9 of 42 Phonological Awareness Is a Strong Predictor of Later Reading Skill
Did you know? Research has identified phonemic awareness and letter of the alphabet knowledge as the two best predictors of how well a child volition learn to read during the first two years of school.
Phonological awareness often gets considered as phonemic awareness.
Either way you look at it, both of these generally reflect upon the force of a pupil as a reader.
KEY TERMS
Phonics is merely the system of relationships betwixt letters and sounds in a language. When your kindergartener learns that the letter B has the sound of /b/ and your second-grader learns that "tion" sounds similar /shun/, they are learning phonics.
is the "LIGHTS ON" version.
This does requiring seeing the discussion. You lot can't do information technology in the night!
The give-and-take "phoneme" means sound. When a give-and-take is broken down into its smallest unit, a sound (or phoneme), the term "phonemic sensation" is used. Phonemic awareness is a sub skill of the broad category of phonological sensation. Phoneme isolation, blending, and segmenting are several skills that fall under this category.
Phonological awarenes due southis the "LIGHTS OFF" version of a reader.
This does not actually require seeing the discussion . You tin can do it in the dark!.
Phonological awareness is a general appreciation of how spoken linguistic communication tin can be divided into its components. For example, we speak in sentences. Sentences can exist broken down into words and words into syllables. Breaking words into onset-rime and an appreciation of rhyme and alliteration fall under the category of phonological sensation.
Syllables are the vowel sounds y'all hear in a word.
Syllables are blind.It's not the vowels yous see, but the vowels you hear in a word.
For case, the give-and-take MAP has ane syllable (you hear the a). The discussion Basketball has 3 syllables (you hear the a, e, a). However, the give-and-take BOAT only has 1 syllable (you lot run into o and a but just hear o).
Onset is the initial part of a word before the first vowel.
For example the messages ST in the word Cease make upwardly the onset. Students who can recognize the onset of a word learn to decode new words faster instead of reading S-T-O-P.
Rime is all of the letters that follow the onset . For example, OP in STOP make up the rime. Rime and rhyme are non the aforementioned thing. Rime is just like the give-and-take family in a word. Beneath are words divided into onset and rime.
b-ack
st-amp
th-ank
sh-op
- Phonological Sensation (skills mastered by historic period)
| Age | Skill Domain | Sample Tasks |
|---|---|---|
| 4 | Rote imitation and enjoyment of rhyme and ingemination | pool, drool, tool "Seven silly snakes sang songs seriously." |
| 5 | Rhyme recognition, odd discussion out | "Which ii words rhyme: stair, steel, chair?" |
| Recognition of phonemic changes in words | "Hickory Dickory Clock. That'southward not right!" | |
| Clapping, counting syllables | truck (ane syllable) aeroplane (two syllables) boat (one syllable) automobile (4 syllables) | |
| five½ | Distinguishing and remembering split phonemes in a series | Show sequences of single phonemes with colored blocks: /due south/ /due south/ /f/; /z/ /sh/ /z/. |
| Blending onset and rime | "What discussion?" th-umb qu-een h-ope | |
| Producing a rhyme | "Tell me a give-and-take that rhymes withcar." (star) | |
| Matching initial sounds; isolating an initial sound | "Say the kickoff sound inride (/r/);sock (/s/);honey (/50/)." | |
| 6 | Compound word deletion | "Saycowboy. Say it over again, but don't saymoo-cow." |
| Syllable deletion | "Sayparsnip. Say it once more, only don't saypar." | |
| Blending of two and iii phonemes | /z/ /ū/ (zoo) /sh/ /ǒ/ /p/ (store) /h/ /ou/ /southward/ (house) | |
| Phoneme division of words that have unproblematic syllables with two or 3 phonemes (no blends) | "Say the give-and-take as you motion a chip for each audio." sh-e yard-a-n l-eastward-g | |
| 6½ | Phoneme segmentation of words that accept up to three or four phonemes (include blends) | "Say the discussion slowly while you tap the sounds." b-a-ck ch-ee-se c-fifty-ou-d |
| Phoneme substitution to build new words that have simple syllables (no blends) | "Change the /j/ incage to /n/. Change the /ā/ incane to /ō/." | |
| 7 | Audio deletion (initial and last positions) | "Saymeat. Say information technology again, without the /thou/." "Sayprophylactic. Say it again, without the /f/." |
| viii | Audio deletion (initial position, include blends) | "Sayprank. Say it again, without the /p/." |
| 9 | Sound deletion (medial and final blend positions) | "Saysnail. Say information technology again, without the /n/." "Sayfork. Say it again, without the /k/." |
- Phonological Awareness Skills (from most basic to advanced)
| Phonological Skill | Description |
|---|---|
| Word awareness | Tracking the words in sentences. Note: This semantic language skill is much less directly predictive of reading than the skills that follow and less important to teach directly (Gillon, 2004). Information technology is non so much a phonological skill as a semantic (meaning-based) language skill. |
| Responsiveness to rhyme and alliteration during discussion play | Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes. |
| Syllable sensation | Counting, tapping, blending, or segmenting a give-and-take into syllables. |
| Onset and rime manipulation | The ability to produce a rhyming word depends on understanding that rhyming words have the aforementioned rime. Recognizing a rhyme is much easier than producing a rhyme. |
| Phoneme awareness | Identify and lucifer the initial sounds in words, then the concluding and center sounds (e.1000., "Which picture begins with /thousand/?"; "Notice another picture that ends in /r/"). Segment and produce the initial sound, and so the final and middle sounds (due east.g., "What sound doeszoo start with?"; "Say the terminal audio inmilk"; "Say the vowel audio inrope"). Blend sounds into words (east.g., "Listen: /f/ /ē/ /t/. Say information technology fast"). Segment the phonemes in 2- or three-audio words, moving to four- and five- sound words as the student becomes practiced (e.g., "The word iseyes. Stretch and say the sounds: /ī/ /z/"). Manipulate phonemes by removing, calculation, or substituting sounds (due east.one thousand., "Sayfume without the /m/"). |
- Sound and Give-and-take discrimination: What word doesn't belong with the others: "cat", "mat", "bat", "ran"? "ran"
- Rhyming: What word rhymes with "cat"? bat
- Syllable splitting: The onset of "cat" is /one thousand/, the rime is /at/
- Blending: What word is made up of the sounds /m/ /a/ /t/? "cat"
- Phonemic segmentation: What are the sounds in "cat"? /k/ /a/ /t/
- Phoneme deletion: What is "cat" without the /k/? "at"
- Phoneme manipulation: What word would y'all accept if you inverse the /t/ in cat to an /due north/? "tin can"
HOW CAN PARENTS HELP DEVELOP PHONEMIC & PHONOLOGICAL AWARENESS?
i. Read to your child.
2. Practise listening skills.
3. Use the environmental impress around you.
4. Play with word sounds.
Perfect for those times when you lot're stuck waiting for a table in a restaurant or at the dr.'due south office. All y'all need is a little bit of silliness and a willingness to play with sounds.
Ask your child to listen as yous stretch out sounds in words. Have your child say the word at regular speed. Start with short two-sound words, and work your mode upwards to longer words. Endeavor to keep the atmosphere fun and game like. If a certain give-and-take is too difficult, try using a word with fewer sounds. Once your child has gotten some practice proverb the discussion at regular speed, switch roles. Have your child say a word slowly, stretching out each sound, and you gauge what word is being said.
Here are some words to stretch and shorten:
2 sounds
at (ă–t)
up (ŭ–p)
it (ĭ–t)
off (ŏ–f)
3 sounds
map (m–ă–p)
lip(l–ĭ–p)
nighttime (n–ī–t)
van (v–ă–n)
iv sounds
mint (m–ĭ–n–t)
social club (k–50–ŭ–b)
speak (s–p–ē–one thousand)
groan (yard–r–ō–n)
5. Play onset/rime games.
6. Use Elkonin Boxes
- Pronounce a target word slowly, stretching it out by sound.
- Enquire the child to repeat the word.
- Depict "boxes" or squares on a piece of paper, chalkboard, or dry erase board with 1 box for each syllable or phoneme.
- Have the child count the number of phonemes in the discussion, not necessarily the number of messages. For example,wish has 3 phonemes and will employ 3 boxes. /w/, /i/, /sh/
- Direct the child to slide one colored circumvolve, unifix cube, or corresponding letter of the alphabet in each prison cell of the Elkonin box drawing as he/she repeats the give-and-take.
The example below shows an Elkonin Box for the word "sheep," which consists of iii phonemes (sounds): /sh/ /ee/ /p/
1. Hot Potato
The children will all sit in a circumvolve on the floor. Provide them with a small handbasket with simple movie cards in information technology. Begin passing the basket effectually when music starts playing. Later a few seconds, stop the music. Take the child who is holding the basket achieve in and pull out a film. The child says the name of the picture and so says the beginning sound of that word. Continue until all the children have had a chance to proper name a card.
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2. Tongue Twisters
Requite each child an egg carton and several dried beans. Instruct them to identify a bean in an egg carton compartment each fourth dimension they hear a certain sound at the beginning of a discussion. Brand up several sentences which contain the aforementioned commencement sound (e.thousand. "My mother married a mad motion-picture show star" would telephone call for five beans). Use several unlike sounds and dissimilar lengths of sentences. Echo sentences equally needed and then all children are successful.
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iii. "I'one thousand Going on a Trip"
Play a variation of the "I'm going on a trip" game by simply taking items that begin with a certain sound. Have one child start past proverb, "I'one thousand going on a trip and I'm taking a dog." The child next to him in the circle says, "I'm going on a trip and I'm taking a dog and a physician. Continue around the circumvolve until the children run out of ideas or someone forgets, and then start a new sequence with a different beginning sound.
4. "Simon Says"
Play a variation of "Simon Says" by having the children stand in a long line with the "finish line" marked several feet ahead of them. Write downward iii words on each of several notation cards before the game, some that all start with the same sound and some that don't. The teacher picks up a card and says "Simon says, man, moon, and mine all start with the /grand/ sound." If the children agree, they can step forward one step. If the teacher reads words that don't all start the aforementioned and the children recognize that, they also get to motility forrad. Occasionally, the instructor will read the words without saying "Simon says" first and and then those children that move take to accept a step backwards. Go along until all children have crossed the finish line.
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5. Hungry for G's
Tell the children, "We are on a special diet – we can only eat things that start with the /k/ sound." Fill up upward a lunch box with objects that begin with /thousand/ (due east.one thousand., carrots, corn, cucumbers, ketchup, etc.). To make it interesting, add other objects that start with /k/ just y'all wouldn't necessarily eat (e.g., cards, cat, cow, central). "Throw out" any spoiled items (i.e., objects that don't beginning with the special /k/ sound).
6. Sound Soup
Tell the children, "Today we'll be making Sound Soup - all the ingredients must brainstorm with the /south/ sound." Fill up the basin with items such as table salt, spaghetti, and strawberries. Add in some non-food items for fun (e.g., straws, socks, and sleeping bags). For additional fun and practice, accept the children stir the soup.
7. Thumbs Up
Choose a audio and tell the children what it is. Brainstorm list off words that contain and don't comprise your chosen target sound. Have the children put their thumbs upwardly if the word begins with the special sound and thumbs downward if the word does not begin with the sound.
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8. Sorting Mail
Take 3 envelopes with a target audio printed on the outside of each. Accept the children draw a picture from a pile and put information technology in the envelope with the same start audio. If you are working with the same number of children as envelopes, assign each child to collect the "mail" that goes in their envelope.
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nine. Sound Bingo Game (for groups)
Using the materials provided here, give each child a bingo bill of fare. Earlier playing, review all of the pictures on the Bingo cards past maxim the proper noun of the motion picture and the audio that the discussion starts with. The instructor volition telephone call off the selections by the first audio in the word or picture. The sounds included are: /d, b, m, w, chiliad, p, l, g, f/. The children volition and so identify which motion-picture show begins with that audio. For example, the teacher will phone call off the sound "kuh" and the children will cover the "king" with a scrap or marker. As the children place markers on the pictures, they can call out "Bingo" when they have a horizontal, vertical, or diagonal line of words that accept been covered. The outset child who covers iv pictures horizontally, vertically, or diagonally is the winner.
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10. Alphabet Search
Find items/pictures in a itemize/mag that brainstorm with different sounds of the alphabet. Mucilage or draw the items on a paper that has that alphabetic character of the alphabet/audio at the top. This could be the kid's very own alphabet book!
xi. "Permit's Characterization the Firm!"
Make labels using index cards. Write a unlike sound on each carte. Have the children depict the sound out of a purse and then detect something in the firm/classroom that begins with that sound. When they find an object, tape the sound to the detail.
12. I Spy
Say the poem, "I spy with my fiddling middle, something that begins with the ____ sound." (Put a sound in the bare.) Have the child gauge what you may be looking at. After the child discovers what you've spied, they tin try to fool you by spying an item. This activeness also works smashing in the car when traveling.
ane. Which One Doesn't Vest?
Provide the children with a worksheet with several rows of pictures on it, 3 in each row. Two of the pictures take words that terminate in the aforementioned sound and one doesn't. Requite the children the worksheet and several plastic markers/chips and accept them block out the one in each row that doesn't cease like the other 2 (e.g. grunter/log/cat and they would block out the cat picture). When finished, they tin can go back and make up silly sentences with the two pictures remaining in each row (e.one thousand. "The grunter tripped over the log" and share it with the class).
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two. B-I-Northward-G-O
Make a Bingo board with a mixture of pictures of objects that finish with the aforementioned sound and some that don't. Give the children the boards and plastic markers and call out the picture names 1 at a time. The children can only place markers on those pictures that have the targeted final audio. As the children place markers on the pictures, they can call out "Bingo" when they have a horizontal, vertical, or diagonal line of words that end with the aforementioned audio.
(If yous do non have time to make your own, go to the link beneath to create the cards. These cards volition not have "Bingos" with pictures that have the same last sound all in the same row. With these, when a child gets a "Bingo," have her name off the picture and the last sound in that give-and-take. )
- To create your ain B-I-N-G-O cards by selecting a category or theme, get to: http://www.dltk-cards.com/bingo/
three. Hot Spud
Accept the children line up in 2 lines. Give each child at the beginning of the line a beanbag. Start playing some favorite music and accept the children all confront forward and pass the beanbag to the person behind them alternating betwixt over their heads and betwixt their legs. When the music stops the clinician names a picture from a handbasket and the person in each line holding the beanbag tells the class what the last sound in that word is. The music starts again and the game continues until all take had a chance to answer.
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four. Instructor's Helpers
Select three children from the grouping to stand up in front of the class. Give two of them pocket-sized white pieces of paper and give the tertiary kid a larger red slice of paper. Tell the children that they are going to assist sound out some words that all have 3 sounds in them. Brainstorm by saying a give-and-take similar 'Sam'. When you lot say the /southward/, have the showtime kid hold up a pocket-sized white paper, the /a/ child as well holds upwards a small-scale white paper, and when the last sound, the /m/ is said, the child holds the large blood-red paper high higher up his head. Direct the children'south attention to the terminal audio of the words in additional iii-audio words.
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5. Sing Along
Sing to: "London Bridge is Falling Down"
(Teacher Poetry)
~ What's the last sound that y'all hear?
~ That you hear, that you hear?
~ What's the last sound that y'all hear?
~ In dog, dog, dog?
(Pupil Response)
~ /g/ is the sound that I hear,
~ That I hear, that I hear.
~ /one thousand/ is the audio that I hear
~ At the end of dog.
Phonemic Sensation K-1st
i. Meet in the Middle
Collect sets of three pictures or objects that have the same middle sounds (eastward.one thousand. pig/fish/king; hand/cat/lamb; sock/mop/pot; bell/men/pet). Tell the children that you are going to endeavour to sort all of the pictures into the right boxes based on the sound that comes in the middle of the word. Aid the children begin sorting them into small boxes with a vowel sound taped to the outside. When sorting is consummate, have all the cards out from each box and review the words and their middle sounds.
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2. Say information technology Loud
Ask three children to be your assistants in the front of the group. The child on the group's left crouches downwardly on her easily and knees. The heart child stands tall and the child on the correct is on her easily and knees. When yous say a three-sound word similar 'bell' have the beginning child say the /b/ in a very quiet voice, the second child says the middle sound loudly and the third kid says her sound very placidity. Emphasize the heart sounds of several words.
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iii. Proper name that Sound
Explain to the children that y'all are going to play a game with sounds and you lot demand them to listen carefully. Say iii words that accept the same middle sound (e.m. game/lake/pigment; soap/nose/goat; hat/rap/Sam). If they tin can place the middle sound correctly, they can call on the next child later on the adjacent iii words are said.
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4. Memory
Using x pairs of cards with familiar three-sound pictures on them, shuffle the cards, turn them over in a 4X5 grid and play a game of Retention with the cards. As each bill of fare is turned over, the kid volition tell yous the center sound of each word and try to find its match. Play continues until all matches have been found. Review the words and emphasize the center sounds.
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five. On the Farm
Sing the song, "Old McDonald Had a Farm." In the song, call attention to the animals or objects on the farm. For example, when singing "One-time McDonald had a "cat," enquire the kid to identify the sound they hear in the center of the word "true cat." Employ simple words such equally cat, grunter, canis familiaris, duck, goose, mouse, etc.
Rhyming PK-M (identify words that rhyme)
1. Matching Pictures
Notice pairs of pictures that rhyme. Identify i set of pictures in a container and all of the rhyming pairs in another container. Have the children depict out ii pictures (one from each container) and ask them if the two words rhyme. If they don't, keep pulling out pictures from the 2d container until the child finds a matching rhyme. Continue with all remaining cards.
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2. Which One Does Not Belong?
Show iii consonant-vowel-consonant (CVC) pictures/words (eastward.chiliad., "cat, log, domestic dog"). Tell the children, "Ii of these words rhyme, one does not rhyme. Tin y'all tell me which 1 does not rhyme with the others?"
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3. Hopscotch
Depict a hopscotch board on the floor with masking tape, or with chalk if y'all're outdoors. Tape or place pictures in each square. Have the kid toss a beanbag on a square, hop to that square and then say what's in the film. You read another give-and-take (sometimes a rhyming give-and-take, sometimes non) and ask the kid if it rhymes or not. If they respond correctly, they become another turn. If you have a grouping of children, accept them have turns.
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4. Mark the Match
Using the worksheet provided, have the kid focus on one row of pictures. Using the Primal, say a word that rhymes with one of the pictures and ask the kid to mark the one that information technology rhymes with (e.k. pictures of "pen, bell, and cat." Say the word "lid" and the kid correctly puts a marker chip on the "true cat") .
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5. Rhyming Give-and-take Sit Down
Have the children walk around in a big circle taking one pace at a time while a rhyming word is said by the instructor. When the teacher says a word that doesn't rhyme, the children sit down.
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half dozen. Sing "A-Hunting We Volition Go"
~ A-Hunting We Will Go
~ A-Hunting Nosotros Will Go
~ We'll catch a fox
~ And put him in a box
~ A-hunting we volition go
After the rhyme has been learned, ask the children to option out the rhyming words. Encourage them to think of other animal names that they could use in their rhymes. Some examples might be frog-log, squealer-dig, cat-mat, goat-boat, fish-dish, snake-lake, whale-sale, bear-chair. For each new animal, create a new verse:
~ We'll catch a whale
~ And put him upward for sale
~ We'll catch a bear
~ And put him in a chair
7. Willaby Wallaby
In this game, the teacher sings and uses the students' names to consummate the rhyme:
~ Willaby Wallaby Wusan,
~ An elephant sabbatum on Susan.
~ Willaby Wallaby Wark
~ An elephant sat on Mark.
-Tip: As the children catch on to the rhyming pattern, they can generate the rhyme using other names.
8. Squirrel in a Tree
One child is "it" and wears a picture of a play tricks. Her job is to take hold of a squirrel that is not in its tree. The rest of the children are divided into two groups. Half of the group are trees and are given pictures of things that rhyme with another picture that is worn by the other one-half of the group, the squirrels. The trees are stay put in various parts of the room and the squirrels must observe their matching tree before the fox catches them. The leader starts the game by maxim, "The trick is coming, yous should become to your tree!" The squirrels brainstorm to run and then the leader says, "The fox is hither!" The fob then runs to catch any squirrel not in a tree. If she catches one, that squirrel is the play tricks for the next game. Copse become squirrels and vice-versa and the game is played once more.
- Tip: Apply clothespins to attach pictures to shirts.
9. Couplet Rhymes
Select songs that apply couplets, such equally the traditional song "This Old Homo," to make the rhymes more obvious to the children. After singing two lines, accept the children place the rhyming pair of words. As an extension of this activity, these words can exist printed on index cards (1-10) with respective pictures from the vocal. Have the children lucifer the rhyming pairs of cards.
~ This quondam man, he played one,
~ He played knick-knack on my thumb.
Chorus:
~ With a knick-knack paddy-whack,
~ Give a dog a bone.
~ This old man came rolling home.
Boosted Verses:
~ Two, shoe ~ Seven, 'til eleven
~ 3, knee ~ Viii, gate
~ 4, door ~ 9, spine
~ Five, hive ~ 10, once more
Rhyming PK-Grand (make words that rhyme)
1. Nursery Rhyme Time
Have the children listen to and recite nursery rhymes. Talk about the rhyming words and how they sound the same. Mention that they rhyme because the ends of the words sound the same. After the children are familiar with a particular plant nursery rhyme, recite the rhyme but leave off the rhyming word. Have the children fill up in the missing word.
- For words to mutual nursery rhymes, go to: http://world wide web.zelo.com/family/nursery/
two. Active Reading
Read stories with rhymes. Talk about the rhyming words and how they sound the aforementioned. Mention that they rhyme considering the ends of the words sound the same. Recite the rhymes yourself, leaving off the rhyming word. Have the children fill in the missing word.
- For a list of books, become to: http://www.literatureforliterature.ecsd.net/rhyming_books.htm
3. Engine and Caboose
Introduce the concept of producing rhyming words with railroad train engines and caboose pictures or objects. Explicate that when you make rhyming words, the caboose will ever stay the same merely the engines will be unlike. Choice a sound for the caboose (eastward.grand., "at") and place many dissimilar engines in front to make rhyming words (e.k., h-, m-, c-).
4. "I Spy"
Start the activity by sitting with the children in a large circle. Provide the children with a sentence containing 2 rhyming words, east.g. "I spy a chair and a bear." The starting time object name is something in the room and the 2d object proper name doesn't take to be visible in the room. Have the kid on your right create her own "I Spy" sentence. You may want to place objects around the room that are easy to rhyme then you can point them out to the children if they demand suggestions.
v. Mystery Objects
Place several small objects in a covered basket. The teacher reaches into
the handbasket and says, "It starts with /f/ and rhymes with 'dish.' The children raise their hands when they know what the mystery object is. The teacher continues to pull mystery objects out and give rhyming clues. As the children become more than experienced, they may be able to give the clues to their peers.
- hat (cat) - bear (pilus)
- mug (carpeting) - soap (rope)
- primal (bee) - candle (handle)
- pen (hen) - frog (dog)
6. Make full in the Blank
Choose a volume that contains many rhyming words in it and read information technology to the children. When you get to the end of the sentence, pause and have the children raise their hands and give the right rhyming discussion to complete the sentence. Offering opportunities for the children to make up silly sentences using other words that rhyme but don't brand sense. Continue with the residue of the volume until all the children have had opportunities to rhyme.
7. Rhyming Musical Chairs
Playing child-oriented music, play a variation of "Musical Chairs." Line up chairs for all of the children except one. Outset the music and instruct the children to walk around the chairs in a single file line for a few seconds. When the music is paused, all the children scramble to sit in a chair. Whoever is left without a chair draws a moving picture carte du jour from a container and says it aloud. She then makes up a word that rhymes with that discussion and gets to restart the music.
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8. Sing Along
~ I know two words that rhyme,
~ I can say them all the time,
~ _________ and ___________
~ I know two words that rhyme.
nine. Sing Forth Ii
Sing "We Can Rhyme" to the tune of "3 Blind Mice."
~ We tin rhyme. Nosotros can rhyme.
~ Listen to the words. Listen to the words.
~ ______ rhymes with ______ and ______
~ ______ rhymes with ______ and ______
~ ______ rhymes with ______ and ______
~ We can rhyme. Nosotros can rhyme.
Choose your ain words to fill up in the spaces. Students may cull rhyming words (pictures) that y'all provide or, when they are more experienced, provide their own words.
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10. Beanbag Toss
Lay picture cards out on the floor. Have each child throw a beanbag onto ane of the cards. Generate, or come up with as many rhyming words (or not-sense words) equally you can for each picture.
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11. "Did You E'er Run across?"
Sing the post-obit lyrics to the tune "If You're Happy and You Know It."
~ Did yous ever see a (cat) in a (hat)?
~ Did you ever see a (cat) in a (hat)?
~ No, I never, no, I never, no, I never, no I never,
~ No, I never saw a (cat) in a (lid).
Repeat with duck/truck, dog/log, band/swing, rake/cake, or whatsoever other rhyming pairs. After singing these verses, challenge the children to come up up with their own rhyming pairs to create new verses.
Segmenting PK-One thousand (segmenting sentences into words)
i. Counting Words
Tell the children, "We are going to count words." Using blocks or other objects with many pieces, have the children build a tower according to how many words are in the phrase.
-Tip: When generating phrases, try to use phrases relevant to the children and their environment. For case, "Jenny's wearing bluish today," or "Alex likes to play soccer." These sentences will help go on their attending on the activity.
2. Words are Parts
Have iii children stand up side-by-side in front of the room with the instructor. The teacher volition read a 3 worded phrase. When the commencement discussion is read, the first child will jump and and then on for the other 2 words. Begin by pointing to each kid when it is their turn to leap. When facing the iii children, have the child on the left start first. This will allow the class to meet the left to correct motions of reading print.)
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3. Words are Parts II
Read short phrases to the children. When you have finished reading, have the children handclapping the amount of words or parts that phrase had.
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4. Collage of Words
Using a mag or paper, have the child identify any words that they tin can. If they are unsure of how to find a word, show them that the spaces between words tell us where i word ends and some other i begins. Accept them cut out words and glue or tape them on a piece of construction paper to create a collage of words.
5. Scrambled Sentences
Using the materials provided here, cut each sentence strip into words, yet keep each judgement in its own pile. Read the sentence aloud to the child, and then accept the child rearrange the words/pictures to make the sentence. Once the child has placed the words/pictures in the correct order, accept them read the sentence to you.
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6. Judgement Match Upwards
Using the materials provided here, give each child a motion-picture show carte du jour to represent a word in a phrase. The teacher will call out the words, request the child with that card to stand up upward. Once all the cards are called for that phrase, have the children go to the front of the room and stand up in order from left to right. Equally the children and teacher read the cards together, have the children concur up their card as it is read.
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7. Whorl Along Words
Sit down on the floor beyond from the child. The teacher will say a phrase, then the child and teacher will repeat the phrase while rolling a ball back and along on each discussion. For case, with the phrase "I love to laugh," the instructor and child will repeat as follows: "I" (ringlet ball to child), "love" (child rolls ball back), "to" (roll ball dorsum to kid), "laugh" (kid rolls ball back).
-Tip: If working with a group of children, accept them take turns rolling the ball between all of them.
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viii. Game Lath Fun
Choose whatsoever game board that has spaces to motility. Using phrases or sentences, read one for each child at a time. Accept the child determine how many words their phrase or sentence had. This number is the number of spaces they can motion on the game lath. Continue playing until someone reaches the end!
ix. Hunting & Hiking for Words
Choose a set of footprints from the materials provided here. Choose animal footprints for hunting, or human footprints for hiking. Tell the child that you are going down the "word trail." Reading a phrase or sentence, have the child have one footstep for each discussion that was read in the judgement. After they have taken their steps, accept them tell you how many words were in their sentence.
-Tip: For groups of children, give each child a ready of footprints to follow. Whoever finishes the trail commencement wins the hike or catches their creature first.
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Segmenting PK-K (words into syllables)
1. Words Take Parts
Using the materials provided, introduce a car, semi-truck, and train to the children (you may want to hang the pictures up). Show the children that a auto has one part, a semi-truck has two parts (cab and bed), and the train has three or more parts (engine, box machine, and caboose). Tell the children that words take parts as well. Using words or pictures, assist the children in deciding how many parts each give-and-take or pic has. Place each discussion or picture with the corresponding vehicle.
-Tip: Mount each vehicle on the inside of a manila folder and laminate. Place Velcro pieces around the vehicle and on the back side of each word/picture. Accept the children Velcro the pieces to the correct folder.
- Materials: Vehicles
- Materials: Word listing
- Materials: Picture listing
ii. Name Game
Write all of the children'southward names on index cards and place in a basket. Sit in a circle and pass the basket from one child to the adjacent when the music begins. When the music stops, whoever is holding the basket pulls out a carte du jour and reads the child's name on the carte. The class repeats the proper name and claps out the number of syllables or parts as they say the name (e.g. Mor-gan has 2 claps, Em-i-ly has 3). Continue with the music until all names have been pulled from the basket.
- Tip: When instructing the children, it may be easier to describe syllables equally the unlike parts of the word. Be certain to give them examples.
3. Syllable Haircut
Using the materials provided, cut out the words into strips. Tape the strips to a baby dolls head (bald babies work best!). Tell the children they will be giving the dolls haircuts. To make sure they accept the right length, they must cut the word in half, dividing it into two syllables (doghouse would and so be cut betwixt the give-and-take domestic dog and business firm). Tell the children they have to cut the long give-and-take to make two short words.
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4. Line Time
Using four pieces of structure newspaper, number each paper 1-4. Tape them to the floor well-nigh the door to the room. Equally the children are lining up for their side by side class or activity, tell them that they are going to line up past the number of syllables or parts they have in their names. As you lot call each child forward, have him listen carefully to the number of syllables or parts in their names and stand on the corresponding paper. As other children come frontwards take them class lines behind the first child. Choose ane of the lines to become first down the hall. For variation, try using last names, middle names, or female parent'southward names.
5. Drumming to the Beat
Give each child a foil pie plate and a marker. Have a list of several objects within a category (e.g., animals, food, wearable, etc). As you lot read each name, have the children beat out the syllables on the pie plate with the marking and have one child tell yous how many beats or parts they counted. Endeavor it again to make sure all the children are hit the pie plate the correct number of times.
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vi. Sorting Treasure
Take the children showtime out sitting in a circle. Prepare out 4 dejeuner boxes busy to expect like treasure chests on a table near the grouping. The children will exist given thirty seconds to find several pictures placed around the room (all pictures will be objects that have ane, two, iii, or 4 syllables in their names). The children volition come back to their circle and decide how many syllables are in each word and then take them to the treasure chests where they are sorted into the correct chest. The instructor then opens up each treasure chest and the whole class checks to see how they did. Whatsoever cards that were placed in the wrong box are set bated and sorted correctly.
- Materials: Treasure Chests
- Materials: Picture show Cards
7. Syllables Song
Have the children go through the motions of touching, in order, their "Caput, shoulders, knees and toes" to syllables. The children will impact each body part to different syllables in a give-and-take you say. For example, if you say the word "elephant" (3 syllables), your child would impact his caput "el," his shoulders "e," and his waist "phant." Go in the following guild: head, shoulders, waist, knees, toes, and back. That way there are plenty trunk parts for a multi-syllable word.
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8. Sing: "Hickity Tickity Bumble-Bee"
Teach the children the simple song below:
~ Hickity tickity bumble-bee, will y'all say your name for me? BZZZZ!
Sing the song together (works well in large groups) and on the "Bzzzz," the teacher points to a kid. That child says her name and the class "claps out" the syllables in the child's name. While singing, pat the syllables or parts on the legs. Repeat until all children have said their name.
- Extension- Have the children identify the number of syllables in each name.
- Extension- Tin arrange to segment phonemes or sounds in words, identify initial and final phonemes or sounds.
Segmenting Chiliad-1st (words into sound)
1. 1-2-3 Sounds
Using masking record, marker one or more 3X1 rectangles on the floor. Provide the children with a container that holds several pictures of 3-sound words (e.grand. dog, cat, lick, motorcar, etc). Demonstrate for the children how you tin separate the word into its 3 parts and hop in each section of the rectangle as you say each sound. Have the children each take a plow, and then go out the cards nearby and let them practice whenever they cross over the rectangle during the 24-hour interval.
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two. Head-Hip-Feet
With the children standing, instruct them to listen as you call out words and their sounds. When the beginning sound is introduced, accept the children identify their easily on their head. When the 2d audio is made, the children volition place their easily on their hips. As the concluding sound in the give-and-take is made, the children will touch their feet. Employ several words containing three sounds until the children consistently identify them.
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3. Merry-Become-Round
Instruct the children to form a large circle and concord hands. One kid will be selected to stand in the center of the circumvolve. Play music and instruct the children to motility clockwise until yous stop the music. At this time the kid in the center will draw a film bill of fare and pause the give-and-take into its three sounds. That child can then choose the next child to be in the middle and trade places with them.
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4. Objects for Sounds
With the children seated at tables, requite each child 5 objects such as markers, blocks or Legos. Have each kid line upward their objects in front end of them. While reading a volume to the children, occasionally stop and telephone call attention to a word containing one to v sounds. Repeat the word and ask the children to push forward an object to represent each sound in the discussion (east.one thousand., d-o-1000=3 objects). For each child that had difficulties, have them attempt again while yous echo the discussion.
five. Puzzles
Using pictures of objects provided here, cut each motion picture into the number of parts indicated (e.g., "saw" will be cut into two parts as the word has two sounds) turning them into puzzles. Give each child their ain set of "puzzles." Begin with words containing two sounds such equally "saw, shoe, and zoo." Have the children tell you the first sound and 2d audio in the word as they have the puzzle pieces apart. After the children have completed words with two sounds, provide them with the words that contain iii sounds. Be sure to explain to the children that some sounds may take two letters. Ane example is the "sh" in "shoe," information technology contains ii letters, just together they make the audio "shhhh."
-Tip: Laminate the puzzle pieces to use again afterwards.
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vi. Sound Sing Along
Using the verses provided hither, add in diverse words containing two to iii sounds. Sing the song to the tune of "Popular Goes the Weasel."
For words containing two sounds, sing:
"What are the sounds yous hear in day?
What are the sounds in day?
How many sounds exercise you lot hear in solar day?
What sounds have you heard?"
"/d/ is the starting time sound in day.
/a/ is audio number 2.
I hear ii sounds in day.
Day has two sounds, it'due south true."
For words containing iii sounds, sing:
"What are the sounds you hear in net?
What are the sounds in net?
How many sounds are in net?
What sounds have you heard?
"/n/ is the beginning sound in cyberspace.
/e/ is sound number 2.
/t/ is the concluding sound in net.
Net has iii sounds, it's true."
Blending K-1st (syllables into world)
one. Come Together
Collect objects from the classroom that are named with words containing two or more syllables. Requite each child two to four blocks depending on the amount of syllables the words you lot chose have. Break each word into its syllables volition representing each i with a block. Repeat the syllables again, saying them somewhat faster while moving the blocks closer to each other. Continue until the blocks are touching and the word is connected.
2. Rolling Along
Have two children sit in rolling office chairs in front of the grouping. Present the children with a word containing 2 syllables. Say each syllable equally you touch a kid'due south caput, placing a definite intermission between the syllables. Repeat the discussion with a smaller pause while pushing the chairs closer together. Ask the children to identify the give-and-take. When the word is identified, push button the ii chairs together.
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three. Marshmallow Trains
Provide the children with several big marshmallows and toothpicks. Instruct the children to push the toothpicks into the sides of the marshmallows. Earlier giving the children a word, tell them how many marshmallows they will need for this turn. Identify each marshmallow a few inches apart. As you lot say each syllable, touch each marshmallow with a definite break in between. Equally y'all continue to say the word with smaller pauses, move the marshmallows closer together. When the children can identify the word, their marshmallows can connect and make a "train."
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4. Mystery Bill of fare/Object
Place a gear up of movie cards or modest objects in a bag. Have the children accept turns drawing an detail from the bag; yous may cull to have them go along the card or object hidden from the others. Take the child say the word in its syllables while the others gauge what the discussion is. When the discussion is guessed correctly, the item is shown.
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5. Shopping List
Create a grocery shopping list, telling the children each detail in syllables (e.g., ice-cream, ba-na-nas). Accept the children identify the word, then write it on the board. You may cull to accept the child who identifies the word write it on the board.
half-dozen. Reading in Syllables
Choose a familiar story, rhyme or poem to read to the children. Choose words within the reading to say in syllables. Have the children complete the word before you move on. For example y'all could read, "She saw a black /c-a-t/ looking at her. You could then follow with a question, "What was looking at her?"
Blending K-1st (sounds into words)
1. Come Together
Accept three children stand at a distance to each other in front end of the group. Explain to them that they will each represent a audio in a discussion. Say a 3-audio word such as "r-e-d," placing a definite break between the sounds. Before guessing the give-and-take, instruct the children to movement closer together every bit you say the word again. When the correct discussion is given, accept the children move then that they are touching sides.
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2. Bumper Blocks
Provide each child with three blocks. Explain to the children that they' will be building words with them. Say a three-audio word (eastward.m., f-u-due north) with a definite suspension between the sounds and betoken to each block as y'all say the audio. Repeat the sounds, moving the blocks closer to each other. Repeat the sounds one last fourth dimension while pushing the blocks together completely. Accept the children practice with their own blocks every bit you provide them with more than words that contain iii sounds. Using the materials provided, you may choose to have the children take turns drawing the next word/motion-picture show card.
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3 . Beanbag Toss
Sew strips of Velcro to the edges of iii beanbags. Each beanbag volition stand for a sound in a iii-sound word. Demonstrate to the children by saying the iii sounds while referring to each beanbag. Follow with the complete discussion while simultaneously linking the beanbags together. Continue with dissimilar words and have the children enhance their easily to guess the word. The kid that answers can then accept a chance to throw the beanbags through an opening in a paper-thin target.
four. Role Call
This activeness can be used to take roll call or to dismiss the children to center time or whatever other task. Explain to the children that you will be calling them by saying their proper name in its parts. The names are and then said with definite breaks between the sounds. When a child hears her name, she is asked to stand up and say her proper noun in the parts and then as a whole give-and-take.
five. Scene It
Provide each kid with paper and drawing utensils. Explain to them that yous will exist naming several things for them to draw on their paper. With a list of objects, say each objects name broken downwards into its sounds. The children will so identify what object you lot named by blending the sounds into the give-and-take. Breathtaking themes are provided here.
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6. I S-P-Y
Play the familiar game "I Spy" with a different twist. For instance, using the names of objects in the room, tell the children "I spy a p-east-n" and encounter if they tin can guess what it is. If the children are able to segment words, accept them take turns choosing things to spy.
7. Transition Fourth dimension
Utilise this activity when the child transitions between activities. This song is slap-up for groups of children likewise. Sing to the melody of "The Muffin Man."
"What Time Is Information technology?"
Do you know what fourth dimension information technology is,
What time information technology is, what fourth dimension information technology is,?
Do you know what time it is
When we /r/ /ea/ /d/?
Yes we read at ______o'clock
At ______ o'clock, at ______ o'clock.
Yes nosotros read at ______o'clock.
We tell time!
Additional Verses: Replace activities (due east.one thousand., read) with a new activity that child or group does during the mean solar day. Separate the sounds in the word for the child to blend together.
Syllables 1st (delete syllables from words)
ane. Word Breakdown
Explain to the children that they will be taking apart big words to brand another small word. Provide the children with multi-syllable words and a chunk of hotdog shaped play-dough. Brainstorm the action past demonstrating the cut up of words such as hotdog and airplane. Say the word while holding the clamper of play-dough, and then break the play-dough in two pieces. Each slice volition correspond a syllable. Point out the small give-and-take left subsequently you lot have broken the play-dough. Be sure to go on the children on their toes by alternating between the outset word and the final word when the big discussion is broken down.
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2. Syllable Haircut
Explain to the children that they volition be making words shorter by giving them a haircut. Using the materials provided here, cut out each give-and-take into a strip. Employ these strips to a dolls head with the "-ing" ending at the bottom of the strip. Demonstrate by holding up a strip and reading the word aloud, so cutting off the "ing" part, letting it drop to the floor. Explain to the children that there is a word left subsequently the "-ing" is cut off every bit you have only taken off a function of the give-and-take.
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three. Silly Words
Provide each child with iv connector pieces of a toy or game (e.g., Legos, pop-beads, trains). These connected pieces will represent each syllable in a four syllable discussion. Take off the first or last connector piece while too removing the offset or final syllable of the word (east.grand., kindergarten (iv syllables) becomes kindergar (three syllables) when you take off the final connector piece). Other words to apply are provided hither.
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4. People in Action
Using the materials provided here, show the children pictures of people doing things. Have the children take turns guessing what the person is. Every bit an extension, y'all could ask them which one they would like to be. When the children have identified the person, ask them what the word would be if you took the "-er" off.
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Syllables 1st (substituting syllables in words)
ane. Discussion Cosmos
Using the materials provided, present each chemical compound word to the children. Cut them into ii parts as you go, laying them in a pile. When all the words are cut, take the children pick up two strips to make a airheaded word. Equally an extension, the children can depict a picture of what their object would look similar.
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2. Name Game
Sitting at a table, provide the grouping with some small blocks (1 red block and several blue blocks). Designate the ane ruddy cake equally representing the word "bat" and the rest to represent the syllables in the children's names. Line the blocks to represent the first child's name (e.thou., Madison=3 blocks). Show the children that each block represents a syllable in her proper name. And then, have the cerise block replace a blueish block and change her name to "BATison" or "MadiBAT." Go through each child'southward proper noun then focus on objects around the room.
3. Snack Talk
At snack fourth dimension, choose a special syllable to use. All of the snacks (and conversations most them) take to comprise that syllable at the beginning of each word. For example, if the snack was apple tree juice and graham crackers, they could be zoo-ple juice and graham zoo-kers. Encourage the children to talk in this new "language" during the entire snack time. Initiate several questions and conversations about the snacks to give them numerous opportunities.
4. Silly Syllable Songs
Try activity number three with one of the children'southward favorite sing-a-long songs. Alter keys words in the song by substituting the "zoo" syllable (or any other syllable) for the first syllable in the original words.
Syllables 1st (delete sounds from words)
1. First Drop Off
Cut out the pictures provided here and place them in a handbasket. Take a child draw out a movie and name it. That child tin then call on another kid to tell the group what that word sounds similar when you remove the first sound of the word (e.g., "true cat" becomes "at"). That child can then draw the next film, name it, and and then call on another child.
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ii. Cotton Cups
Provide each child with 10 cotton balls and a plastic cup. While reading a book to the group, occasionally leave off the commencement sound of some of the words. When the children notice this, they are to quietly place a cotton ball into their cup. Take a break to talk over what sound was left off, and so keep the story. When all the cotton fiber balls are gone, make sure every child filled their cup.
3. First and Last Drop Off
Using the materials provided here or your own, give each child a picture of an object. Enquire each kid to offset name the object, say it again without its first sound, and then say it again without its terminal sound (e.one thousand., pin/in/pi). If i of their deleted sound words is a real word they can turn in their card for another ane and earn 1 betoken (e.g., in). Keep until all of the children accept at least five points.
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iv. Name Change Game
Make nametags for the children, removing the first sound in their names. When the children arrive, they must find their nametag among the others on a tabular array. Be sure to wear a nametag with your proper noun changed also. Encourage the children to wear their nametags and refer to each other by that proper name for the rest of the day.
Syllables 1st (substitute sounds from words)
1. Sound Focus
Using the materials provided here, cut out the words and place them in a handbasket. Be sure to utilize one gear up of words at a fourth dimension. Have a child draw out a card to read to the other children. Take the children take turns changing each word by taking off the first sound and exchanging it for the audio indicated.
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two. Letter Play
Assign each child to represent a letter; information technology may be helpful to provide them with a piece of paper with their letter. Cull the children to stand in front end of the grouping to spell out a word (e.yard., cat). Later the group has identified the give-and-take, have the child representing the letter "s" supersede the child representing the letter "c." The new word would then be "sat."
3. New MacDonald
Inform the children that they volition be singing "Old MacDonald Had a Subcontract" only in a new way. When singing the "E-I-E-I-O," substitute some of the parts with other sounds (e.grand., O-E-O-Eastward-Ah). Encourage the children to make upward other verses by substituting unlike sounds.
iv. "Row, Row, Row Your Boat" Exchange
Sing the first poesy of "Row, Row, Row Your Gunkhole" in the traditional way. For boosted verses, change the initial sounds of key words within the verse to the same audio. For instance, for "b" sing:
Bow, bow, bow your gunkhole
Bently downwards the beam.
Berrily, berrily, berrily, berrily,
Bife is but a beam
.
v. Audio Reverse
Using words with three sounds, have the children reverse the first and terminal sounds (e.k., ten/net). Provide the children with iii blocks to represent the 3 sounds. You may want to write the give-and-take on the lath and call on a child to reverse the messages and read the new word.
-Materials
6. Proper noun Play
Appoint the children in choosing a special letter for the song. Sing the following to the tune of "If You're Happy and You Know It." Continue until all the children's names have been used. For variation, you may want to switch the special letter of the alphabet when switching to another proper noun.
If you change the /k/ in Kerri to a /b/,
If you change the /chiliad/ in Kerri to a /b/,
Then Kerri turns into Berri,
If you change the /k/ in Kerri to a /b/.
Source: https://www.sites.google.com/a/uwosh.edu/reading-connection/home/phonemic-awareness
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