REK3.011cii
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Reading Standard 3.011cii - Level K
Identify, blend, and segment the phonemes of most one-syllable words (e.g.,dog,/d/o/g).
Standard in Kid Friendly Language
When working with sounds, students will name a sound, put sounds together, and take apart the sounds in words.
Standard Unwrapped
KNOW
Kindergarten students will identify, blend, and segment the phonemes of most one-syllable words.
ABLE TO DO
Kindergarten students will be able to identify the sounds in a word and blend those sounds together to create a word.
Students will be able to say individual sounds in a given word.
Students will be able to count the number of sounds in a word.
Instructional Strategies
Direct Alphabet instruction- using Lindamood-Bell, Seeing Stars and Harcourt Brace Phonics Program.
Modeling: Read Big Books and leveled readers, stopping to make a connection to the words they have heard and the sounds that make up those words.
Reading Aloud to Children: teacher reads to students.
Shared Reading: teachers read with students.
Guided Reading: students work in group to read a book with the teacher as a guide.
Independent Reading: students read alone or with peer.
Homework and Practice: Throughout the year the teacher will send home letter cards for students to practice at home with family.
Language Experiences: give students the opportunity to experience language through dramatic play, chants, and songs.
Writing: students should be given time daily to compose and write independently. Encourage students to experiment with using letters to spell words phonetically.
Assessment Strategies
Bear-Reading Assessment
DIBELS-Reading Assessment
Teacher Created Alphabet Assessment
Resources
Scholastics Teaching with Phonics Skills Chart and Activities
Strategies for teaching Phonemic Awareness
Song for Teaching Phonics Web site
Kindergarten Phonemic Assessment
Alphabet on-line Games for students to Play
Projects and Activities
Phonemic Awareness Templates using Kid Pix Computer Program
Word Blending Game: Baseball Blending Game
Teaching Sound Isolation Reference for Game
Children identify the beginning, middle, and ending sounds in words. For example, "What is the beginning sound in nose?" "What is the ending sound in pig? "What is the sound you hear in the middle of cat?" Activities
1. A Song That Teaches Sound Isolation is Old Mac Donald Had a Farm (Yopp, 1992)
2. In this song, children are asked to tell what sounds they hear at the beginning, middle, or end of words.
3. You may use the same sound for each position (beginning, middle, and end) as you begin to work with a new sound and then mix them up as children learn more sounds.
What's the sound that starts these words: turtle, time, and teeth? (Wait for a response from the children - /t/.) /t/ is the sound that starts these words: turtle, time, and teeth. With a /t/, /t/, here and a /t/, /t/, there, Here a /t/, there a /t/, everywhere a /t/, /t/. /t/ is the sound that starts these words: turtle, time, and teeth. What is the sound in the middle of these words beet and meal and read (Wait for a response from the children - /ee/.) /ee/ is the sound in the middle of these words: beet and meal and read. With a /ee/, /ee/, here and a /ee/, /ee/, there, Here a /ee/, there a /ee/, everywhere a /ee/, /ee/. /ee/ is the sound in the middle of these words: beet and meal and read.
What's the sound at the end of these words: bed and seed and mad? (Wait for a response from the children - /d/.) /d/ is the sound at the end of these words: bed and seed and mad. With a /d/, /d/, here and a /d/, /d/, there, Here a /d/, there a /d/, everywhere a /d/, /d/. /d/ is the sound at the end of these words: bed and seed and mad.
4. Teaching Phonemic Blending - "I Say It Slowly, You Say It Fast" Game
5. Teacher explains that she will say the sounds in a word slowly.
6. Children take turns saying it fast. Example: Teacher says, "/k/-/a/-/t/ child says, "cat." Example: Teacher says, "cow - boy" child says, "cowboy."
Teaching Phonograms with Dr. Seuss
Activities
Teaching Phonemic Segmentation
Reference for Phonemic Segmentation Activities
Children learn to count the sounds in a word. For example, "Can you count the syllables or the word parts in football?" Activities
1. Rubber Band Stretch
2. Teacher models with a large rubber band how to stretch out a word as the word is said. /mmmmmmmm-/aaaaaaaaaaaa-/nnnnnnnnn/
3. Teacher models with stretched out band how to bring rubber band back to original length and says the word fast: /man/.
4. Children pretend to stretch rubber bands as they say the sounds in different words.
5. Stretchy Names
6. Children and teacher clap and say a verse for each child in class: CHRISTOPHER, CHRISTOPHER, HOW DO YOU DO? WHO'S THAT FRIEND RIGHT NEXT TO YOU?
7. Children and teacher say the next child's name very slowly, stretching palms far apart as the word is stretched; RRRR-eeeee-bbbb-eee-ckckckck-aaa.
8. Clap once quickly and say name fast: "Rebecca."
9. Sound Boxes
10. After children can do "rubber band stretch," teacher shows students how to make sound boxes on their papers or lap boards.
11. They learn to say a word, stretching it out, and then slide a marker into each box as they hear each sound or phoneme.
12. A Song to Teach Phonemic Segmentation
Listen, listen to my word, Then tell me all the sound you heard: race /r/ is one sound /a/ is two, /s/ is last in race it's true. Thanks for listening to my word And telling all the sounds you heard!
Activities for Segmenting and Blending
Playing with Sounds by Scholastic
Oral Blending and Segmentation Activities
Phonemic Awareness: Prereading Activities for Students that are Struggling
With a student who is having great problems even learning the first letters and sounds and blending them together or having lots of trouble even progressing past the first couple of lessons, it is the author's advice to put away the reading books and do phonological awareness training techniques orally. Phonological awareness training should be playful and engaging as well as deliberate and purposeful. This is what the author does:
1. Play the secret language game: tell the student that you are going to say a word in a secret language and he or she is going to tell you what the word is. Say, "this is an animal, /ra/---/t/. What is it?" Then the next step would be to blend /r/---/at/, and finally /r/--/a/--/t/. You will need to refer to the video tape to make sure that you are saying the sounds correctly. You can tell the student to press or squeeze the sounds together. Start with words with only two or three phonemes (sounds) and if your student is having trouble, say the sounds closer together until he figures out the word. (Also, check out the section on Special Word Attack Strategies for Blending in the teacher's manual.
Eventually the student should be able to blend the sounds together to make three and four phoneme words. Using the students' names, your name or what's for lunch can be fun. As the student gets better at this skill, slowly lengthen the time between sounds until the sounds are about one second apart. It is useful to teach the finger tapping technique (explained under word reading) to aid students in blending sounds together. This is the same technique for blending that they will be using to sound out words in the program except that you are not using letter names at this point. It is best to start with letter sounds that you can stretch out which will be easier for the student (m, n, s ,sh, l, r, f, and z). By the time your student can blend three and four phoneme words with ease, he will be ready to start to work in the reading books.
2. Work with beginning segmenting skills by asking questions like: "Tell me an animal that starts with /d/", or "What sound does your name begin with?" Focus on one sound like the sound of /s/. Then say a word and if it has this sound in it, the student can jump in the air or clap his hands. With a group of students, you can assign them each a sound and then have them jump or clap if you say a word with that sound in it. Use blocks to segment the sounds in words (these are called Elkonin boxes after the Russian scientist who invented the technique).
An Elkonin box card
Create Elkonin boxes like the one in the illustration out of pictures from old workbooks, magazines or your own drawings. Give the student three blocks or other manipulatives all of the same color or type (because we are not differentiating between vowels and consonants at this point) and have him tell you the three sounds as he moves the counters into the three boxes from left to right. You will have to model this technique at first and will probably have to stretch out the sounds in words as you say them when the student is having trouble. The student moves a block up into the space (see illustration) for the first sound while saying it and then does the same thing for the remaining sounds. Start with words with two or three sounds. Words with consonant sounds that can be stretched out like in "mom" and "man" and "nut", will be easier for the beginner. Many commercial phonemic awareness programs have ready made "Elkonin Boxes", but they are easy to make yourself. By the time the student can segment three and four phoneme words, he will be ready to start reading in the reading books. Phoneme segmentation is the best predictor of early reading success. Using manipulatives to represent each sound (rather than each letter) makes the task concrete and multisensory.
3. Read books that emphasize rhyming and/or word play. Read a rhyming story (Dr. Seuss books work well for children) and stop before the rhyming word so the student can guess the word. Play word games with your student, like finding what rhymes with "elephant" - pelephant, gelephant, telephant, etc. Say a word out loud and throw a ball to a student who says a word or nonword that rhymes with the word and throws the ball back. An easy and fun activity is called "balking tackwards." In this game students transpose the first letters of two words, i.e. "hotdog" would become "dothog", "reading class" would become "cleading rass", and "pea soup" would become "sea poop." Teach "Pig Latin" if you want. Pig Latin turns out to be a good predictor of early reading success.
Kids learn how to read and write, their phonemic awareness will gradually develop:
You can also observe in vented spelling to determine PA level. If the child isn't writing in invented spelling that you can read, the child is at Level I and can't segment. When there is one letter for each syllable (example: mk for monkey and st for sister), the child is at Level II. If you can begin to read the invented spelling because it has the consonants and letter-name vowels and there is a mixture of letters that represent more than just a single syllable (example: cmt for cement or apl for apple), the child is at Level III. If the child is almost conventional (even if consonant blends and short vowels aren't conventionally spelled), the child is at Level IV.
PA games Many of the daily writing activities your students perform help them develop PA. Two PA games that can be played in kindergarten and first grade classrooms for very short periods of time are Turtle Talk and the Itty Bitty Bit game. turtle
Turtle Talk. I was introduced to Turtle Talk by Dick Allington, president of the International Reading Association. He suggests instructing children to pretend they are talking turtles who say every word very slowly so you can hear every sound. Young children enjoy Turtle Talk, and some move their heads forward when they say each phoneme. They also like saying the words together to see who can stretch out the word the longest.
Itty Bitty Bit. Tell children you are going to play a game called Itty Bitty Bit. Begin by demonstrating how you can say a word in little bits. For instance, say "pencil: p-e-n-c-i-l," belaboring each sound. Ask the children to take turns choosing words and saying them sound-by-sound. Younger children may just be saying the word slowly with no phoneme segmentation; others may be dividing the word by syllables and ultimately they will segment by phonemes.
A to Z teacher lesson plans: several lessons on phonemic awareness activities
