Welcome

Goals

• A continued look at phonological awareness

• An experience with share reading

Developing Phonological Awareness

• Sequence:

- rhymes

- words

- syllables

- phonemes

Rhymes

• Using Movement– Pease Porridge Hot (cold/old, hot/pot)– One Potato, Two Potato (more, four)– Eeny Meeny Miney Mo (Mo, toe, go, Mo) – Baa, Baa Black Sheep (wool, full)– One, Two, Buckle My Shoe (two, shoe; four,

door; and so on)

Rhymes

• Using SongDo you know two rhyming words,

Two rhyming words,

Two rhyming words?

Oh do you know two rhyming words?

They sound a lot alike.

____ and ____ are two rhyming words,

Two rhyming words,

Two rhyming words.

____ and ____ are two rhyming words

They sound a lot alike.

Rhymes: Using Literature

• Predict what will come next. Why do you think so?

• “I spy with my eye…”

• Word Rhymingcatmousechairbag car talkrosebookfacebed

• Round Robin Rhyme

• The Ship is Loaded with…

– dogs– cats– cars

Rhymes: Games

Sharing Lesson Ideas

• Share your nursery rhyme.

• Share your rhyming book.

• Share a mini lesson idea.– Intro– Procedure– Closure

Words and Sentences

• Introducing Sentences“A sentence is a short story. It tells something and names who/what it is telling about.”

Susan has a puppy. Dan has blue pants. has brown eyes.is wearing jeans.The childrenAngelic

• Introducing Words

Lynn eats.

Dan sits down.

The cow jumped over the moon.

• Hearing Words in Sentences

Syllables

• Clapping Names

“Bippity, Bippity, Bumble Bee, tell me what your name should be…”

1. “Clap it!”2. “Whisper it!”3. “Silent!” (children repeat, silently

enunciating).

• King’s/Queen’s Commands

marching tiptoeing

boogy-woogying hammering

rollerskating waving

bowing leaning

sewing wiggling

clapping nodding

stretching waddling

curtsying reading

• Take One Thing from the Box– Name it– Clap/snap/pat the syllables– Categorize by number– Try w/o clapping or saying

• Syllable Beat Repeat

1. Use familiar songs with repetitive patterns (“Farmer in the Dell”, “Twinkle Twinkle Little Star”, “Old MacDonald”)

2. Tap/clap/snap the syllabic beat of the repetitive words in place of singing them

Phonemes

• Rhythm and rhymeOnset/rimeT separates/S blend phonemes

• SequenceT gives words, Ss give initial, medial, final sound.

T gives a target sound, Ss signal position of sound.

• SeparateT gives word, Ss tell # of sounds T gives word, Ss separate into phonemes

• ManipulateSs leave off the sound of a given word to make a new word T gives a word; Ss substitute a new sound in the word

Initial Phonemes

• Name Chant

It begins with ____, (onset)

And it ends with _____. (rime)

Put them together,

And they say ________

• Patty Cake

bug mouse

pin round

fun light

bed name

fox barn

sit duck

For next time…• Read Honig et al., Chapter 8

• Language Arts Assignment 3

• Complete a written reflection to address the following:-- What phonics experiences do you remember from when you learned how to read? How did you feel about these experiences? --What more recent classroom experiences (as a tutor, mentor, or classroom teaching assistant) have you had that connect with teaching phonics? --How do your prior experiences connect with your reading from this week? -- How do these experiences and this week’s readings have implications for you as a teacher of reading in your current placement? As a teacher of reading in grades K-6?

Bibliography• Phonemic Awareness in Young Children

by Adams, Foorman, Lundberg and Beeler• Phonemic Awareness: Playing with

Sounds to Strengthen Beginning Reading Skills by Creative Teaching Press

• Phonemic Awareness Activities for Early Reading Success by Wiley Blevins

• Double Trouble in Walla Walla by Andrew Clements\

• Each Peach Pear Plum by Janet Ahlberg