Teachers name:

CARMEN LASTRA

CLIP TITLE : PHONICS IN THE KINDERGARTEN CLASSROOM

TIMING: 10.01 MIN.

GRADE/CLASS:

DATE: DECEMBER 2014

3 ED. INFANTIL

SCHOOL: CEIP CATALINA DE FOIX

OVERVIEW& PURPOSE

The purpose of this video is to show different activit ies related to reading and phonics practice devoted not to a
specific project but to a general reading learning process that is essential in the English classroom.

Content Objective(s):

Language Objective(s):

To help the students during the reading process

To recognize and produce specific sounds of the

understanding how to blend sounds, how to read words.

English language.

To practice reading in meaningful context.

To read simple words and sentences getting also an

idea of their meaning.

RESOURCES REQUIRED:

Usborne very first readers books level 1: Pirate Pat and level 2: Captain Mac.
Blue, yellow and red hoops.
Paper cups
Laminated letters
3 beads and blue, yellow and red stickers to create letter dice.
Magnetic letters and elkonin boxes mats.
METHODOLOGY LEARNING STRATEGIES

During all the activities we wil follow a synthetic phonics approach, we wil also follow a methodology of learning by
doing where students wil be able to discover by themselves their ability to read and build words in the second
language.
It is important to highlight the need to focus always on context when we perform reading activities because we
cannot forget that although we can sometimes work on the mechanics of reading kids need to understand that the
purpose of our phonic practice is for reading and understanding what is being read.

ACTIVITY SEQUENCE:

Groupings (whole group,

There is no specific sequence to develop these activities, all of them can be done as
the students are learning the sound spellings relationship, adapting the level to the
students needs.
The first activity is the most challenging as it requires the kids to have the ability to read
sentences not just words isolated, it is very important, then, to focus on context helping
the students understand what is being read.

small group)

1ST ACTIVITY SHARED READING: In this activity you can see the students reading a
PAIR ACTIVITY
book in pairs with the teacher in the school library while the rest of the class is looking at
books on their own. This activity should be performed when the students are confident
enough to move from reading words to connected text.
2nd ACTIVITY: SEGMENTING WORDS: Here students are segmenting words orally for
their classmates to guess. This practice is essential in helping students understand how
reading works as we understand that words are made up of sounds and that the
isolated sounds we know can make words. As the activity requires movement kids are WHOLE CLASS
also feeling in their bodies how sounds move in words. This whole group activity is the PRACTICE
starting point to any segmenting activity we wil develop with the students in small groups.
3rd ACTIVITY POWER TOWERS: The intention of this activity is to read words with the
students in a more enjoyable way. Depending on the level of the children we can use
cvc words, irregular and sight words or simply sounds. Each kid in the literacy center
has 6 cups with a word written on it. The aim of the activity is to build a tower as quick
SMALL GROUP WORK.
as possible, but in order to place a cup in the tower kids need to read it properly.

4TH ACTIVITY BUILDING WORDS: Independently kids play in pair saying words and
building them.
This activity becomes and independent center after being one controlled by the teacher.
INDEPENDENT PAIR
The main objective of this activity is to build confidence in their ability to write so the
WORK.
focus is not on accuracy.
5TH ACTIVITY SHAKE THE WORD: This activity is the one that should follow the
segmenting in hoops game. Kids are blending the beginning, middle and ending sounds to
read words and then, if they are working with the teacher, discuss if the words are
real or nonsense.

SMALL GROUP WORK.

6TH ELKONIN BOXES: In this activity one kid says a word for the rest to build so we
require the ability to hear sounds in words and find the letters related to each sound. SMALL GROUP WORK.

Discuss how different this activity would be if you did it in castellano/euskera.

As these activities all required phonological and phonemic awareness they could probably be performed in Spanish
and euskera too. Maybe in Spanish the focus could be in syllabic recognition and as I have no knowledge of the
euskera language I cannot give you an answer to this question.