Sound Safari

Report
Presented by Diane Frame
Phonological Awareness is Auditory
Pre-K
Kinder
A sentence is made up of
words. Orally separate a 4
word sentence into individual
words
A sentence is made up of
words. Point/Clap/Count
words in a sentence
Syllables: combine/delete
syllables into/from spoken
words (pa+per=paper/ paperpa=per)
Syllables: Identify syllables
in spoken words (clap/move
object for each syllable)
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)
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)
First
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: provides a basis for phonics
Pre-K
Kinder
Onset & Rime: combine
onset and rime of a familiar
one syllable word first using
pictures, then without
pictures
Onset & Rime: Blend spoken
onset and rimes to form
simple words (cvc - /c/ + at)
Phonemes: Child recognizes
and blends two phonemes
into real words with pictorial
support (/k/ + /e/ = key)
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/)
First
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/)
How do we teach Phonological
Awareness?
Counting
words in sente
Concept
of Word
• Counters, students, fi
Sentence segmentation:
Whole Group: Smartboard, large word cards
• words from poems, stories, big books, sight words
• pocket charts, students
Small Group: index cards, ipads, white boards, sentence strips (cut,
then glue it back together)
I can see the dog run.
How do we teach Phonological
Awareness?
Syllables
Whole group/Small group
1. Line up/release
2. Syllable sort in word work center
3. Names, picture cards, months/days of week
4. Vocabulary words
5. Sight words
How do we teach Phonological
Awareness?
Bubble gum, bubble gum in a dish
Rhyme
How many pieces do you wish?
Nursery 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
This is my _____, Oops, no this is
my _________!
rose/nose
pie/ eye
pin/chin
cheer/ear
farm/arm
1, 2, 3, 4…
How do we teach Phonological
Awareness?
Tongue
Twisters:and other word play
alliteration
Sally sells seashells down by the sea
shore.
Use their names: David digs deep
dark donut holes!
Spoonerisms: sound switching
Start with a funny name day: Is your name Randy Jones?
No, Im Jandy Rones
Then play games with them: Goys and birls, today is our
dibary lay.
Pig Latin:
“ouyay, avhay a-ay oodgay ayday!”
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
Phonics: Sounds and Print are connected
Pre-K
Letters: Name 20 upper and
20 lowercase letters
Sounds: Recognize 20 letter
sounds
Produce 10 letter sounds
Kinder
Letters/Sounds: Identify
common sounds
*consonants and vowels
First
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 knowledge of lettersound relationships to
decode regular words in
text and independent of
content (VC, CVC, CCVC,
CVCC words).
Use common syllabication
patterns to decode words
(VC, CVC, CCVC, CVCC, CVCe,
CCVCe)
Phonics: the relationship between letters/groups of letters and sounds
Pre-K
Kinder
Recognize that new words
are created when letters are
changed, added, or
deleted
First
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
25 high- frequency words
from a commonly used list.
Identify and read at least
100 high- frequency words
form a commonly used list.
How do we teach Phonics?
Letters and Sounds
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!
/s/ /u/ /n/ = sun
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
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.
sun = /s/ /u/ /n/
Activities:
• Puppet Talk
• Push the sounds
• Bead slide
• Ball toss – individual or partner
• Push lights
• Slinky
• Rubber bands
How do we teach Phonics?
Sound Switching
cat
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 visual
Whole Group: Use letter cards on pocket chart
or let children be specific letters you need,
smartboard, white boards, etc.
rat
ran
pan
pin
pit
pot
top
How do we teach Phonics?
Spalding
http://youtu.be/SV0mqyNwESY
http://youtu.be/PFswXxtqkuY
How do we teach Phonics?
Sight Words
Interactive 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

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