more investigator club phonological awareness … investigator club ® phonological awareness...

®More InvestiGator ClubPhonological Awareness Activities

ROBERT-LESLIE PUBLISHIN G

T HE E ARLY C HILDHOOD C OMPAN Y ®

Jor • dan A • ki • mi

Table of ContentsBlend Onset and Rime

Blend Syllables

A Cat in a Hurry

Clap a Word

Compound Word Puzzles

Compound Word Riddles

Compound Words in the

Classroom

Finish the Words

Help the Puppet

Hickory, Dickory, Dock

Hide the Hands

I See Something

I’m Going to the Park

Lights On!

Looby Loo

Manny’s Messy Melon

Moving Word Parts

Silly Names

Sunny Compound Words

Take Away the First Part

Take Away the Second Part

Thumbs Up, Thumbs Down

What Am I?

What Is Left?

Which One is Different?

© Robert-Leslie Publishing MoreInvestiGatorClubMathActivities ii

On each index card, draw or glue a picture of a familiar object with a two-syllable name, such as,pencil,pumpkin,flower, or ladder. Cut each card into two pieces. Model how you put the two halves together while saying the word aloud. Then have children use the cards to practice blending word parts individually or with a partner.

Paint a large circle on a piece of paper. Tell children that you are going to make a /c/- /at/. Elongate the sounds and then blend them to make the word cat. Ask volunteers to paint other features to turn the circle (cat’s body) into a cat. Have them blend these sounds to know what to paint: /h/-/ead/, /t/-/ail/, /n/-/ose/. Let them add other features to complete the cat.

Blend Syllables

A Cat in a Hurry

Objective

• Combine syllables into words.

Objective

• Combine onset and rime to form a familiar one-syllable word.

© Robert-Leslie Publishing MoreInvestiGatorClubMathActivities 1

Materials

• index cards

• scissors

Materials

• paint, paintbrushes

• large paper

Materials

• weight scaleMaterials

• weight scale

Display all the objects and tell children, I’m going to say the name of one of these things very slowly. Point to the object that I name. Say /b/ /ook/, being careful to say /b/ rather than /buh/ for the first sound. If most children immediately point to the book, say, That’s right, I said book. Repeat with other words, carefully separating the onset and rime for children to blend.

/b/ /all/ (ball) /c/ /ar/ (car) /d/ /og/ (dog) /s/ /ock/ (sock) /c/ /up/ (cup) /h/ /at/ (hat) /b/ /us/ (bus) /d/ /oll/ (doll

Blend Onset and Rime Objective

• Combine onset and rime to form a one-syllable word.

Materials

• objects with one-syllable names, such as ball, book, car, cup, dog, sock, hat, bus, doll

Draw a star on the left half of an index card and a fish on the right. Write the corresponding words under the pictures if you wish. Then cut the card in half to make a two-piece puzzle. Combine the halves and say the compound word starfish for children to repeat. Then model how you can break the word into two separate words. Repeat with toothbrush,football, and earring.

Display the snowman and have children say the word. Help them identify the first and second parts of the word. Then say a riddle such as, I’m thinking of the first (or second) part of the word snowman. What is it? You may need to repeat the word, pausing between the first and second parts to help children hear the two parts. Repeat with other compound words.

Put the cards in the Literacy Learning Center for independent play and practice.

Compound Word Puzzles

Compound Word Riddles

Objective

• Delete a word from a compound word.

Objective



Materials

• index cards

• scissors

Materials

• Oral Language Cards goldfish,seaweed,snowman,watermelon

Materials


• weight scalePlay a clapping game in which children clap once while saying each syllable in a word. Begin with short names of children in the class (Ann gets one clap; Brandon gets two claps). Continue with longer names. Then have children clap the syllables in the names of familiar objects. Model how you tell how many claps each word gets.

Table gets two claps: ta • ble. Game gets one clap: game.

Clap a Word Objective


Place five or more of the objects in front of children. Ask children to clap the syllables in the name of each object as you point to it. Then say, I’m going to say the first part of the name of one of these objects. You say the second part. You may want to start by pointing to the object as you say its first syllable. Vary the activity by asking a child to say the first syllable in the object’s name.

Finish the Word Objective



Materials

• crayon, pencil, basket, pitcher, marker, scissors, easel, magnet

Materials


• weight scale

Point to a bookshelf and elongate its name for children to blend into a compound word: book, shelf, bookshelf. Tell children that bookshelf is a compound word. It is a big word made up of two smaller words. Help children blend the names of other classroom objects as you display them:

back + pack = backpack door + knob = doorknob paint + brush = paintbrush lap + top = laptop eye + glasses = eyeglasses wash + cloth = washcloth chalk + board = chalkboard flower + pot = flowerpot shoe + lace = shoelace wheel + barrow = wheelbarrow air + plane = airplane rain + coat = raincoat

Compound Words in the Classroom Objective

• Combine words to make a compound word.

Materials

• classroom objects, such as, backpack, doorknob, paintbrush, laptop, eyeglasses, washcloth, chalkboard, flowerpot, shoelace, wheelbarrow, airplane, raincoat

Sing or chant the familiar nursery rhyme, “Hickory, Dickory, Dock.” Point out the rhyming words hickory/dickory and dock/clock. Add new verses in which the clock strikes two, three, four, or five o’clock. Have children add words that rhyme with each new number.

Hickory,dickorydock;Themouseranuptheclock;Theclockstruckone,themouserandown;Hickory,dickorydock.

Hickory,dickorydock;Themouseranuptheclock;Theclockstrucktwo,themousesaid“____;”Hickory,dickorydock.

Hickory, Dickory, DockObjective

• Recognize rhymes.


Materials


• weight scale

Display the Dilly puppet and tell children that she wants to learn about compound words, but needs their help. Show Dilly a backpack or a teacup and have the puppet say the object’s name. Then ask Dilly to leave off the first or second part of the word. When the puppet makes an incorrect response, have children say the correct word to “help” her.

Help the Puppet!Objective


Materials

• Dilly Stick Puppet

• classroom objects whose names are compound words

Select a nearby object that will be obvious to the children. Say the beginning sound in the name of the object. Engage children by having them guess the object. For example, I see something that begins with the sound /r/. What do I see? (rug) Repeat with other objects. You may wish to have children who are secure with the skill lead the activity.

Have children join you to sit in a circle on the floor. Hold up a backpack and say, I’m going on a trip to the park. Explain that you want to pack things in your backpack to take with you to the park. They might be things you really need or silly things, but all of the objects must end with the same sound as park. Begin by pretending to put a sock in the backpack while saying, I’m taking a trip to the park and I’m taking a sock. Each child in turn adds one new item that ends with /k/.

I See Something

I’m Going to the Park

Objective

• Show awareness of beginning sounds.

Objective

• Show awareness of ending sounds


Materials

• backpack

Materials


• weight scale

Display one of the animals and have children say its name aloud. Say, I’m going to say tur-tle again, but watch my hands as I say it. Hold one hand at a time out in front of you as you slowly repeat tur-tle. Then hide the hand representing the first syllable behind your back, and ask children to say the syllable that is left. Repeat with other words before children practice the skill.

Hide the Hand Objective

• Delete a syllable from a word.

Materials

• objects or pictures with two-syllable names (hamster, kitten, penguin, turtle)

Have children join hands and circle to the left as they sing the chorus of “Looby Loo.”

HerewegoLoobyLoo,HerewegoLoobyLight,HerewegoLoobyLoo,AllonaSaturdaynight.

Sing the song again, this time, replace the beginning /l/ sound in the words Looby,Loo and light, with another beginning sound, such as /b/ or /d/. On subsequent verses, let children choose the substituted sound.

Looby LooObjective

• Use sound substitution.


Materials


• weight scale

Set out three light pads that light up when touched. Show a picture of a map. Say the word aloud, elongating the sounds as you separate them: /m/ /a/ /p/. Tap a different light for each sound as it is spoken. Count the lights. Say, The word map has three sounds, /m/ /a/ /p/. Turn the light pads off and repeat the activity, having a child tap the lights as the group segments the sounds with you. Repeat the activity several times, using these picture cards and words:

face /f/ /a/ /c/ meat /m/ /e/ /t/ cat /c/ /a/ /t/ pig /p/ /i/ /g/ bee /b/ /e/ lake /l/ /a/ /k/

Lights On!Objective

• Show awareness of separation of word sounds.

Materials

• Oral Language Cards forface,map,meat,cat,pig,bee,lake

• three light pads

Choose an object and have children identify it, such as a toy elephant. Then say, Watch me move this elephant as I say the word el-e-phant very slowly. Raise and then quickly lower the elephant as you say each syllable. Ask a volunteer to repeat your actions. Then have children practice with other toy names.

A fun way to introduce and practice sound substitution uses children’s names. Switch the initial sounds in a child’s first and last names. So, JoseMendez becomes MoseJendez and BillyRugs becomes RillyBugs. Encourage children to substitute the sounds in their own names and introduce themselves with the new, silly name.

Moving Word Parts

Silly Names

Objective


Objective

• Use sound substitution.


Materials

• toys with two- or three-syllable names, such as tractor, gorilla, banana

Materials


• weight scale

Hold up the Manny puppet. Have children listen for words that have the repeated sound /m/ as you say: Manny munched on messy melon. Serve melon cubes for snack.

Ask the children to think of other snacks that have several words in a row that begin with the same sound and share them with the group. Some examples might include chocolate chips, big banana boats, chunky cheddar cheese, or giant jars of jiggly jello.

Manny’s Messy MelonObjective

• Listen to and identify alliteration.

Materials

• Manny Salamander Stick Puppet

• melon cubes (optional)

Display one of the cards, such as bedroom, and have children say the word. Ask them to identify the two smaller words that make up the bigger word. Say, Now say bedroom without bed. (room) If children have difficulty, model how you say bedroom aloud, listening for the two smaller words. Repeat the activity with other compound words.

Display one of the cards, such as bathroom, and have children say the word. Ask them to identify the two smaller words inside the word. Say, Now say bathroom without room. (bath) If children have difficulty, model how you say bathroom aloud, listening for the two smaller words. Repeat the activity with other compound words.

Take Away the First Part

Take Away the Second Part

Objective


Objective



Materials

• Oral Language Cards bedroom,houseboat,raincoat,sunflower

Materials

• Oral Language Cards bathroom,firefighter,rainbow,snowman

Materials

• weight scale

Draw a sun and begin a simple story in which children supply compound words beginning with the word sun. Use pantomime to help children guess each word: Let’s go outside in the sunlight! I will put on a sun___ (hat). I put on my sun___ (glasses). Mom puts sun___ (screen) all over me. I don’t want to get a sun___ (burn)! Use the words rain and snow to tell and act out similar stories.

Sunny Compound WordsObjective


This game helps to develop a child’s thinking and listening skills while practicing awareness of rhyming words. Think of an animal, then give children three clues about the animal. One of the clues will always be the ending sound in the animal’s name. Challenge children to name the animal. Examples:

I live in a cave. I love honey. My name rhymes with chair.What am I? (bear)

I live on a farm. I say “moo.” My name rhymes with now.What am I? (cow)

I live in a hive. I buzz all about. My name rhymes with tree.What am I? (bee)

What Am I?Objective

• Recognize rhyming words.


Materials


• weight scale

Display or say a compound word, such as cupcake. Model for children how to make a thumbs-up gesture to show that cupcake is a compound word. Then display or say a word like table and have children make a thumbs-down gesture to show that table is not a compound word. Repeat with other words. Remind them that a compound word is a big word made up of two smaller words, such as cow,boy, and cowboy.

Thumbs Up, Thumbs DownObjective


Materials

• objects or pictures of compound words, as well as other objects; such as, starfish, rainbow, toothbrush, birdhouse, barn, zebra

Display four pictures at a time, three with the same beginning sound and one that is different. Point to each and ask children to say the picture name with you. Then ask them to identify the one picture that begins with a different sound. Repeat the four words in a new sequence, asking children to raise their hand when they hear the different sound. Repeat with other sets of pictures.

Which One Is Different? Objective

• Combine onset and rime to form a one-syllable word.


Materials

• sets of pictures with the same initial sound (hamster, hat, house; pup, pin, pan; sock, seal, soap; watch, wagon, wig)

Materials


• weight scale

On a card, draw or glue a picture of a familiar two-syllable word, such as apple. Cut the picture in half and display it for children. Model saying the picture name, pausing between the two syllables, and have children repeat after you. Then take away the first or second part of the picture and have children say just the syllable that remains. Repeat with other pictures; then let partners practice the skill.

What Is Left? Objective


Materials

• index cards

• scissors

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