REK3.011ci
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Reading Standard3.0011ci - Level K
Recognize, hear, and produce patterns for sound in oral language (i.e., rhyming words).
Standard in Kid Friendly Language
Students will identify, hear, and orally make sounds in words.
Standard Unwrapped
KNOW
Kindergarten students will begin to understand that letters individually and in groups represent specific sounds.
ABLE TO DO
Through songs, chants, poems, rhymes and big books, kindergarten students will be able to recognize, hear, and produce patterns for sounds in oral language.
Instructional Strategies
A list of strategies to help students recognize, hear, and produce sounds in oral language:
- Set up a variety of centers in the classroom so that students may use language while working at the centers (housekeeping, science, reading, block, and writing).
- Create a puppet area with stage and puppets so that children can experiment with language.
- Create a dress up area (in housekeeping) so that children can experiment with language.
- Read Aloud:poems, big books, leveled readers, and discuss rhymes, sounds and patterns in words.
- Encourage students to retell stories that have been read aloud and act out them out.
- Sing songs with students and allow them to pick and sing their favorites.
- Have a show and tell time.
- Author's Chair: students are given time to share their writing.
- Play rhyming games: Play word games. Challenge children to play with words. For example, think of words that rhyme with "bat" or begin with "m." What would be left if you took the "p" sound out of "pat"? What would you have if you put these sounds together: "p" and "ickle"; "m" and "ilk"; and "s, a, t". Which of these words starts with a different sound: bag, ball, candy, bike? Do boat and baby start with the same sound?
- Categorize words (which one doesn't belong): mop, hop, rat.
- Play with syllables: clap the number of syllables in words.
- Play listening games.
- Harcourt Brace Phonics
- Lindamood-Bell Lips Program
Assessment Strategies
Bear Assessment-Reading Section
DIBELS- Reading Assessment
Teacher Created Alphabet Assessment
Resources
Web site for rhyming activities
Rhyming Race Game This site tells how to play a rhyming game outside.
Scholastic Web site Has rhyming games for young students.
Nursery Rhymes IndexList of lyrics for nursery rhymes.
Projects and Activities
Poetry and Rhymes A rhyme a week. A really Great site for Poetry
Enchanted Learning: Rhyming Thomson has a site license and password.
A List of Oral Language Activities
Activities to practice Word Families
Dr. Seuss's Sound Words Activities
Rhyming Sequence Cards: Thomson has a site license
Rhyme Time Lesson: Choose a book with rhyming words and read to students. Tell the students that you will read the book once more. Remind students that this picture book has rhyming words in it. Students will be the rhyme detectives and must touch their nose when they hear two or more words that rhyme. When students touch their nose, stop reading and ask students to identify the words that rhyme. Write each of these words on index cards and place them in the pocket chart. When you are finished reading the story, you should have plenty of rhyming word cards in the chart. Pull out all of the cards, mix them up and place them back in the chart. Call up students to find the rhyming words and then have them stand in front of the classroom holding their pair of cards. When all of the pairs have been found, have each student at the front of the class read their pair of rhyming words with the rest of the class. Let students play the game independently. Students can play in pairs or independently during centers, mixing up the cards and finding rhyming pairs. Students can also write down their rhyming pairs on the Record a Rhyme worksheet. Students can play the game like Memory, turning over and mixing up the cards. Students can take the cards home to practice rhyming on their own.
Word Games
The following games were taken from: Fun Phonemic Awareness Activities
Play games with the beginning sounds in words. Start simple, give the child a word and see if he can tell you the sound that the word starts with. For example, What does the word “sam” start with? /ss/. Help the child by saying the word slowly. Help him learn to hear these sounds. At first, start with the sounds that can be stretched out (such as m, s, f, l, n, r) and avoid the blended consonants that are much more difficult to segment (for example give the word ‘big’ not ‘broom’).
Practice oral sound games with the beginning sounds in words. Say “the word ___ starts with the sound ___. Let’s see what else we can think of other words that start with the ___sound.” Give a few examples to get the kid started and at first help the child by saying the first sound to get him started. (For example, “milk” starts with the sound /m/. What else can you think of that starts with the sound /m/…. and to help him out say /mmmmmm/ while the child is thinking of a word. Help out at first with some words…/mmmm/ … mud…./mmmm/ mom…” If the child says a word like ‘cat’ simply say oops that word starts with the /k/ sound…listen /c//a//t/. What starts with /mmm/?
Play “silly word” games with beginning sounds. Have the child modify the first sound in a word. For example, use the child’s name and make silly words. For example, “Jessica, if your name started with /mmm/ what would it be?... Messica; How about /t/?.. Tessica;How about /b/? Bessica.
Sing little songs (or adapted versions of songs with a specific sound). Have the child help you make a ‘silly sound song’ of a specific sound. For example sing twinkle, twinkle little star with all the words starting with the /sss/ sound (swinkle, swinkle, sittle star ) .
Do rhyming activities. Rhyming is terrific for developing phonemic awareness. Help the child learn how to rhyme. Say a word like ‘cat’ and see how many rhyming words the kid can say. (At first this rhyming needs to be demonstrated as kids will often just say a word that starts with the same sound.) For example “What would rhyme with cat? hat, mat, pat, sat.. See if you can come up with any “silly” rhyming words…zat.. dat..
Practice orally segmenting sounds within a word. Have the child tell you the sounds he hears within a word. Remember this is an auditory skill based on sound not letter names or spelling correctly. For example:
---Tell me the sounds in the word ‘cat’: the kid should say /k/ /a/ /t/
---Tell me the sounds in the word ‘shut’: the kid should say /sh/ /u/ /t/
---Tell me the sounds in the word ‘place’: the kids should say /p/ /l/ /ay/ /s/
Say the word slowly and clearly to help the child hear and distinguish sounds.
Play ‘sound changing’ games where you tell the child a word and give him some instructions on how to change it. “ Say _____ without the ____ sound”. (For example say ‘milk’ without the /m/…. and the kid should say ‘ilk’). Or “how would you say ____ if the /__/ sound was change to /__/? (For example how would you say sing if the /s/ was changed to /r/? (the kid should say ring.
More Games
Activity Phonemic Activities The following game came from this site.
In this game, the children are challenged first to identify single sounds and then to identify each one of a sequence of sounds. The children are to cover their eyes with their hands while you make a familiar noise such as closing the door, sneezing, or playing a key on the piano. By listening carefully and without peeking, the children are to try to identify the noise.
Once the children have caught on to the game, make two noises, one after the other. Without peeking, the children are to guess the two sounds in sequence saying, "There were two sounds. First we heard a ____, and then we heard a ____."
After the children have become quite good with pairs of noises, produce a series of more than two for them to identify and report in sequence. Again, complete sentences should be encouraged.
Remember that, to give every child the opportunity to participate mentally in these games, it is important to discourage all children from calling out their answers until they are asked to do so. In addition, both to support full participation and to allow assessment of individual students, it is helpful to switch unpredictably between inviting a response from the whole group and from individual children of your designation.
Note: Because of the importance of the skill exercised through this game, invest special care in noting every child's progress and difficulties. Extra opportunities should be created to work with children who are having trouble with the concept of sequences or in expressing their responses. Variations
With the children's eyes closed, make a series of sounds. Then repeat the sequence, but omit one of the sounds. The children must identify the sound that has been omitted from the second sequence. Invite the children to make sounds for their classmates to guess. These games also offer good opportunities to review, exercise, and evaluate children's use of ordinal terms, such as first, second, third, middle, last. It is worth ensuring that every student gains comfortable, receptive, and expressive command of these terms.
Rhyming Collage
By Karen Farley: Reference
Materials Needed: Construction Paper, Markers, Magazines,Elmers glue or glue sticks
The teacher will introduce the concept of rhyming words. She should write the words on the board so students can see the parts of the words that are the same.
Students should then be instructed to look through the magazines and find pictures of words that rhyme (red and bed). After they have found pictures, the students should glue the pictures onto construction paper. Students then write the rhyming sound near the pictures (e.g. 'ed' near the photo of something red and the bed).
Note: Students may have difficulty looking through the magazines and finding pictures. To make the project go more easily the teacher may want to cut pictures before hand, thus guaranteeing there will be rhyming concepts available.
