Tried And True Recipes For Teaching Phonological Awareness

Day 3Large Group: Itsy Bitsy SpiderGoal: Segment words in a sentenceMaterials: noneProcedures:Modeling Tell children about a time when you were a child and you were trying to learn the words to the song “TheItsy Bitsy Spider.” Explain how you had a hard time learning the song because you couldn’t hear the separate words. Say the words of the song as you give one clap for each word.The itsy bitsy spiderClimbed up the water spoutDown came the rainAnd washed the spider outOut came the sunAnd dried up all the rainThe itsy bitsy spider climbed up the spout againGuided Practice Repeat with children giving one clap for each word in rhyme.Day 4Large Group: Listen, Listen Have You Heard!Goal: Segment words in a sentenceMaterials: noneProcedures: Capture children’s attention with chant:Listen, Listen have you heard!Say a sentenceAnd we’ll clap out the wordsListen, listen have you heardSentences are made up of separate words!Modeling Tell children that you are going get some exercise as you segment words in sentences. Begin with saying a sentence that tells how you feel (teacher). Then show children how you jump for everyword.Guided Practice Demonstrate a few more movements (e.g., stomp one foot, touch toes, shrug shoulders, tap knees) withthe same sentence as children do it with you. Encourage a few children to tell how they are feeling using a complete sentence. Then that child canchoose a movement for the class to do as they do one movement for each word in the sentence.This material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.7

Transition leaving large group: As you say a sentence that gives children directions for where to go next. (e.g., “Please wash yourhands.”) Touch each child on the head as you say each word in the sentence.Example: Please (tap one child on the head), wash (tap next child), your (tap next child), hands(tap fourth child).Continue until all children have washed their hands.Note: Think of different ways you can give the same direction (e.g., Jump to wash your hands.)Day 5Large Group: Segmenting Words in Familiar Nursery RhymesGoal: Segment words in a sentencePreparation: Choose a rhyme, song or chant that your children are already familiar with (e.g., Twinkle,Twinkle, Little Star, Humpty Dumpty, Itsy Bitsy Spider)Materials: noneProcedures:Modeling/Guided Practice Tell children they will each get to be a word in a nursery rhyme or song. Sing or say the words first andmake sure the children are very familiar with the words.Remind children how they have clapped out words in sentences and placed one cube for each wordduring small group time. Tell them this time each child will stand for each word.Model the process with a few children using one line of the song or rhyme before you start to makesure children understand how to do the activity.Point to each child when it is his/her turn to say/sing the word in the song/rhyme.Children can stand up as they say word that comes next.Continue until the song or nursery rhyme is finished.The song or rhyme may go a little slowly compared to when they sing it without segmenting everyword.Small Group Options for Guided Practice: Segmenting Words in a SentenceSaying a Sentence to Give a ComplimentGoal: Segment words in a sentenceMaterials: objects (e.g., cubes, buttons, counting bears), one strip of paper or sentence strip for each child(about twelve inches long)Procedures:Modeling/Guided Practice Tell children that you would like to give them a compliment. Explain meaning of the word compliment(e.g., “When you give someone a compliment, you say something you like about them. I have noticedmany good things about all of you. Now I want to let you know by giving you a compliment.”)This material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.8

After modeling saying one compliment, demonstrate how to places one cube for each spoken word inthe sentence (e.g., “You have a nice smile.”)Example: Put one cube on the sentence strip for each spoken word so children can see cubes beingplaced in left to right order as they appear in the sentence.With children saying the sentence with you, point to the cube standing for each word as the childrensay it in unison.Tell children it is their turn to give themselves a compliment (e.g., Think of something you like aboutyourself and think of what words you would use).Note: If children are not comfortable giving a compliment to themselves, another option is for them togive a classmate a compliment.Give each child their own set of six cubes.Have them place one cube for each word in the sentence that each child says. (Segment words in thesentence.)Tip: Don’t give out the cubes and sentence strips until you are ready for the children to use them.One Cube for Each WordGoal: Segment words in a sentenceMaterials: a set of cubes for each child in small group, one strip of paper for each child to arrange her cubeslengthwise from left to right, extra cubes available for children who make longer sentencesProcedures:Modeling/Guided PracticeI like to play games.Provide children with colored cubes. Say a sentence using one syllable words. For example, “John likesmilk.” Model how to place one cube for each word you say in the sentence, pausing between words.Explain that there is one cube for each word you say and that there are spaces between the words.Encourage children to say each word with you as you point to each cube. Demonstrate with shortsentences and build in two and three syllable words.Do several examples together with the children.Give each child six or seven cubes to represent the words in the sentence that you say.Say a sentence that includes a maximum of four words, and progress to sentences with six or sevenwords.Encourage children to place one cube for each spoken word in sentences.Mystery BagGoal: Segment words in a sentenceMaterials: bag filled with a few objects that children could describe, set of six cubes for each child, onesentence strip for each child, Word Awareness ChecklistProcedures:This material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.9

Modeling: Capture children’s attention by showing them a mystery bag (bag filled with a few objects that childrencould describe). Tell children you are going to reach into the bag and pick out one item. Demonstrate how you reach in thebag without looking inside. Explain that it’s a mystery (e.g., “We don’t know what it is since we can’t see it). Explain how now that the object is visible, (we can see it) we can say something about it or describe it(e.g., name what it is, tell what it does, say how it feels). Model how you describe the selected object using a complete sentence (e.g., “This is a smooth, grayrock.”) Have children say the sentence with you as you demonstrate how you place one cube on the paper stripfor each word you say.Guided Practice: Have one child in the group demonstrate reaching in the mystery bag to pick an object. For practice, have one or two children say a sentence that describes the object. Give a set of cubes to each child, and have them practice, with your support, placing one cube for everyword in spoken sentence on their sentence strip.Independent Practice: Each child gets to take a turn choosing one object from the mystery bag, describe it in a sentence, repeatthe sentence slowly while other children in the group place one cube for each word child says. Note: ifchild is not comfortable saying a sentence for any reason, it is best for teacher to model saying a sentencethat all children can segment.Progress Monitoring for Segmenting Words in a Sentence After you have modeled and provided children with opportunities to practice segmenting words in asentence, small group is the ideal time to record children’s progress.As you observe each child segmenting words in a sentence during small group activities, you can recordtheir progress on the Word Awareness Checklist provided on page 11.For example, if you notice that a child can give one clap for each spoken word in a sentence or placeone symbol for each word said in a sentence, you can note this skill is present by writing a P in the firstcolumn under Segmenting Words in a Sentence. If you observe that the child needs more support youcan record an N, since the skill is not yet present. This information can be useful in helping you plan forphonological awareness instruction.Note: There are three columns under each phonological task. This gives you three opportunities torecord a child’s progress if needed.Use the information collected on checklist to determine how to proceed with small groups.For children who have demonstrated that they need extra support, provide more individualized support usingone or more of the previous activities.This material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.10

For children who have demonstrated they are ready to move on, provide opportunities for them to doindependent practice with a partner. One child says a sentence and the other child claps out the words in thesentence.Phonological Awareness – Word AwarenessNamesSegments words ina sentenceBlends words tomake compoundwordsSegmentscompound wordsDeletes onesyllable words fromCP words9-2Key: P skill is present N not presentExample:PThis material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.11

Word AwarenessWeek 2: Blending Compound WordsDay 1Large Group: Puppet VisitGoal: Blend two one-syllable words to make a compound wordMaterials: Class puppet, Compound Word Picture Cards (Cox Campus)Procedures: Use puppet to introduce new idea and to gain children’s attention:Puppet says: You guys showed me how to separate words make sentences just like this. (Havechildren clap out the words in the sentence puppet says)Puppet says: I know something else you can do with separate words! You can take some littlewords and make a bigger word! Listen how I take these two words rain and bow to make abigger word called a compound word. When I blend or put together rain bow. I hear the wordrainbow.Puppet asks: Ms./Mr. . Will you show us how to make some more compound wordslike I did?Teacher: Sure. In fact, I have some pictures that will help us learn how to make compoundwords with other words. Show picture of one syllable word tooth so children can see word on their left. Say “tooth” Show the picture for brush in other hand so it is on their right side. Say, “brush” Now when I blend or put these words together fast. I hear the word toothbrush. Repeat procedure with a few examples. Encourage children to join in and say compound words. Introduce the “Compound Word Song” (Cox Campus) using words from large group activityDay 2Large Group: Feed the Hungry MonsterAdapted from The Hungry Thing (Slepian, Seidler, & Martin, 2001)Goal: Blend two one-syllable words to make a compound wordMaterials: homemade monster puppet, picture cards or plastic foods that represent compound words(meatball, popcorn, cupcake, cornbread)Note: see video examples of Hungry Monster activities in the Resource Library on Cox CampusThis material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.12

Procedures:Using a monster voice, the monster asks for two separate foods that when blended together, make acompound word (e.g., popcorn, meatball, cupcake)Suggested activity: Ahead of time, place the Hungry Monster outside your classroom door or hidden out of children’ssight. After gaining children’s attention with a song or quick finger play, tell children you hear a knockingsound. Greet the monster at the classroom door or wherever he is hiding. You might say, “Well, hello! Howcan I help you? “Why did you come to visit us?” Monster replies in his monster voice, “Please feed me.” Tell children, “Let’s ask him what he would you like to eat?” Children: “What would you like to eat?” Monster replies, “pop” (pause) . “corn” Say, “Let me figure out what food you are saying. I heard you say two separate words, pop .corn. If Iblend these words together I hear the word popcorn. Is that what you mean, popcorn? Monster replies, “Yes, I want some popcorn.” (After showing the picture to children, place the pictureof popcorn in monster’s mouth.) Repeat this procedure with other compound words. (e.g., meatballs, cupcake cornbread). Continuemodeling by thinking aloud about how to blend two separate words to make a compound word. Tell children they will have the opportunity to feed the hungry monster in small group. Transition to next activity: Have Hungry Monster call out names of children to go to next activity.This material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.13

Day 3Large Group: Building Compound WordsGoal: Blend two one-syllable words to make a compound wordMaterials: blocks that connect (i.e., Duplo Blocks) that have been pre-programmed with pictures of onesyllable words that can be blended to make compound words. (See photo.)Procedures:Modeling/Guided Practice Capture children’s attention with Compound Word Song (Cox Campus) You take the word cupYou take the word cakePut them togetherYou get cupcakeYou take the word teaYou take the word potPut them togetherYou get teapot(sunshine, highchair, moonlight, doorbell, sandbox, outside, sunlight, raindrop, birthday,playground, popcorn, eyeball, earring, haircut) Tell children you figured out a way to “build” some compound words using some building materialsfrom the block center.Use two separate blocks with pictures attached and a larger block with the corresponding compoundword.Demonstrate how you can connect two separate words to “build” a compound word (e.g., “When Iconnect these two separate blocks that stand for cup and cake, I can “build” the word cupcake.”)Tell children they will have the opportunity to build some compound words with blocks during smallgroup or center timeDay 4Large Group: You Can Make a Compound WordGoal: Blend two one-syllable words to make a compound wordMaterials: Compound Word Picture Cards (Cox Campus)Procedures:This material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.14

Modeling/Guided Practice Tell children you have figured out another way to blend two words to make compound words. Tellthem that today, they get to change their names and you will give them pictures that tell what eachperson’s name is. Model with two children:-Give one child a picture of a one syllable word (e.g., rain) the other a picture that represents a onesyllable word (e.g., bow).-Explain to children that you and the two children are going to demonstrate how the game will work.-While children are sitting in their spaces on the rug, say, “If you are holding a picture of rain stand up”.If you are holding a picture of a bow, stand up.” All children say rain, then, bow. Then ask children toblend the two words together as “rain” and “bow” stand next to one another. Then you hold up thepicture of a rainbow. Give each child a picture card that represents a one-syllable word or a compound word. Follow the same process until all children have a turn.Day 5Large Group: Knock, Knock, Who’s There?Goal: Blend two one-syllable words to make a compound wordMaterials: puppetProcedures:Modeling/Guided Practice Use a puppet that loves to tell silly jokes and use the element of surprise to introduce the puppet Puppet announces that he/she has learned some great knock, knock jokes that he wants to share withthe children. Puppet explains that when he says, “Knock, knock,” the children should respond, “Who’s there?” Puppet says, “Knock, knock!” Children respond, “Who’s there?”Puppet: “Book” Children: “Book who?” Puppet: “Shelf” Then you say, “What’s so funny about that? Book .shelf? Oh, I get it, if I blend those words togetherI hear the word bookshelf! Ha, ha, ha!” The puppet asks if he can share just a few more knock, knock jokes with the children. You say, “Well if these jokes have words that can be made into compound words, these children areexperts at blending two words to make compound words.” Explain to children, after the puppet says two words they should respond in unison with the compoundword.Example: Puppet: Knock, knock Children: Who’s there? Puppet: Base Children: Base who? Puppet: BallThis material is copyright protected by the Rollins Center for Language & Literacy atthe Atlanta Speech School. Please reproduce for use with teachers, leaders, andparents. For more information, contact the Rollins Center atRollinsinfo@AtlantaSpeechSchool.org.15

Children: Baseball!See Compound Words List for PAC Time (Cox Campus)Options for Small Group: Blending Compound WordsPicture Cards for Blending Compound WordsGoal: Blend compound wordsMaterials: Compound Word Pictures (Cox Campus)Procedures:Modeling/Guided Practice Encourage children to participate as you model blending two one-syllable words to make a compoundword with one or two examples. Demonstrate how you put the separate pictures of one-syllable wordstogether and say the compound word. Example: Foot Ball FootballIndependent Practice Have each child take turns blending two one-syllable words to make a compound word using picturesof one-syllable words. Examples: Tooth Brush Toothbrush, Hair Brush HairbrushRain Bow Rainbow, Cup Cake Cupcake, Door Bell Doorbell,Ear Ring Earring, Corn Bread Cornbread, Rain Coat Raincoat,Pan Cake Pancake, Lip Stick Lipstick, Bread Stick BreadstickBook Shelf Bookshelf, Rain Coat Raincoat, Hand Bag Handbag After children have had many opportunities to practice in small groups, place materials out duringcenter time.Feed the Monster: Blending Compound WordsGoal: Blend

recognizing rhyming words and generating rhyming words are addressed in weeks 9 and 10 after onset and rime.) Onset and rime activities can help children understand why words rhyme (i.e., because they have the same rime). Bat, cat, and sat rhyme because they all end with the rime