1. Welcome

2. Goals A continued look at phonological awareness An experience with share reading

3. Developing Phonological Awareness Sequence: - rhymes - words - syllables - phonemes

4. Rhymes Using Movement –Pease Porridge Hot (cold/old, hot/pot) –One Potato, Two Potato (more, four) –Eeny Meeny Miney Mo (Mo, toe, go, Mo) –Baa, Baa Black Sheep (wool, full) –One, Two, Buckle My Shoe (two, shoe; four, door; and so on)

5. Rhymes Using Song Do you know two rhyming words, Two rhyming words, Two rhyming words? Oh do you know two rhyming words? They sound a lot alike. ____ and ____ are two rhyming words, Two rhyming words, Two rhyming words. ____ and ____ are two rhyming words They sound a lot alike.

6. Rhymes: Using Literature Predict what will come next. Why do you think so? “I spy with my eye…”

7. Word Rhyming cat mouse chair bag car talk rose book face bed Round Robin Rhyme

8. The Ship is Loaded with… –dogs –cats –cars Rhymes: Games

9. Sharing Lesson Ideas Share your nursery rhyme. Share your rhyming book. Share a mini lesson idea. –Intro –Procedure –Closure

10. Words and Sentences Introducing Sentences “A sentence is a short story. It tells something and names who/what it is telling about.” Susan has a puppy. Dan has blue pants. has brown eyes. is wearing jeans. The children Angelic

11. Introducing Words Lynn eats. Dansitsdown. Thecowjumpedoverthemoon.

14. Hearing Words in Sentences

15. Syllables

16. Clapping Names “Bippity, Bippity, Bumble Bee, tell me what your name should be…” 1. “Clap it!” 2. “Whisper it!” 3. “Silent!” (children repeat, silently enunciating).

17. King’s/Queen’s Commands marchingtiptoeing boogy-woogyinghammering rollerskatingwaving bowingleaning sewingwiggling clappingnodding stretchingwaddling curtsyingreading

18. Take One Thing from the Box –Name it –Clap/snap/pat the syllables –Categorize by number –Try w/o clapping or saying

19. Syllable Beat Repeat 1. Use familiar songs with repetitive patterns (“Farmer in the Dell”, “Twinkle Twinkle Little Star”, “Old MacDonald”) 2. Tap/clap/snap the syllabic beat of the repetitive words in place of singing them

20. Phonemes Rhythm and rhyme Onset/rime T separates/S blend phonemes Sequence T gives words, Ss give initial, medial, final sound. T gives a target sound, Ss signal position of sound. Separate T gives word, Ss tell # of sounds T gives word, Ss separate into phonemes Manipulate Ss leave off the sound of a given word to make a new word T gives a word; Ss substitute a new sound in the word

21. Initial Phonemes Name Chant It begins with ____, (onset) And it ends with _____. (rime) Put them together, And they say ________

22. Patty Cake bugmouse pinround funlight bedname foxbarn sitduck

23. For next time… Read Honig et al., Chapter 8 Language Arts Assignment 3 Complete a written reflection to address the following: -- What phonics experiences do you remember from when you learned how to read? How did you feel about these experiences? --What more recent classroom experiences (as a tutor, mentor, or classroom teaching assistant) have you had that connect with teaching phonics? --How do your prior experiences connect with your reading from this week? -- How do these experiences and this week’s readings have implications for you as a teacher of reading in your current placement? As a teacher of reading in grades K-6?

24. Bibliography Phonemic Awareness in Young Children by Adams, Foorman, Lundberg and Beeler Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills by Creative Teaching Press Phonemic Awareness Activities for Early Reading Success by Wiley Blevins Double Trouble in Walla Walla by Andrew Clements\ Each Peach Pear Plum by Janet Ahlberg