Student Teacher: Amy French Supervisor: Dr.

Seidenstricker

Date: September 27, 2012 Kindergarten

Category of Phonological Awareness: Sound Segmentation PA Standards: 1.1.K.B. Employ word recognition techniques; Use association strategies to identify letters; Demonstrate phonological awareness through segmenting and blending of phonemes; Use knowledge of letter to sound correspondence (alphabetic principle) to decode words in context. CCS: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Objective: Students will practice segmenting phonemes. Materials: Animal picture cards Cardboard boxes (one for each animal); or fences from a farm toy (for pens Plastic animal figurines

Activity: Get Back in Your Pen! 1. 2. 3. 4. 5. 6. 7. Create picture cards to match the animal figurines you have available. Place the picture cards face up on the floor. Lay out the pens Spread out the animals that correspond with each picture. Explain to the students that something happened and all of the animals got out of their pens. Now we need their help to put them back. Ask a student to choose a picture and identify the animal. Next, ask the student to divide the word into the phonemes they hear (ask them what sounds they hear). Example: if the animal is a dog it would be /d/ /o/ /g/. If the child is correct, he or she can place that animal back into the pen. (The animal figurine that corresponds with the card.) If they are incorrect, the animal cannot go back in the pen. The game continues until all animals have returned to their pens.

8. 9. 10.

Source: "PALS." PALS. University of Virginia, n.d. Web. 27 Sept. 2012. <http://pals.virginia.edu/>.

Student Teacher: Amy French Supervisor: Dr. Seidenstricker

Date: September 27, 2012 Kindergarten

Category of Phonological Awareness: Sound Blending PA Standards: 1.1.K.B. Employ word recognition techniques; Use association strategies to identify letters; Demonstrate phonological awareness through segmenting and blending of phonemes; Use knowledge of letter to sound correspondence (alphabetic principle) to decode words in context. CCS: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Objective: Students will practice blending phonemes to make words. Materials: Old MacDonald Picture Cards A Paper bag

Activity: Old MacDonald Had a Farm 1. Place the picture cards inside the plastic bag. 2. Tell students that you will be singing a tune of Old MacDonald, but that you will say the animal names in a special way. The will have to guess the animal you are saying by blending the sounds together. a. For example, Old MacDonald had a farm E-I-E-I-O. And on that farm he had a /p/ /i/ /g/. 3. Have the students guess what animal you are sounding out. 4. Start the game by pulling a card out of the bag and singing a verse using that animal. a. Some of the animals are extremely silly. To extend this activity: 1. It may be useful to give the students a set of their own cards so they can hold them up when they know what animal it is. Source: Virginia Department of Education (1998). Early Intervention Reading Initiative Supplemental Resources.

Student Teacher: Amy French Supervisor: Dr. Seidenstricker

Date: September 27, 2012 Pre-K

Category of Phonological Awareness: Sound Addition or Substitution PA Standards: 1.1.K.B. Employ word recognition techniques; Use association strategies to identify letters; Demonstrate phonological awareness through segmenting and blending of phonemes; Use knowledge of letter to sound correspondence (alphabetic principle) to decode words in context. CCS: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. Objective: Students will practice substituting sounds to create rhymes. Materials: Large open area

Activity: Silly Willy 1. Teach the students this verse: Silly Willy, who should I choose, Silly Willy, who should I choose, Silly Willy, who should I choose, I choose ______________________. 2. Tell students that in order to fill in the blank they must choose a classmate, and something that rhymes with their name. Terri- berry, Matt- bat, Sarah Harah, (words can be made up). 3. This may be a good transition for moving students to the carpet or to their seats.

Source: Fitzpartick, J. (1997). Phonemic Awareness: Playing with sounds to strengthen beginning reading skills (pp. 23). Cypress, CA: Creative

Student Teacher: Amy French Supervisor: Dr. Seidenstricker

Date: September 27, 2012 Kindergarten

Category of Phonological Awareness: Sound Matching PA Standards: 1.1.K.B. Employ word recognition techniques; Use association strategies to identify letters; Demonstrate phonological awareness through segmenting and blending of phonemes; Use knowledge of letter to sound correspondence (alphabetic principle) to decode words in context. CCS: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Objective: Students will isolate the beginning sounds and find other words with the same beginning sounds. Materials: Chart paper Familiar items in the classroom

Activity: I Spy 1. Identify an object in the classroom. 2. Ask students what sound it starts with. a. Example: The desk, starts with /d/. 3. Have the students spy something that begins with the same sound. a. I spy a drawer. 4. Draw or write the responses on the chart paper. a. Drawing would most likely be more appropriate. Source: "PALS." PALS. University of Virginia, n.d. Web. 27 Sept. 2012. <http://pals.virginia.edu/>.

Student Teacher: Amy French Supervisor: Dr. Seidenstricker

Date: September 27, 2012 Kindergarten

Category of Phonological Awareness: Sound Isolation PA Standards: 1.1.K.B. Employ word recognition techniques; Use association strategies to identify letters; Demonstrate phonological awareness through segmenting and blending of phonemes; Use knowledge of letter to sound correspondence (alphabetic principle) to decode words in context. CCS: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Objective: Students will identify the sounds in words. Materials: Night lights 3-4 per student, the tap kind

Activity: Line up 3-4 lights. Students will be given a word, and asked to turn on a light for each sound they hear. Help students start from left to right. Ask them to say the sound as they turn them off.

Source: "Phonemic Awareness Activities." Dyslexia Resource: Free Reading Activities and Help for Educators and Parents. N.p., n.d. Web. 27 Sept. 2012. <http://www.readingresource.net/phonemicawarenessactivities.html>.