Extend Learning Beyond the Screen
Phonological Awareness
Blending Compounds—Emerging
Blending Compounds—Developing
Name of Activity: Small Words Make Long Words
Name of Activity: Playtime with Compound Words
Locate images representing compound words (example: paintbrush,
Search catalogs, magazines and newspapers to locate compound
butterfly, sunflower, wheelchair, cowboy, etc.) in catalogs,
words (flashlight, backpack, watermelon, cowgirl, etc.).
magazines and newspapers.
Place the pictures in a pocket chart.
Ask the children to name the pictures with you orally.
Explain that the pictures’ names are made by putting two smaller
words together.
Point to the first picture. Ask the children to identify the two small
names in the compound words. (example: butter / fly)
Ask a child to say a sentence that includes the compound word.
Ask the child to identify the two smaller words in the compound
word.
Encourage the children to make up their own compound words and
to illustrate their creations.
Place the pictures face down in a box.
Ask a child to choose a picture from the box.
Ask a child to name the picture.
Ask the child to act out the compound word for their classmates in
silence.
Ask the other children to name the word. Ask the children to
identify the two smaller words in the compound word.
Initial Sounds—Emerging
Onset Rime—Emerging
Activity Name: Same Sounds
Activity Name: Singing a Song
Ask children to stand in a circle.
Ask the children to sing a verse to the tune of “A-Hunting We Will Go.”
Ask the children to put on their listening ears.
Verse:
“A-searching we will go, a-searching we will go,
Ask the children to listen carefully to the first sound in their name.
Call out a consonant letter sound of a child’s name, then name an
We’ll find a /h/ and add a /orse/,
And now we have a horse. Hoorah!”
animal and a movement that begins with the same letter sound.
Repeat this verse using other onset/rime words.
(example: “If the first sound in your name is /d/, go to the middle
(example: cow, cat, duck, dog, mouse, etc.).
of the circle and act out this sentence: ‘Dan and Darius dig deep
like a dog.’)”
Change to rhyming word families using this verse.
(example: /at/ family; cat, rat, hat, bat, etc.)
Repeat the sentence as the children act it out for their classmates.
Repeat using other children’s names.
Initial Sounds—Developing
Onset Rime—Developing
Activity Name: Pocket Chart Pictures
In the circle where the children can work in small groups or
Activity Name: Tongue Twisters
individually, display the pocket chart.
Read a tongue twister book such as “She Sells Seashells” orally to the
Choose several one-syllable word pictures.
children.
Allow the children to practice repeating some of the easier twisters
in the book, such as:
“Five fat frogs flying fast”
“Six sick sheep”
“A big black bear”
“A cute cuddly cat”
Name the pictures with the children displayed in the pocket chart.
Ask the children to look at the picture cards in a different way, as
they would view a puzzle.
Point to a picture and say the word in onset/rime parts.
(example: /c/ + /at/)
Ask a child to find the word picture that he or she heard. You may
Encourage children to create tongue twisters and share during circle
need to repeat.
time.
Continue the process with all of the words in the pocket chart.
Mix the picture cards and ask a volunteer to play the teacher role.
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Segmenting Compounds—Emerging
Sentence Segmenting—Emerging
Activity Name: Smaller Words in Compound Words
Activity Name: Be a Word
Place pictures of compound words in a pocket chart in the circle.
Think of a three- or four-word sentence. (example: “Boys can
Name the pictures in the syllables for the children.
jump.”)
(example: /cow/, /girl/; /back/, /pack/;/horse/, /back/, etc.)
Ask the same number of children to stand in line side-by-side.
Ask the children to read the pictures with you and clap for each
Make sure space remains between the words.
word they hear. Ask, “How many claps does this word have?”
Emphasize the number of smaller words each compound word
possesses. Children should conclude that the compound words
contained two smaller words.
Ask the children to name other compound words. Clap them.
Ask the children to illustrate the new compound words.
Say the sentence orally.
Ask a child to step forward for each spoken word in the sentence.
(example: For “Boys can jump,” three children should step
forward.)
Ask, “How many words are in our sentence? Let’s count.”
Recite the sentence.
Conclude the activity by restating the number of words in the
Segmenting Compounds—Developing
Activity Name: Playtime with More Compounds
Ask the children to find a partner and sit in pairs.
sentence. (example: “There are three words in this sentence.”
Demonstrate the concept of space between words with space
between the children.
Ask a pair to stand in front of their classmates.
Sentence Segmenting—Developing
Announce that they are a compound word. (example: paintbrush)
Activity Name: How Many Words Are in A Sentence?
Whisper the directions to the pair. One child will act out the first
Cut 4”x 4” squares out of colored construction paper. Cut no more
word (paint) and the other child will stand still. The children need
than 8 squares per child.
to guess the other smaller word in the compound.
Ask the pair to act out the completed compound for the children.
Summarize the activity by saying, “_______ without _______ is
_______.” (example: “Paintbrush without paint is brush.”)
Ask the children to sit in a circle with you.
Say a short two- or three-word sentence orally.
Repeat the sentence as you display a square for each spoken
word.
Continue this procedure with new sentences.
Ask the children to place a square on the floor in front of them for
each word they hear.
Ask the children to look at their squares and tell you how many
words are in the sentence.
Review the squares and ensure that the children have a space
between each word.
Begin with two- or three-word sentences. Add longer sentences
as the children demonstrate understanding.
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