Phonemic awareness Reading component strategy project

1. Phonemic awarenessReading component strategy project Erica Simpson University of New England EDU 740

2. Purpose of the unit • In my kindergarten classroom, much of our focus is on literacy and the related concepts. In the beginning of the year students spend quite a bit of time learning about letters and letter sounds. Letters are introduced and reviewed, students practice making them with different materials, and we read books, poems, and songs highlighting the letters. As students become familiar with letters and the sounds they make, we move on to tasks requiring students to manipulate and work with these sounds to make words. These tasks include segmenting, blending, learning about syllables, rhyming, and word building. By mid-year, December or January, students have had multiple experiences with various phonemic awareness tasks. At this point students have learned most of the letters of the alphabet and the corresponding sounds. They understand that letters can be put together to form words and that these words can be changed by simply swapping a letter.

3. Purpose, Continued • The following lessons have been chosen and adapted for my specific classroom of students. Although I already include many activities based in the area of phonemic awareness, these lessons will engage learners because they touch upon a variety of intelligences. The activities that make up this mini unit have tasks related to the following areas: • -Visual/Spatial • -Bodily/Kinesthetic • -Interpersonal • -Intrapersonal • -Verbal/Linguistic • -Logical/Mathematical • I have chosen these activities because I believe they will support the development of literacy concepts and allow ample time to practice new skills.

4. Lesson One Strategy: Rhyming • Materials • Is Your Mama a Llama? By Deborah Guarino • Copies of nest/egg (Ellery CD, enough for all students to have one) • List of familiar rhyming words or pictures from Ellery CD • Chart paper/markers • Plain paper/pencils • Chart of rhyming words with word chunks highlighted • Example sheet of rhyming pictures • Cloze sentence examples • Rhyming word cards • Pair-Share Match (Ellery, p. 39-40) • Objectives: • Students will understand that rhyming words have the same ending sound groups • Students will be able to recognize rhyming pictures • Students will be able to recognize rhyming words heard in a story • Students will be able to generate additional rhyming words based on matching pictures

5. Pair-share match, continued • Lesson Overview • 1. Read Is Your Mama a Llama? • 2. Discuss rhyming concept • 3. Reread 2-3 pages, emphasizing rhymes • 4. Record the rhyming words • 5. Hand-out nest and egg templates with rhyming pictures/words • 6. Students find peer with rhyming picture/word • 7. Check matches as a class • 8. Partners create rhyming word list

6. Pair-share match, continued • Strategies • Cooperative Learning • Guided Discussion • Peer Task • Whole Class Collaboration • Modifications • Advanced Students • Sort Words by Rhyming Chunk • Independently Create Word List • Complete Cloze Sentences • Struggling Learners • Rhyming Picture “Cheat Sheet” Showing Examples • Word Sheet Highlighting Rhyming Chunk

7. Cloze sentence examples • 1. My name is Ted and I sleep in a ________. • 2. I have a pet dog who hops like a ________. • 3. April showers bring May ________. • 4. A very rich king wears a big diamond ________. • 5. My mother says stop when I clean with her ________. • 6. Sometimes a cat chases a ________.

8. Lesson two strategy: isolating and identifying phonemes • Materials • Four Famished Foxes and Fosdyke by Pamela Duncan Edwards • Chart Paper/Markers • Bag • Variety of small, known objects • Paper/Pencils ( the paper will feature different letters with corresponding pictures at the top with space for additional words) • Alphabet Picture Chart • Beginning Sounds Pictures • Object Alliteration Chart (for recording student ideas, pictures of the objects in the bag with space for additional words • Alliteration Activation (Ellery, p. 42-43) • Objectives: • Students will be able to identify the beginning sounds of words • Students will be able to generate additional words with the same beginning sounds

9. Alliteration Activation, Continued • Lesson Overview • 1. Read Four Famished Foxes and Fosdyke • 2. Discuss how to identify the beginning sounds of words (provide visual examples with beginning sound highlighted) • 3. Students sit in a circle and one at a time take an object out of the bag • 4. Students name the object and provide an additional word beginning the same letter (teacher records this on the object alliteration chart) • 5. After all students have chosen an object from the bag, break students into groups of 3-4 and provide letter sheet (picture and corresponding letter on top) • 6. Students list as many words/pictures as they can beginning with the focus letter • 7. Students gather as a class and share lists

10. Alliteration Activation, Continued • Strategies • Whole Class Collaboration • Guided Discussion • Small Group Assignments • Modifications • Advanced Students • Generated Words Must Be Adjectives • Create Own Alliterative Word List • Name Two or More Words Beginning with the Same Letter • Struggling Learners • Alphabet Chart with Several Words/Pictures Under Each Letter • Word List with Beginning Letters Highlighted • Matching Game with Words and Pictures to Practice Identifying Beginning Sounds

11. Object alliteration chart

12. Lesson three strategy: segmenting phonemes • Materials • Picture Cards from Ellery CD • Graphing Phonemes Answer Key from Ellery CD • Removable Picture Word Tags • Word Puzzles • Premade Graph Without Answers • Blank Tiles • Blank Paper/Pencils • Tape/Glue • Additional Phoneme Cards • Graphing Phonemes (Ellery, p. 51-52 • Objectives • Students will be able to identify the number of phonemes in a given word • Students will be able to verbally segment words based on picture cards • Students will be able to sort picture cards based on number of phonemes • Students will be able to create a graph to represent the sorted picture cards

13. Graphing phonemes, continued • Lesson Overview • 1. Students sit in a circle on the carpet • 2. Discuss phonemes and the concept of segmenting • 3. Give 2-3 examples, visually and verbally • 4. Show students how to use blank tiles to represent and count phonemes • 5. Break students into groups of 3-4 and give phoneme picture cards and blank recording graph • 6. Students sort the picture cards by the number of phonemes and add them to the graph

14. Graphing Phonemes, Continued • Strategies • Whole Class Collaboration • Small Group Assignments • Demonstration • Modifications • Advanced Students • Create/Develop Own Graph • Use Words with More Than 3 Phonemes • Record the Name of Each Picture • Struggling Learners • Add Words to the Picture Cards • Premade Graph with Categories in Place • Word Puzzles (where each phoneme is a different piece)

15. Blank Recording Graph

16. References • Ellery, V. (2009). Creating strategic readers: Techniques for developing competency in phonemic awareness, phonics, fluency, vocabulary, and comprehension. (2 ed., pp. 1-246). Newark, DE: International Reading Association. • Websites for Book Images • http://www.kdl.org/categories/592/books/1059 • http://www.harpercollinschildrens.com/books/Four-Famished-Foxes-Fosdyke/?isbn13=9780064434805&tctid=100