Whole Group: 15-20 minutes Language Acquisition: Day 1 Phonemic Awareness: Oral Segmenting and Deletion of Initial Sound Students will segment each word to determine the amount of sounds within the word. Provide each student with five chips. Present students with words such as clean, flip, slap, plate, clip, steam Next have students to say and move a chip for each sound (ex: f-l-i-p). Then tell students to drop the /f/ sound and take away the first chip. Students must then determine the new word. Be sure to have students to go back and blend the word. Differentiated Instruction: Assist students with this activity by helping them to go back and blend the word once the sound has been removed. Alphabet Knowledge/Phonics/Word Study: Students will understand that -ing is added to words to show that something is happening now. (**THIS IS EXPOSURE TO THE ing ENDING. STUDENTS DO NOT NEED TO MASTER.**) Write -ing on the board and say to students that when we see -ing side by side at the end of a word, we do not try to blend the letters. We just say /ing/. Explain to students that -ing is added to action words to show that something is happening now. Next display a picture of someone walking. Ask students what is the person doing in the picture? (walking). Use the word in a sentence (The girl is walking home.) Ask students to determine if she has already walked, or will she walk, or is she walking. Inform the students that because she is walking right now, we would say She is walking. Present students with other pictures of an action being performed. Provide sentences for each picture and have students determine when the action is taking place. Allow students to come up with their own pictures in which the word is used in its present tense. Differentiated Instruction: Students may need help with formulating the sentence. Remind students that a sentence names something and then we learn about whatever is being named. For instance, if the word is climbing, have students identify who is climbing. Small Group Activity: 15-20 minutes per group ***** The teacher and para will each take a group of students and then switch groups. It is up to the discretion of the teacher if they would like to have a third independent group (which would mean that you are cycling the children through 3 separate activities, one of which the children complete independently). Make sure that any activity given for independent use has been previously introduced, modeled, and practiced with the teacher. Independent work is only recommended once behavior management is under control. Teacher (Alphabet Knowledge/Phonics/Word Study): Students will practice listening for the ing ending. Review the sound of -ing. Students will then complete a word sort (see attached). Students will have to look at each word and determine whether it ends with ing or not. Students will place the word in the correct column.
Review the pictures that end with the /ing/ sound and have students repeat their names. Differentiated Instruction: For students who may struggle with ending sounds, write the word under each picture. Have them notice the ing at the end of words. Para (Alphabet Knowledge/Phonics/Word Study): Students will practice listening for the /ing/ sound. Present the student with words. If the word ends with -ing, students must write the letters for the /ing/ sound in sand or in shaving cream. Allow students to look through magazines and find actions occurring. Have students write sentences for each action/picture. Differentiated Instruction: Assist students with stretching out the words for their sentences. Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics/Word Study): Students will practice identifying the letters that make the /ing/ sound. Make the letters in the /ing/ sound with play-dough Use Wiki Sticks to circle ing words inside of a book. Use a pointer to find -ing words around the room. Using dry-erase boards, write -ing. Draw an action word that ends with -ing. Circle -ing in magazines or old worksheets. Whole Group: 15-20 minutes Print Awareness: Decoding Words Students will decode simple words by blending. Language Acquisition: Day 2 Begin by reviewing letter sounds using flashcards. Next display different CVC and nonsense words on the board and have students blend the words sound by sound to determine the word (lip, gog, tip, pit, hit, tas, mat) Differentiated Instruction: For struggling students, begin with 2-phoneme words such as it, at, am, if, on and have them sound out and identify first and last sounds. Phonemic Awareness: Oral Segmenting and Deletion of Initial Sounds Students will practice deletion by removing sounds from words and determine the new word. Provide each student with five chips. Present students with words such as sock, mat, spot, chip, stick, plane, flop Next have students say and move a chip for each sound ( ex: s-p-o-t). Then tell students to drop the /s/ sound and take away the first chip. Students must then determine the new word. Be sure to have students go back and blend the word. Differentiated Instruction: For students who have mastered this, try deleting sounds at the end of words. (pits, band, farm, flown)
Alphabet Knowledge/Phonics/Word Study: Students will practice listening for ing ending. Remind students that we add -ing to the end of an action word to show that the action is happening now. Have student s select action words out of a hat. With help from the teacher, students should read the word and act it out. The other students must guess the word and use the correct tense, since the student will be performing the action in front of them. (For instance, the student selects the word pushing. The student must perform various pushing tasks until student guess the answer.) After each correct guess, ask students to determine when the action is happening and how they know. Actions to be selected: rolling, jumping, eating, playing, working, talking, dancing, smacking) Small Group Activity: 15-20 minutes per group. Teacher (Alphabet Knowledge/Phonics/Word Study): Students will identify words that make the /ing/ sound. Students will review the ing ending by looking in a newspaper or magazine for other words that end with the /ing/ sound. Students can read the room and find all words that begin with the /ing/ sound. Differentiated Instruction: For a challenge, after students have recorded the words, have them use one and write a sentence. Para (Alphabet Knowledge/Phonics/Word Study): Students will practice listening for the /ing/ sound. Students will identify words that end in -ing by saying and circling words that end in -ing (Worksheet attached). Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics/Word Study): Students will practice finding words with the ing ending. Illustrate pictures that make the /ing/ sound. Have students use alphabet cards or magnetic letters to put in alphabet order and find the letters that make the /ing/ sound. Read decodable or other leveled books and circle any words with the ing ending. Use white-boards and markers to make a list of action words and add ing at the end. Whole Group: 15-20 minutes Language Acquisition: Day 3 Phonemic Awareness: Deletion of Initial Sounds Students will be able to manipulate the sounds in a word by deleting the initial sound. Utilizing Leo the Lion or any puppet, tell the students that today Leo the Lion wants them to help him eat the initial sound in each word. Next provide students with words and have them to delete the initial sound. For instance, the teacher would say, Leo the Lion wants to know what the word bite would be, if we ate the /b/ sound. The students should reply by saying ite.
Continue this activity, by providing the students with other words in which they must delete the initial sound (bike, place, clean, tree, sneeze) and tell what is left. Switch the activity around and have the puppet give the word and what is left after deleting the first sound, and students must tell what sound was taken away. (flap and lap- the /l/ sound was taken away). Differentiated Instruction: If students struggle with this activity, provide pictures. You may also assist students by providing them a riddle. For instance, I am thinking of a word that is a place where someone can sit and it is nice and comfortable. If you take away the beginning sound in flap, you will get this word (lap). Alphabet Knowledge/Phonics/Word Study: Students will review the ing ending by making an ing puzzle. Review with students the sound of /ing/ and when to use the letter cluster. Act out actions to refresh the memories of students. Have the students use the words in a sentence. Be sure to ask students, what is the action word and when is it happening. Encourage students to explain how they know when the action took place. Put students in pairs and provide them with puzzles. Each puzzle has an action and the word. Students must put the puzzle pieces together and determine the word with -ing. (Puzzle pieces are attached.) To conclude the activity, have students draw their own action word and add -ing and turn their work into a puzzle for other students to put together. Teacher (Alphabet Knowledge/Phonics/Word Study): Students will practice listening for the /ing/ sound. Students will review the ing ending by finding -ing in newspapers and magazines. Students can read the room and find all words that end with -ing. Have students to read Ing Poem and circle -ing (Poem Attached). Differentiated Instruction: For a challenge, have students make a list of the ing words found in the poem. Then have them use them to write a story. Para (Alphabet Knowledge/Phonics/Word Study): Students will practice listening for the /ing/ sound. Review the sound of ing. Have students make the sound. Provide students with words that end in ing. Help students to sound out the words and then act them out to the rest of the group. Once the group guesses the action, they will work together to spell it on a whiteboard, making sure to add th at the end. (brushing, eating, drinking, cleaning, listening, thinking, sweeping) Differentiated Instruction: For intervention, have the words already written out and students will circle the ing en each and then re-read. Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics/Word Study): Students will practice identifying the letters in the -ing cluster. Make the letters -ing out of play dough. Give students a large -ing cut-out and have them look in magazines to find pictures that end with the -ing sound. Encourage students to use inventive spelling to label the pictures. Illustrate pictures that make the /ing/ sound. Have students use alphabet cards or magnetic letters to put in alphabet order and find the letters that make the /ing/
sound. Read decodable or other leveled books and circle any words with the ing ending. Use white-boards and markers to make a list of action words and add ing at the end. Language Acquisition: Day 4 Whole Group: 15-20 minutes Phonemic Awareness: Final Sound Deletion Students will manipulate the sounds in a word by deleting sounds. (taken from Literacy Academy 1-Jemicy School) Remind students that again Leo the Lion is hungry and wants to eat sounds. Tell students that Leo will be taking away sounds from a word to see what is left. Explain to students that today, we will be taking away the sound at the end of the word. Say the word and have Leo the Lion eat the ending sound. Students should then determine what is left. For instance, the word is flip, Leo the Lion eats the /p/ sound, what is left? The students should say fli (short i). Continue this activity with other words such as cool, stool, catch, slap) Differentiated Instruction: For intervention, give students manipulatives and begin with 2 or 3-phoneme words. Students can first segment the word and then take away the last manipulative (sound) and see what is left. Alphabet Knowledge/Phonics/Word Study: Students will read a poem in order to identify words that have the ing ending. Review the sound of /ing/ and the letters that make the ing ending. Inform students that today they will go on a letter hunt for -ing words in a poem. Read the poem to students (see attached). Provide students with highlighters and have students highlight words that end with -ing. Have students conclude the activity by illustrating one of the actions in the poem. Small Group Activity: 15-20 minutes per group Teacher (Alphabet Knowledge/Phonics/Word Study): Students will practice identifying and making the letters -ing. First practice making the letters -ing in play-dough or wiki-stix to go over the letter cluster. Work with students to generate a list of -ing words. Have students label the pictures from day1, using ing. Differentiated Instruction: For intervention, the teacher may write words for struggling students, but have them write the letters ing at the end.
Para (Alphabet Knowledge/Phonics/Word Study): Students will practice making -ing words by writing words in whip cream/shaving cream/chocolate pudding. Give each student a piece of wax paper, put some cream on (your choice) and explain how we will be using it (the wax paper will help with easy clean up). Draw a picture on a small whiteboard of something that contains -ing at the end. (baking, riding, thinking, running, and helping) Students will guess the drawing and then together everyone will sound out the word and spell it in their cream. Differentiated Instruction: For enrichment, have a student try spelling the word on their own. Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics/Word Study): Students will practice identifying and writing the letters -ing. Make -ing with play-doh. Find -ing in the room Illustrate pictures that make the /ing/ sound. Have students use alphabet cards or magnetic letters to put in alphabet order and find the letters that make the /ing/ sound. Read decodable or other leveled books and circle any words with the ing ending. Use white-boards and markers to make a list of action words and add ing at the end. Whole Group: 15-20 minutes Language Acquisition: Day 5 Phonemic Awareness: Final Sound Deletion Students will manipulate the sounds in a word by deleting sounds. (taken from Literacy Academy 1-Jemicy School) Remind students that again Leo the Lion is hungry and wants to eat sounds. Tell students that Leo will be taking away sounds from a word to see what is left. Explain to students that Leo really liked eating the ending sound yesterday. Say the word and have Leo the Lion eat the ending sound. Students should then determine what is left. Continue this activity with other words such as like, moon, couch, plant, seen) Differentiated Instruction: For intervention, give students manipulatives and begin with 2 or 3-phoneme words. Students can first segment the word and then take away the last manipulative (sound) and see what is left. Alphabet Knowledge/Phonics/Word Study: Students will identify words that end with -ing. Review the /ing/ sound by displaying picture cards of actions. Provide the students with riddles in order to determine the actions. Remind students that when the action is happening right now, we add ing to the end of the word. Show students some word cards which are sight words, as well as words that we have gone over that
end in -ing. Put students in groups of no more than five. Students will then hold their cards, facing down. Students will then place a card down one at a time. When a word is presented that has -ing, students must slap their hand down and say Ing!. The person at the end with the most cards, wins the game. Small Group Activity: 15-20 minutes per group Teacher (Alphabet Knowledge/Phonics/Word Study): Students will find the ing ending in words. Orally read some words to the students with ing endings. (eating, laughing, talking, etc) Remind students about how good they are at dropping the ending sound from words and telling what is le This time, the students will drop the ing from the words and tell what is left. Repeat the list slowly again and have them tell what is left when the ing ending is taken away. Next, write some words with the ing ending on some index cards and pass out to students. Have the students use highlighter tape or marker to highlight the ing ending. Then have students read the word twice. Once with the ing ending and then without. Differentiated Instruction: For intervention, do only the oral part of the activity but extend it with more words. Para (Alphabet Knowledge/Phonics/Word Study): Students will compose a story using as many ing words as they can. Brainstorm some ing words together and write them on a chart for everyone to see. In their writing journals, students will write 2-3 sentences using as many ing words as they can. Have the students read their stories to each other. Differentiated Instruction: Do an interactive writing piece together as a whole group and have the students write the word with the ing ending while the teacher writes the rest. Additional Resources that Provide Supporting Activities: Open Court Oral Segmentation Unit 3- pages 157, 173, 185, 199, 207, 223, 247, 261, 275, 283 Unit 7- pages 23, 35, 71, 87, 127, 145, 159, 169, 187, 201, 211, 219, 227, 245, 275 Unit 8- pages 23, 37, 59, 79, 107, 131, 147, 161 Phoneme Manipulation Unit 6- pages 23, 35, 67, 99, 121, 135, 149, 177, 191, 209, 217, 261, 293, 303 Unit 7- pages 23, 35, 71, 87, 127, 145, 159, 169 Phonics: Unit 8: 189, 200, 209, 216, 223, 239, 263, 277, 293, 301 Words that Show Action:
Additional Resources Websites Unit 4: 194-195, 204-205, 212-213, 296-297 Unit 5: 32-33, 50-51, 66-67, 74-75, 110-111, 122-123, 136-137, 174-175, 184-185, 192-193, 240-241, 256-257, 272-273 Unit 6: 118-119 Unit 8: 128-129, 144-145, 158-159 Phonemic Awareness in Young Children (Marilyn Yager Adams, Barbara R. Foorman, Ingvar Lundberg, and Terri Beeler) Page 57-69- Initial and Final Sound Activities The Phonological Awareness Book (Carolyn Robertson and Wanda Salter) Page 48-50- Phoneme Deletion For Students: www.starfall.com For Teachers: www.littlegiraffes.com (lots of teacher resources and crosscurricular ideas) www.kellyskindergarten.com (Letter activities correlated with OC) www.handwritingworksheets.com (worksheets to make letters) http://first-school.ws/theme/alphaletter/s.htm (letter activities) http://www.songsforteaching.com/preschoolkindergarten.htm (songs and finger plays) http://www.atozteacherstuff.com/ (lots of teacher resources) http://my.att.net/p/s/community.dll?ep=16&groupid=20303&ck= (classroom displays and bulletin boards) http://mrsjonesroom.com/letter/m.html(letter activities)
Day 1: -ing Pictures Directions: Cut out the pictures and have students identify the action that is taking place and when it is happening. Encourage students to use the new word in a sentence (jumping, cooking, talking, reading, dancing, sleeping, eating, kicking and crying).
Day 2: -ing Worksheets Directions: Look at each picture and circle the picture that ends in ing. 1. 2. 3. 4. Draw a picture of a word that ends in -ing.
Day 3: -ing Puzzles Directions: Have students join the root word and -ing in order to form the action word with -ing (painting, flying, mopping and boxing). ing ing ing ing
Directions: Sort the words by determining if the word has -ing or not. If it has the letters -ing, place it in the first column, if not place it in the second column. Name: Date: -ing Sort ing Sound: Not ing: talked wishing running cutting read cleaning
ING Poem (Song to the tune of Coming Around the Mountain ) With an ING you can be whistling a tune! (whistle, whistle) With an ING you can be clapping in your room! (clap, clap) With an ING you can be jumping! (jump, jump) With an ING you can be thumping! (thump, thump) ING s a chuck for writing with a Boom! *Retrieved from Pro-Teacher Community: www.proteacher.net/discussions/showthread.php?t=222744
Day 5: ING! Directions: Students will play ING! by placing cards down one at a time. If students put down a word that ends in -ing, the first student to smack the stack and say ING! wins the cards in the stack. The first person to win all of the cards, wins. playing she giving our having liking making here