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Sound Safari

Sound Safari. Presented by Diane Frame. Phonological Awareness is Auditory. Phonological Awareness: provides a basis for phonics. How do we teach Phonological Awareness? Concept of Word. Counting words in sentences: Counters, students, fingers. Sentence segmentation:

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Sound Safari

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  1. Sound Safari Presented by Diane Frame

  2. Phonological Awareness is Auditory

  3. Phonological Awareness: provides a basis for phonics

  4. How do we teach Phonological Awareness? Concept of Word • Counting words in sentences: • Counters, students, fingers • Sentence segmentation: • Whole Group: Smartboard, large word cards • words from poems, stories, big books, sight words • pocket charts, students • Small Group: index cards, ipads, white boards, sentence strips (cut, then glue it back together) see the dog I can run.

  5. How do we teach Phonological Awareness? Syllables Clap count Clap it Chin drop Whole group/Small group Line up/release Syllable sort in word work center Names, picture cards, months/days of week Vocabulary words Sight words

  6. How do we teach Phonological Awareness? Rhyme Nursery rhymes, counting chants, counting out chants, jump rope rhyme (pretend, then use at recess), hink pink clues, Rhyme? Yes/No, Rhyme around the circle/table, Oops Wrong Rhyme Bubble gum, bubble gum in a dish How many pieces do you wish? 1, 2, 3, 4… Q: What do you call a bee that doesn’t cost anything? A: A “free bee” Ackabacka soda cracker, Ackabacka boo, Ackabacka soda cracker, Out goes you! This is my _____, Oops, no this is my _________! rose/nose pie/ eye pin/chin cheer/ear farm/arm

  7. How do we teach Phonological Awareness? alliteration and other word play Tongue Twisters: Sally sells seashells down by the sea shore. Use their names: David digs deep dark donut holes! Song: Willoughby, Wallably, Woo Spoonerisms: sound switching Start with a funny name day: Is your name Randy Jones? No, ImJandyRones Then play games with them: Goys and birls, today is our dibary lay. Pig Latin: “ouyay, avhay a-ay oodgayayday!”

  8. How do we teach Phonological Awareness? Phoneme Blending (auditory) First have them echo sounds you make: single sounds, double sounds, strings of sounds: /i/, /i/ /i/, /i/ /e/ /t/ (at teacher table they can move a bean, cube, or other manipulative from left to right to represent the sounds they echo) No letters yet! Next, blending with names: “I’m thinking of a friend, can you guess who…/v/ /er/ /o/ /n/ /i/ /k/ /a/” Finally, move to vocabulary words, theme words, or sight words. *Resource for higher or older kids needing to develop phonological awareness: Sounds Like Fun by Cecile Cyrul Spector

  9. Phonics: Sounds and Print are connected

  10. Phonics: the relationship between letters/groups of letters and sounds

  11. How do we teach Phonics? Letters and Sounds • Multiple Modes of Learning: • Visual • Auditory • Kinesthetic • Leap Frog • ABC Phonics • Sing, Sign & • Read • 3. Heidi Songs

  12. How do we teach Phonics? Blending Sounds /s/ /u/ /n/ = sun Bumpy blending – sounds are distinctly separate or “choppy”. Can cause problems for many children. Smooth Blending – sounds are connected or “hooked together”. This is what we want! Model smooth blending! What about those who struggle? Whole Group – using a set of large letters, have students stand apart saying their sounds, move closer together and say sounds quicker. Small Group – Phonics Phones, Say it/Move it, Bumpy/Smooth Ideas: take a breath first, sing the word, finger hook

  13. How do we teach Phonics? Segmenting Sounds Blending and Segmenting are two sides of the same coin. So much of what we do with language, reading and writing, works this way. We want children to see the connections. Just like we modeled smooth blending, we want to model smooth segmenting as well. • Activities: • Puppet Talk • Push the sounds • Bead slide • Ball toss – individual or partner • Push lights • Slinky • Rubber bands sun = /s/ /u/ /n/

  14. How do we teach Phonics? Sound Switching cat rat ran pan pin pit pot top Sound Switching is about playing with sounds in words and recognizing where the switch happened. Start with two or three phoneme words. Can be auditory or visual Whole Group: Use letter cards on pocket chart or let children be specific letters you need, smartboard, white boards, etc.

  15. How do we teach Phonics? Spalding http://youtu.be/PFswXxtqkuY http://youtu.be/SV0mqyNwESY

  16. How do we teach Phonics? Sight Words Picture Me Reading Interactive Sight Word Wall Rocket Book / Giraffe Book Kinesthetic Spelling – cheerleading, jump roping, swimming, motorcycle, jack in the box, catch/throw a ball, shaving cream, wiki sticks, stamps, magnetic letters, sand, etc.

  17. Resources www.heidisongs.com www.picturemereading.com www.leapfrog.com www.nellieedge.com Phonemic Awareness by CTP Oo-ples and Boo-noo-noos by Yopp Reading Readiness by Neuhaus

  18. Resources Books for Phonemic Awareness: Runny Babbit by Shel Silverstein A Huge Hog is a Big Pic by McCall and Keeler I’m Number One by Rosen Some Smug Slug by Edwards Hooway for WodneyWat by Lester Zin!Zin!Zin! A Violin by Moss Alphabet Books and Dr. Seuss Books

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