Alphabet Stew and Chocolate Too

Songs  for  Developing  Phonological  Awareness,  Literacy,  

and  Communica=on  Skills

byKathy  Schumacher

Table of ContentsPreface..............................................................................................................................11Introduc/on   The  Story  Behind  the  Book.....................................................................................12   About  Music  Therapy..............................................................................................14   About  the  Songs  &  Chocolate  Analogy................................................................... 15Defining  the  Ph  Words......................................................................................................18More  Defini/ons...............................................................................................................19What  the  Research  Tells  Us...............................................................................................21Frequently  Asked  Ques/ons.............................................................................................24Assessment.......................................................................................................................26Sounds  of  the  English  Language  -­‐  READ  THIS  PAGE  BEFORE  SINGING..................................... 27Developmental  Con/nuum...............................................................................................28Developmental  Con/nuum  by  Grade  Level......................................................................29Common  Core  Standards..................................................................................................30  Emergent Literacy Skills............................................................................................32   Auditory  Discrimina/on  -­‐  Listening  Games.............................................................33   “Pass  the  Beat”  -­‐  Beat  Competence  &  LeZ  to  Right  Direc/onality......................... 34   “Dot  to  Dot”  -­‐  Sentence  Segmenta/on  &  LeZ  to  Right  Direc/onality.................... 35   “Coun/ng  Time”  -­‐  LeZ  to  Right  Direc/onality........................................................ 36

Strategies for Rhyming..............................................................................................38   Rhyme  Recogni0on     “Spider  on  My  Delbow”................................................................................39     “Rhyming  Words”..........................................................................................40     “Rhyming  Words”  -­‐  Visual  Aids  &  Data  Sheet...............................................41     “I’m  Thinking  of  an  Animal”..........................................................................47   Rhyme  Comple0on     “Time  to  Rhyme”..........................................................................................48   Rhyme  Judgment     “Tell  Me  Which  Word  Does  Not  Rhyme”...................................................... 51     “Concentra/on  Picture  Card  Rhyme”........................................................... 52

  Rhyme  Produc0on     “Sneaky  Snake”.............................................................................................53     “Rhyming  Words  -­‐  Open  Ended”...................................................................54     “Rhymes  Roaming  Round”............................................................................55     “Ten  Chums  Have  Drums”.............................................................................56     “He  Said,  She  Said”....................................................................................... 58     “Rhyme  Around  the  Circle”...........................................................................59

Strategies for Sound Matching   “Echo  Singing”.........................................................................................................61   “What  Do  You  Hear?”..............................................................................................62   “Beginning  Sound  Sort”.......................................................................................... 63   “Bag  of  Sounds”...................................................................................................... 64   Same  &  Different  Visual..........................................................................................65   “Favorite  Words”.....................................................................................................67   “All  Around  Allitera/on”..........................................................................................68

Strategies for Sound Identification   “Listen  for  the  Sounds  -­‐  2  Sounds”..........................................................................70   “Listen  for  the  Sounds  -­‐  3  Sounds”..........................................................................71   “Sound  Boxes”.........................................................................................................72

Strategies for Blending Onset-Rime   Onset-­‐Rime  Worksheets.........................................................................................74   “Broken  Word”........................................................................................................78   “Word  Wheels”.......................................................................................................79   “Word  Families”......................................................................................................80   “Blending  Compound  Words”.................................................................................81   Word  List  for  Blending............................................................................................82

Strategies for Syllables..............................................................................................83Strategies for Phonemes...........................................................................................84Strategies for Segmenting and Blending..............................................................85   Elkonin  Sound  Boxes...............................................................................................86   “I  Am  a  Robot”........................................................................................................87

  “Move  the  Magnets”...............................................................................................88   “Shoulder,  Elbow,  Wrist”.........................................................................................89   “Slide  to  Blend”.......................................................................................................90   “What  Have  You  Heard?”........................................................................................91   “Sound  It  Out”.........................................................................................................92   “Stretchy  Sounds”................................................................................................... 93   “Count  the  Syllables”.............................................................................................. 94   “Count  the  Sounds”................................................................................................ 95   Visuals  for  Syllable  and  Phoneme  Segmenta/on....................................................96   Segmenta/on  Answer  Key.................................................................................... 101

Strategies for Syllable and Phoneme Deletion................................................. 102   “Out  Back  in  the  Shed”..........................................................................................103   “I  Opened  the  Closet”...........................................................................................104   Word  List  for  Syllable  &  Phoneme  Dele/on..........................................................105

Strategies for Phoneme Manipulation.................................................................106   “Windy  Windy  Woo”.............................................................................................107   “Silly  Name  Game”................................................................................................108   “Silly  Rhyming  Game”...........................................................................................109   “Consonant  Subs/tu/on  Song”............................................................................110   “Alphabet  Stew”....................................................................................................111   “Phoneme  Addi/on  -­‐  Ini/al”.................................................................................112   “Phoneme  Addi/on  -­‐  Final”..................................................................................113   “Phoneme  Subs/tu/on”.......................................................................................114   “Zim  Zim  Zam”......................................................................................................115

Strategies for Speech-to-Print...............................................................................116   “Find  the  Leher”...................................................................................................117   Strategies  for  Short  Vowels...................................................................................118   Short  Vowel  Hand  Symbols...................................................................................119   “Short  A  Sound”....................................................................................................120   “Short  E  Sound”.................................................................................................... 121   “Short  I  Sound”.....................................................................................................122   “Short  O  Sound”................................................................................................... 123

  “Short  U  Sound”................................................................................................... 124   “Josie  Jump-­‐a-­‐Lot”................................................................................................ 125   “Long  and  Short  Vowels”......................................................................................128   “Silent  E  Song”......................................................................................................129   “Capital  Lehers  and  Small  Lehers”........................................................................131   “I  Can  Sing  My  Alphabet  Sounds”......................................................................... 132   Hand  Symbols  for  Digraphs...................................................................................134   Digraph  Word  List................................................................................................. 135

Strategies for Sight Words......................................................................................136   Visual-­‐Spa/al  Learners..........................................................................................137   Books  &  Songs  for  Teaching  Sight  Words..............................................................138   “Do  Your  Ears  Hang  Low?”.................................................................................... 139   “Reading  ‘The’”.....................................................................................................140   “Reading  ‘And’”..................................................................................................... 141   “This  Is  the  Way  We  Spell  This”............................................................................ 142   “Spelling  ‘Where’  and  ‘When’”............................................................................. 144

Strategies for Teaching Inflection........................................................................ 145   “You  Read  to  Me,  I’ll  Read  to  You”........................................................................146   “Twinkle  Twinkle  Lihle  Star”.................................................................................147

Reading Comprehension & Autism...................................................................... 148   Developing  Audia/on........................................................................................... 149   “Baseball  Song”.....................................................................................................150   “Love  Grows  One  By  One”.................................................................................... 151   “My  Lips  Don’t  Move”...........................................................................................152   “Let’s  Go  Fishing”..................................................................................................153   “Let’s  Go  Fishing”  -­‐  Game  Cards  &  Direc/ons...................................................... 154   “Finding  Pronouns”...............................................................................................156   Pronoun  Word  List................................................................................................158   “Reading  a  Pen  Pal  Leher”.................................................................................... 159   “Find  the  Ques/ons”.............................................................................................161   “Ask  a  Ques/on”................................................................................................... 162   “Ask  a  Ques/on”  -­‐  Visuals.....................................................................................164   Story  Map............................................................................................................. 165

Developing Communication Skills........................................................................ 166   “It’s  Music  Time  Today”........................................................................................ 169   “Reciprocal  Gree/ng  Song”...................................................................................170

Finale  &  “Choco-­‐Chocolate”............................................................................................171Contact  Me..................................................................................................................... 172Bibliography....................................................................................................................173

Appendix  A:    Rhyming  Visuals/Word  FamiliesAppendix  B:    Elkonin  Sound  BoxesAppendix  C:    Blending  &  Dele/on  VisualsAppendix  D:    Sample  Goals  &  Objec/ves

PLEASE  NOTE:    Throughout  this  book,  leCers  with  /slash/  marks  should  be  pronounced  

as  the  sound  of  the  leCer.    When  a  capital  leCer  is  given,  the  name  of  the  leCer  should  

be  spoken  or  sung.  

PrefaceThe  majority  of  the  songs  in  this  book  were  wri4en  to  teach  several  children  with  au:sm  

how  to  read.    Addi:onal  songs  were  developed  for  my  work  with  typically  developing  

kindergarteners  and  several  offspring  who  are  always  willing  to  try  out  my  new  ideas.  

When  planning  literacy  experiences,  one  typically  thinks  about  phonics—that  is,  the  

knowledge  of  how  le4ers  represent  sounds.    It  seems  that  a  logical  place  to  start  would  

be  learning  sounds  for  each  le4er  of  the  alphabet  followed  by  learning  to  blend  

consonant  and  vowel  sounds.    However,  the  building  blocks  for  literacy—phonological  

awareness  skills—are  precursors  to  learning  phonics  and  start  at  a  very  young  age.    

Phonological  awareness  tasks  are  picked  up  naturally  by  most  kids  as  they  listen  to  

nursery  rhymes  and  learn  to  “play”  with  language.    However,  children  with  au:sm,  who  

tend  to  have  a  visual  strength  and  frequently  block  out  auditory  s:muli  due  to  sensory  

issues,  oIen  need  to  be  taught  phonological  awareness  skills  in  a  very  direct  manner.    In  

addi:on,  many  neuro-­‐typical  kids  and  children  with  special  needs  are  experiencing  

frequent  ear  infec:ons  during  a  cri:cal  :me  of  their  development.    Because  these  

children  are  experiencing  sound  in  a  distorted  format,  they  oIen  need  to  be  explicitly  

taught  phonological  awareness  rather  than  picking  it  up  implicitly  through  their  

environment.    I  have  also  witnessed  an  explosion  in  language  as  phonological  awareness  

skills  are  developed  through  music-­‐based  strategies.    

The  focus  of  this  book  is  on  teaching  phonological  awareness  skills  through  music,  along  

with  offering  some  ideas  about  how  to  teach  other  areas  of  literacy  such  as  sight  words,  

inflec:on,  and  comprehension.    To  make  this  resource  more  accessible  to  classroom  

teachers  and  professionals  without  the  ability  to  read  music,  a  recording  of  all  songs  is  in  

the  works  and  will  be  available  at  www.TunefulTeaching.com.

11  ·  Alphabet  Stew  and  Chocolate  Too! ! ! www.TunefulTeaching.com

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