Whole Group: 15-20 minutes Language Acquisition: Day 1 Phonemic Awareness: Segmentation Students will segment words into phonemes. Before the activity, write the lyrics to the song, Sound It Out! (tune of If You re Happy and You Know It ), on chart paper. Remind students that when we segment words into sounds, we are saying each sound by itself. Teach students the song and then at the end, say a word for students to segment. For example, sat, bad, let, hen, pit, bin, etc. Sound It Out! If you have a new word, sound it out! If you have a new word, sound it out! If you have a new word, Then slowly say that word. If you have a new word, sound it out! Differentiated Instruction: For enrichment, use words that have more than 3 phonemes or blends. For example, band, clock, play. For students that struggle, use words that have 2 phonemes. Alphabet Knowledge/Phonics / Word Study: Students will be introduced to r-controlled vowels: er, ir, ur. Tell students to identify what is the same about these words: germ, dirt, turn. Students respond that all the words have the /er/ sound. (Students should just be listening to the words.) Explain to the students that the /er/ sound is one sound but is made by two letters that are partners. Those partners can be er ir or ur. This sound is different than the /r/ sound. Have the students practice to hear the difference. Display and identify r controlled pictures (OC or Clip Art) such as bird, fur, locker, girl. Have students come up with a list of words that have the /er/ sound. The teacher will write these words on chart paper for reference. Small Group Activity: 15-20 minutes per group Teacher (Alphabet Knowledge/Phonics/Word Study): Students will segment words with r-controlled vowels (er, ir, ur) Using the words from the previous activity, segment each word using the segmenting strategy of your choice (rubber band stretch, head, shoulders, hips, tapping sounds down your arm), emphasize the /er/ sound for each word. Print the words under picture and circle the r controlled vowels that apply. Continue to display and segment r controlled picture and words. Differentiated Instruction: For students that are struggling, distribute manipulatives such as cubes, pom-poms, paper clips, etc and have students touch each manipulative as they say the segmented sounds, then sweep together to blend. Para (Alphabet Knowledge/Phonics/Word Study):
Students will review sight words. The para will monitor students as they play Sight Word Swat! Students will use fly swatters to swat words they know. The game is over when the group has swatted all words. Differentiated Instruction: For enrichment, have students place words cards in order from shortest (least amount of letters) to longest (most amount of letters). Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics /Word Study): Students will review and reinforce literacy skills. Practice sight words (well, but), use the following materials: Wikki stix, magnetic letters, play dough, White boards and dry erase markers, letter stamps, Blue Goo (colored hair gel in sealed plastic bags) Students match pictures according to a rule given: rhyming word, beginning sound, ending sound, middle vowel. Students sort pictures or small objects according to initial, ending or middle vowel sound. Computer games on www.starfall.com or www.pbskids.org Language Acquisition: Day 2 Whole Group: 15-20 minutes Phonemic Awareness: Oral Blending Students will blend words phoneme-by-phoneme. Remind students that blending words is the opposite of segmenting words. When we segment words, we are saying each sound of the word by itself, like taking a puzzle apart. When we blend, we are putting the sounds together to make the word, like putting a puzzle together. Tell students that we are going to play Blending Baseball to help us review blending. Divide the class into two teams. Place 3 bean bags on the carpet to represent bases. The teacher will say a word in parts, phoneme by phoneme and students must come up one at a time from each team to blend the word. If the student that is up to bat can blend the word, he or she advances to first base. The next batter comes up, and the game continues just like baseball. Differentiated Instruction: If students are struggling with blending words phoneme-by-phoneme, differentiate by segmenting words into syllables or onset/rime for students to blend. Alphabet Knowledge/Phonics / Word Study: Students will be exposed to words with r-controlled vowels: er, ir, ur. Review the list of words that have the /er/ sound from yesterday. Tell students that there is a group of words that all have the /er/ sound at the end family words! Have students come up with the following family words and interactively write them on white boards with dry erase markers and erasers: mother, father, sister, brother, grandmother, grandfather. Have students underline the letters that make the /er/ sound and draw a corresponding picture after each. These words can be made into a chart for future reference. Small Group Activity: 15-20 minutes per group Teacher (Alphabet Knowledge/Phonics/Word Study):
Students will identify /er/ sound in words. Students will give a thumbs up when they hear the /er/ sound in the following words: bird, dirt, dirt, sister, purple, turtle, circle, first, girl, winter Have students some of the /er/ words to copy onto index cards and draw a corresponding picture. Students will have a set of /er/ flashcards. Differentiated Instruction: For students that are struggling to hear the /er/ sound, segment the above list of words using manipulatives. Para (Alphabet Knowledge/Phonics/Word Study): Students will review sight words. The para will monitor students as they play Sight Word Twister! Using a Twister mat with sight words written on each colored dot, have students play Twister and read the sight words that they touch with their hands/feet. Alternately (if behavior problems are an issue), students can toss a bean bag on the dots and say the word that the beanbag lands on. Differentiated Instruction: For enrichment, have students step on (or toss the bean bag) words in alphabetical order. Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics /Word Study): Students will review and reinforce literacy skills. Practice sight words (well, but), use the following materials: Wikki stix, magnetic letters, play dough, white boards and dry erase markers, letter stamps, Blue Goo (colored hair gel in sealed plastic bags) Students match pictures according to a rule given: rhyming word, beginning sound, ending sound, middle vowel. Students sort pictures or small objects according to initial, ending or middle vowel sound. Computer games on www.starfall.com or www.pbskids.org Language Acquisition: Day 3 Whole Group: 15-20 minutes Phonemic Awareness: Students will blend phonemes into words. Ask students to explain the difference between blending and segmenting. Tell students that we are going to play Blending I Spy. Play by sounding out the name of the object you are looking at. Students have to blend the sounds together to determine the object. For example, I spy something that is round. You can bounce it. I spy a /b/ /a/ /l/ (ball). Differentiated Instruction: For students that are struggling, have 3-5 objects that you are referring to in the I Spy riddles in front of you so students can have a visual to determine the word they must blend. Alphabet Knowledge/Phonics / Word Study: Students will be exposed to words with r-controlled vowels: er, ir, ur. Review the /er/ words and Family Words charts created on Day 1 and 2. Remind students that when we hear /er/ in words, it s because there s a bossy r making the vowel change its sound.
Kindergarten Language Acquisition Lessons Explain that you are going to give them some /er/ riddles to solve. The answers to the riddles will be a word that has /er/. After students give the answer, have them segment the /er/ word and determine where the /er/ sound is (beginning, middle, end) What number comes after second? (third) What number comes before second? (first) This is the day you were born. (birthday) What is the season after fall? (winter) Small Group Activity: 15-20 minutes per group Teacher (Alphabet Knowledge/Phonics/Word Study): Students will identify the /er/ sound in words. Students will practice identifying the /er/ sound in words by playing /er/ Pop-Up. Students will be seated on the carpet. The teacher will give a list of words. When students hear a word with /er/, they are to pop up from the carpet. If they don t hear /er/, they are to stay seated. o Bird, hurt, fern, spur, brother, winter (include words without /er/ as well) Differentiated Instruction: For students that are struggling with identifying the /er/ sound, have them use Word/Sentence Stretchers (or rubber bands) to practice segmenting the words with /er/. Model how to listen for the /er/ sound by emphasizing the /er/ sound in the words. Para (Alphabet Knowledge/Phonics/Word Study): Students will review sight words The para will guide students to play Sight Word Parking Lot (see attached template). The teacher will write sight words in each of the parking spots (or can place the template in plastic sleeves and write on the sleeves for reuse). Students will drive a toy car into a parking spot that they know the sight word. Differentiated Instruction: For enrichment, students can write the words from the parking lot on index cards and sort them by number of vowels. Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics /Word Study): Students will review and reinforce literacy skills Practice sight words (well, but), use the following materials: Wikki stix, magnetic letters, play dough, White boards and dry erase markers, letter stamps, Blue Goo (colored hair gel in sealed plastic bags). Students match pictures according to a rule given: rhyming word, beginning sound, ending sound, middle vowel. Students sort pictures or small objects according to initial, ending or middle vowel sound. Computer games on www.starfall.com or www.pbskids.org Whole Group: 15-20 minutes Phonemic Awareness: Students will segment words into phonemes. Language Acquisition: Day 4
Kindergarten Language Acquisition Lessons Have students Turn and Talk to discuss the difference between segmenting and blending words. Tell students that today we re going to segment words and then graph them by the number of sounds they have. Hang a graphing pocket chart (or create a graph from chart paper) on the teacher s board. Display picture cards of the following: bee, tie, sun, mop, fan, leaf, glass, and nest (see attached picture cards). Have students segment each word. As students segment each word, guide them to graph the picture cards in the appropriate column according to the number of sounds it has. After the words have all been segmented and graphed, have students analyze the graph to determine which column has the most/least words. Differentiated Instruction: For students that struggle with segmenting words, allow them to use manipulatives such as cubes, pom-poms, etc on the carpet to reinforce the separation of each sound. Alphabet Knowledge/Phonics / Word Study: Students will review the /er/ sound- spellings ir, er, ur. Remind students that we have been working on the /er/ sound this week. It is different than the sound of /r/. Have students practice both sounds to hear the difference. Hang a chart with 3 columns on it- er, ir, ur. Also prepare some /er/ words on sentence strips beforehand. Students will work together to read the words on the sentence strips, circle the /er/ spelling in each and then place them in the correct category. Review the words at the end. Possible words to use: thirst, fur, hunger, burst, first, turn, dinner Small Group Activity: 15-20 minutes per group Teacher (Alphabet Knowledge/Phonics/Word Study): Students will play Concentration (see attached) with er, ir, ur words. Students turn picture cards and word cards face down (pictures to match the words are provided below the word for self-correcting). Have students mix up the picture and word cards. Students will take turns flipping over two cardsencourage students to say the picture name and read the word card. If picture and word card matches, then the student keeps both cards, if not both cards and turned face down again. Game is over when all picture and word cards are matched. Differentiated Instruction: For enrichment, play the game using only pictures. Para (Alphabet Knowledge/Phonics/Word Study): Students will review sight words. The para will play Roll and Spell: Out Loud Edition with students to review sight words (see attached template). Students will need 1 die and the sight words written out on index cards. Students will take turns to roll the die. The para will help students refer to the rules sheet to determine how they must spell their sight words out loud. Differentiated Instruction: For enrichment, students can play the Roll and Spell original version.
Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics /Word Study): Students will review and reinforce literacy skills. Practice sight words (well, but), use the following materials: Wikki stix, magnetic letters, play dough, White boards and dry erase markers, letter stamps, Blue Goo (colored hair gel in sealed plastic bags). Students match pictures according to a rule given: rhyming word, beginning sound, ending sound, middle vowel. Students sort pictures or small objects according to initial, ending or middle vowel sound. Computer games on www.starfall.com or www.pbskids.org Language Acquisition: Day 5 Whole Group: 15-20 minutes Phonemic Awareness: Segmentation Students will segment words into phonemes. Before the activity, write the Segmentation Cheer on chart paper. Teach students the cheer by having them repeat each line after you, then with you. Each time you say the cheer, change the words in the third line. Have children segment the word sound by sound. Begin with words that have three phonemes, such as ten, rat, cat, dog, soap, read, and fish. Segmentation Cheer Listen to my cheer. Then shout the sounds you hear! Sun! Sun! Sun! Let s take apart the word sun. Give me the beginning sound. (Students respond with /s/.) Give me the middle sound. (Students respond with /u/.) Give me the ending sound. (Students respond with /n/.) That s right! /s/ /u/ /n/ Sun! Sun! Sun! Differentiated Instruction: If students are struggling with orally segmenting the words for the cheer, show them picture cards to use as a visual for reinforcement. Alphabet Knowledge/Phonics / Word Study: Students will review sight words from Unit 8. Have students play Hangman to review words from Unit 8. The teacher will think of a sentence using several sight words taught throughout Unit 8. For example, I like the pretty girl that played with me. Students have to take turns guessing letters that are in the hidden phrase. The students win if they guess all of the correct letters in the words AND are able to read the sentence as a class. Students will review the /er/ sound by writing sentences. Brainstorm with students some words that contain the /er/ sound. Record the words. Work with the students to create a sentence using as many /er/ words from the list. Read and re-read the sentence. Then have students come to the board and circle all the er, -ir, and ur letter clusters. Each letter cluster can be in a different color.
Small Group Activity: 15-20 minutes per group Teacher (Alphabet Knowledge/Phonics/Word Study): Students will rhyme words with /er/ and then use the words in a sentence. Examples are given below: Shirt/dirt My shirt is in the dirt. Nurse/purse The nurse has a big purse. Bird/third The bird is third. Locker/soccer I played soccer with my locker. Differentiated Instruction: For enrichment, have students illustrate a matching picture for their rhyming sentence. Para (Alphabet Knowledge/Phonics/Word Study): Students will review sight words from this week and previous weeks in Unit 8. The para will work with a small group of students to have them Rainbow Write their sight words. (see attached.) Students must use 5 different colored crayons to trace the words. Differentiated Instruction: If students are struggling with sight words, the para can help the student create a Set of sight words on index cards to take home and review with their family. Independent Activity Workshop Suggestions (Alphabet Knowledge/Phonics /Word Study): Students will review and reinforce literacy skills. Practice sight words (well, but), use the following materials: Wikki stix, magnetic letters, play dough, White boards and dry erase markers, letter stamps, Blue Goo (colored hair gel in sealed plastic bags). Students match pictures according to a rule given: rhyming word, beginning sound, ending sound, middle vowel. Students sort pictures or small objects according to initial, ending or middle vowel sound. Computer games on www.starfall.com or www.pbskids.org 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 Vowels: Unit 2: 54, 66, 78, 94, 186 Unit 3: 156 Unit 4: 24, 37, 89, 108, 143, 155, 167, 185, 214
Unit 5: 282 High-Frequency Word Activities: Unit 1: 236, 328, 329 Unit 2: 79, 149, 207, 289 Unit 3: 43, 78, 109, 158, 208, 233, 284 Unit 4: 49, 92, 93, 121, 170, 226, 310 Unit 5: 103, 151, 196, 263, 284 Unit 6: 70, 162, 180, 220, 296, 306 Unit 7: 86 Unit 8: 22 Phonics: Unit 8: 189, 200, 209, 216, 223, 239, 263, 277, 293, 301 Additional Resources 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 Websites For Students: www.starfall.com For Teachers: http://mrsreynoldsfirstgradeadventures.blogspot.com/search/label/spelling (Roll and Spell games) www.scholastic.com (blending/segmenting activities) http://www.enchantedlearning.com (for short/long vowel activities) www.littlegiraffes.com (lots of teacher resources and cross-curricular 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)
Words/picture cards for Segmenting graph: bee, tie, sun, mop, fan, leaf, glass, and nest Day 4
Day 4
Pictures for Concentration (/er/ words) Day 4 soccer locker fern farmer
church purse churn nurse
girl bird shirt dirt
Name: Day 5 Rainbow Words came pretty that well but Read the word. Trace the word with 5 crayons. Spell as you trace.