Phonemic+Awareness


 * **Topic:**


 * Phonemic Awareness ** || **IF…**  ||  **THEN…**  ||
 * || Students have difficulty hearing rhymes, || provide explicit instruction on hearing rhymes.


 * What?** Rhyming words are words that have similar rimes, but different onsets. A **//rime//** is the rhyming part of the word. For example //at// is the rime in //cat, sat, fat,// and //rat.// An **//onset//** is the beginning part of the word before the rime. The letters //c, s, f,// and //r// are the onsets in the examples above.


 * Why?** When students are able to identify rhymes, they more accurately predict what words come next in a story, and can use known words to help solve unknown words. For example, if the student is unfamiliar with the word //flag//, but can read the word //bag//, the teacher can help the student isolate the rime –ag, and blend with the onset fl,- to read the word.

1. Read Mother Goose and other rhymes to students. Hickory, dickory, dock, The mouse ran up the clock, The clock struck one, The mouse ran down, Hickory, dickory, dock. 2. Listen to how these words sound alike: //hickory// -//dickory; dock – clock.// 3. Do //dock// and //ball// sound alike? Listen: //dock – clock – ball.// 4. Do //dock// and //sock// sound alike? Listen: //dock – clock – sock.// 5. Encourage students to memorize the rhymes. 6. Once students can hear the rhymes, encourage them to begin generating words. Can you think of another word that sounds like //dock – clock//? Accept nonsense words as long as they rhyme. (Keep in mind, rhyme should be demonstrated with young children, not explained).
 * How?** Start by having students hear and identify rhyming words.


 * Differentiation:** ELLs may have difficulty hearing similar sounds or distinguishing those which are different. Reinforcement activities, as those listed below, will help them develop this skill.
 * 1.** Sing songs with rhymes (Row, Row, Row Your Boat; Hey Diddle-Diddle)
 * 2.** Read any of the Dr. Seuss books.
 * 3.** Dictate pairs of words to students, have them show a smiley face (or thumbs up) if the words rhyme, a sad face (or thumbs down) if they do not rhyme.
 * 4.** Show pictures of rhyming words and have students respond as above.
 * 5.** Stand up. Recite word pairs. Some that rhyme and some that do not. If they rhyme, students stay up, if not the students should sit.
 * 6.** Nursery rhyme listening. Read a nursery rhyme to students. After you read the nursery rhyme, tell students you want them to listen for words that rhyme with (a rime that is often in the story). Have student hold up a stick with a smiley face each time they hear a word that rhymes with the target rime.
 * 7.** Play concentration with rhyming words. Show students the pictures and name them. The place the pictures face down. Students must draw matches of rhyming words.
 * 8.** Use dominoes with pictures. Students match the pictures that rhyme.
 * 9.** Create rhyming picture word walls. Allow students to bring in words that rhyme with those already on the wall.


 * Citation: **Crawley, S. and Merritt, K. (2009). //Remediating Reading Difficulties,// 5th ed. Boston. McGraw-Hill. Pp. 21-23 ||
 * || Students need support in generating rhymes, || provide explicit instruction.


 * What?** Students generate rhymes by providing words that rhyme with target words.


 * Why?** As with hearing rhymes, generating rhymes helps students decode unfamiliar word, and helps build vocabulary, predict what comes next in the text, and helps in spelling.

2. After reading the story, discuss the problem the Hungry Thing was having (he uses the wrong beginning sounds in words when trying to order his meal). 3. Ask students to try to help the Hungry Thing order his meal as you read the story again. As you are reading the story a second time, ask students for a real food word that rhymes with the word the Hungry Thing is saying. 4. As students give you the “real” foods, pronounce the nonsense word and real word together to hear the rhyme.
 * How?** Read Slepian and Seidler’s //The Hungry Thing// to students. Tell them to listen carefully to find out why the Hungry Thing was having problems.


 * Differentiation:** Some students will need continued practice with this skill and should be provided with reinforcement activities until they are able to generate rhymes with ease.

//Down by the bay, where the watermelons grow// //Back to my home I dare not go.// //For if I do my mother will say,// //Did you ever see a bear combing his hair down by the bay?//
 * Reinforcement Activities:**
 * 1) **Supplying rymes –** After reading rhymes such as “Hickory-Dickory-Dock” ask students to supply rhymes. Can you think of a word that rhymes with //clock-dock?// (Students supply a word). Let’s listen to the words //clock-dock-(word from student).// Do these words sound alike?
 * 2) **Rhyming Riddles –** I’m thinking of a word that means “large” and rhymes with //rig// (big). I’m thinking of a word that is a place where people live and rhymes with //mouse// (house).
 * 3) **Read Books –** such as Seuss’s //There’s a Wocket in my Pocket.// Encourage students to substitute different rhyming words (there’s a locket in my pocket). Accept nonsense words as long as they rhyme.
 * 4) **Rhyming Names –** Have students create rhymes with their names: //Jan-ran; Joe-toe; Yeng-sang; Mai-tie.//
 * 5) **Adding rhyming verses to songs-** For “Down by the Bay” (Raffi, 1999)

Have students make up their own verses, such as:

//Did you ever see a cat playing with a bat down by the bay?// //Did you ever see an eagle riding on a beagle down by the bay?// //Did you ever see a snail sailing in a pail down by the bay?//

//A hunting I will go.// //A hunting I will go.// //Hi-ho, the derry-o,// //A hunting I will go.// //I’m hunting for a word.// //I’m hunting for a word.// //That rhymes with (//toe), (//teacher or student provides the word)// //And the word is (//low). //(Students fill in word)//
 * 6. Rhyming Hunts-** Change words in the nursery rhyme “The Farmer in the Dell.” Students go hunting for rhyming words.

Focus on Rhymes || Cameron, P. //I Can't Said the Ant.// Curtis, J. L. //Today I feel Silly and Other Moods That Make My Day.//dePaola, T. //Tomie dePaola's Mother Goose.// dePaola, T//.// and S. Hale. //Mary Had a Little Lamb.// Druce, A. //Halloween Night// Goldstein, B. S. //Birthday Rhymes: Special Times.// MacCarone, G. //The Lunch Box Surprise// and //"What is That?" Said the Cat.// Prelutsky, J. //Tyrannosaurus Was a Beast.// Raffi. //Down By the Bay.// Seuess, Dr. //Cat in the Hat.// //Green Eggs and Ham// //Hop on Pop.// //Mr. Brown Can Moo!// //Oh, the Thinks You Can Think!// //There's a Wocket in My Pocket.// Silverstein, S. //A Giraffe and a Half.// Slepian, J., and A. Seidler. //The Hungry Thing// Smith, J., and B. Parkes. //Gobble Gobble Glup Glup.// ||
 * Citation: **Crawley, S. and Merritt, K. (2009). //Remediating Reading Difficulties,// 5th ed. Boston. McGraw-Hill. Pp. 23-24 ||
 * || **Books for Children -**
 * **Phonemic Awareness** || Students have difficulty distinguishing initial phonemes, || provide explicit instruction.
 * What?** Direct instruction provides students with the information they need in order to learn the skill you are targeting. Through explicitly explaining, modeling, and practicing the skill, students learn how to listen for the first sound in words.


 * Why?** Being able to hear the first sound in a word is an important first step in decoding words in text, and in spelling. The National Reading Panel has identified phonemic awareness as an important ingredient in learning to read, and the International Reading Association emphasizes that phonemic awareness can be taught.


 * How?** You may choose to follow this lesson plan:
 * 1) Listen carefully to the words I say: //ball-bear.// (Have the student(s) say the pair of words aloud). //Ball// and //bear// sound alike at the beginning.
 * 2) Does //car// sound like the beginning of //ball// and //bear//?
 * 3) Show students pictures of words beginning with the same sound (//box, bat, bell)// and several that do not contain the same beginning sound (//lamp, house, car).//
 * 4) Students sort the sounds that begin alike and those that don’t have the same beginning sound.
 * 5) If students have difficulty with this task, you may need to show them how the individual sounds are made (how the mouth forms the sound).
 * 6) I’m going to read you a story. The story is called ___. The author is__ _. Let’s see if you hear any words that begin like //bear// and //ball.//

What's the sound that starts these words? Turtle, time, and teeth. (Wait for students to five you the /t/ sound). /t/ is the sound that starts these words: Turtle, time, and teeth. With a /t/, /t/ here, and a /t/, /t/ there, Here a /t/, there a /t/, everywhere a /t/, /t/. /t/ is the sound that starts these words: Turtle, time, and teeth.  3. **Picture Sorting. **Students sort precut (preidentified) pictures into piles that begin with the same sound. <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 4. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Locating and cutting pictures that start with the same sounds. **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Put these pictures into an “initial consonant” picture dictionary. <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 5. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Word listening. **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Listen to sentences in which students must identify words that contain the same sounds. Read, “Mom gave Mike a glass of milk.” Ask, “What words begin with the same sound?” <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 6. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Dominoes. **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Makes sets of dominoes containing pictures. Students match the pictures on the dominoes that begin with the same sounds. (**I have a set of these you may check out for use).** <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 7. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Picture bingo. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Use bingo cards with pictures containing different initial sounds. After you dictate a word, the student must place a marker on the picture that begins with the same sound. <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 8. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Name game. **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> “My name is Beverly and I like boxes.” My name is Song and I like snakes.” <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 9. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Shopping Game. **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Going “shopping,” students must think of two items (or three) that they can purchase that begin with the same initial phoneme, “I went shopping and I bought mittens and mustard.” Make this a kinesthetic activity by having students “shop around the room” for items that have the initial sound you are targeting. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. Focus on Alliterations || Jeram, A. //Daisy Dare// Jonas, A. //Watch William Walk// McBratney, S. //Caterpillow Fight// Root, P. //One Windy Wednesday// Tate, S. //Tommy Turtle// ||
 * Differentiation:** Some students may need to be shown how the mouth works to form particular letters, and may need repeated practice to distinguish initial sounds. Below are reinforcement activities that will benefit those who need more support.
 * 1) **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Alliterative nursery rhymes. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Repeat, and have children join in reciting alliterative nursery rhymes that contain the initial sound you are stressing.
 * 2) **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Songs for sound matching. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Use the tune of "Old MacDonald Had a Farm"; substitute a different sound with each verse.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Crawley, S. and Merritt, K. (2009). //Remediating Reading Difficulties,// 5th ed. Boston. McGraw-Hill. Pp. 25-27 ||
 * || **Books for Children -**