics?Sight Words

Picture Me

ReadingInteractive Sight Word Wall

Rocket Book / Giraffe Book

Kinesthetic Spelling – cheerleading, jump roping, swimming, motorcycle, jack in the box, catch/throw a ball, shaving cream, wiki sticks, stamps, magnetic letters, sand, etc.

Resources

www.heidisongs.com

www.picturemereading.com

www.leapfrog.com

www.nellieedge.com

Phonemic Awareness by CTP

Oo-ples and Boo-noo-noos by Yopp

Reading Readiness by Neuhaus

Resources

Books for Phonemic Awareness:

Runny Babbit by Shel Silverstein

A Huge Hog is a Big Pic by McCall and Keeler

I’m Number One by Rosen

Some Smug Slug by Edwards

Hooway for Wodney Wat by Lester

Zin! Zin! Zin! A Violin by Moss

Alphabet Books and Dr. Seuss Books