CEEDAR CEM: Reading K–5 Handout 3.2 A Say It and Move It Activity
1. Give children a “Say It and Move It” card and several counters.
2. Have children place the counters above the solid line.
3. Say a word with two or three phonemes, such as the word sip.
4. Have the children segment the word into phonemes by saying the
word slowly and moving the counters. They move the counters down
to the arrow as a guide for placement.
/s/
/i/
/p/
Children move a counter down to the dot on the arrow.
Children move a second counter down to the right of
the first counter on the arrow.
Children move a third counter down to the right of
the second counter on the arrow.
5. After they have moved all three counters to the arrow, have the
children blend the sounds together as they repeat the word and slide
their fingers below the counters in a left to right sequence. (Variation:
Children repeat the word
while sliding all of the counters in one continuous motion across the
arrow in a left to right sequence.)
6. Continue with this procedure using other words (e.g., mat, let).
7. This activity can be used for practice with:
•
Words with silent e (e.g., make, mine) and words with
consonant combinations (e.g., ship, that).
•
Letter tiles for blending letter-sound correspondences to read words.
Adapted from Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A
phonological awareness program for young children. Baltimore: Brookes; Neuhaus Education
Center. (1992). Reading readiness. Bellaire, TX: Author. All rights reserved. 1-713-664-7676.
www.neuhaus.org
Say It and Move It Card
-------------------
CEEDAR CEM: Reading K–5 Handout 3.2 C Grab a Group Activity Grab a Group is a fun activity to reinforce phonemic awareness. After students have learned to segment one-­‐syllable words of 3-­‐4 phonemes, use this activity for a couple of minutes several times during the day. Important Instructional Tips: 1.
2.
3.
4.
5.
6.
7.
8.
Be sure the students can see your mouth and lips. Say the word and use it in a sentence. After you say a word, have the students repeat the word. When segmenting the word, be sure students say the sounds of the phonemes, not the letter names. Model each step several times before the students are expected to work independently. When the groups have formed, check that the students are correct by having students repeat the word, say the phonemes while raising a finger for each sound, then reforming their groups if necessary to match the correct number of phonemes. To make the game more challenging, add more difficult words with more phonemes. However, only use one-­‐syllable words. Students can also make up nonsense words. The idea is to perceive the sounds; the words do not need to be real words. Sample Script: Listen, the word is me. What word? (Students say “me”). Will you play with me? What word? Yes, me. Listen to the sounds. (Enunciate clearly, exaggerating mouth movements. Do not put a “uh” on the end of the sounds; clip the sounds. Raise a finger as you say each sound, using your left hand so the sequence moves from left to right for the students in front of you). Mmmmmmmm eeeeeeeeee. How many sounds? (“2”). Yes! Two sounds. Let’s say it together: mmmmmmm eeeeeee. Now say it fast: me. What word? (“me”) Yes! Me! Some teachers use a puppet to illustrate phonemic awareness. For example, Tommy Turtle crawls very slowly and talks very slowly. When we say dog Tommy Turtle would day /d/ /o/ /g/. People talk more quickly. What word would we say? Yes, dog! Sample Words: Easier to More Difficult Word Phonemes Number of phonemes Word Phonemes Number of phonemes 1. at /a/ /t/ 2 6. wave /w//a//v/ 4 2. cat /k//a//t/ 3 7. slip /s//l//i//p/ 4 3. dog /d/ /o/ /g/ 3 8. truck /t//r//u//k/ 4 4. she /sh/ /e/ 2 9. catch /c/ /a/ /tch/ 3 5. that /th/ /a/ /t/ 3 10. fox /f/ /o/ /k/ /s/ 4 Explicit Instruction
with Modeling
Systematic Instruction
with Scaffolding
Multiple opportunities
for responding and
practice
Features of
Ongoing progress
monitoring
Immediate Feedback
2011 College and Career
Meadows Center for Preventing
English/Language Arts Faculty
of
at
Scaffolding P
Effective
Features of
Instruction
2011 College and Career
Meadows Center for Preventing
English/Language Arts Faculty
of
at
CEEDAR CEM: Reading Instruction K–5
Part 3.2
Phonological Awareness Assessments
ECLAS-2
Early Childhood Language Arts Systems (K-3)
http://schools.nyc.gov/daa/eclas/images/ECLAS-2.pdf
PALS
Phonological Awareness Literacy Screening
https://pals.virginia.edu/
DIBELS
Dynamic Indicators of Basic Early Literacy Skills
https://dibels.uoregon.edu/
PASP
Phonological Awareness Skills Program
http://www.proedinc.com/customer/productView.aspx?ID=1582
CTOPP
Comprehensive Test of Phonological Processing
http://www.proedinc.com/customer/productview.aspx?id=5187
LAC-3
Lindamood-Bell Auditory Conceptualization Test
http://www.ganderpublishing.com/LAC-3-Lindamood-AuditoryConceptualization-Test.html
CEEDAR CEM: Reading Instruction K–5
Part 3.2
Quiz: Phonological Awareness
Name
Date
1. What are phonemes?
a. Letters that correspond to sounds in the English language.
b. The smallest units of sound in spoken words.
c. Syllables selected to teach to English language learners.
d. Letter combinations that can be easily pronounced.
2. Blending and segmenting words will help children—
a. Understand that sentences are made of words.
b. Sound out words when reading.
c. Identify distinct units of sound.
d. Identify consonant clusters and the subsequent sounds.
3. Alliteration involves—
a. Producing groups of words that have the same initial sound.
b. Segmenting spoken words into syllables.
c. Recognizing words with the same ending sounds.
d. Locating rhyming words.
4. In the word mice,
a. rice
b. m c.
ice d.
mic
is a rime.
5. Phonological awareness should be taught—
a. With focused drill activities and worksheets
b. As part of special education classes.
c. Explicitly and systematically.
d. In whole groups.
6. When a first-grade teacher says, “Listen to these sounds and tell me the word: /f/ /at/,”
she is using—
a. Phonemic manipulation.
b. Onset and rime blending.
c. Syllable blending.
d. Phonemic segmentation.
7. The letters p and h together making the sound /f/ is an example of—
a. A consonant cluster.
b. A blend.
c. A digraph.
d. An allophone.
8. Which of the following are two predictors of early reading success?
a. Onset-rime manipulation and letter-sound knowledge
b. Letter recognition and invented spelling experiences
c. Success with rhyme and alliteration in kindergarten
d. Phonemic awareness and letter recognition
9. How many phonemes are in the word threat?
a. 1
b. 2
c. 3
d. 4
10. When working with young children on phoneme awareness, best practice indicates that a
teacher should—
a. Spend 30-60 minutes per day on phonemic awareness.
b. Expect children to segment multisyllabic words into individual phonemes.
c. Associate sounds with letters as soon as students can segment three or four
phonemes.
d. Associate sounds with letters when PA instruction first begins.
CEEDAR CEM: Reading Instruction K–5
Part 3.2
Quiz: Phonological Awareness
ANSWERS
1. What are phonemes?
a. Letters that correspond to sounds in the English language.
b. The smallest units of sound in spoken words.
c. Syllables selected to teach to English language learners.
d. Letter combinations that can be easily pronounced.
2. Blending and segmenting words will help children—
a. Understand that sentences are made of words.
b. Sound out words when reading.
c. Identify distinct units of sound.
d. Identify consonant clusters and the subsequent sounds.
3. Alliteration involves—
a. Producing groups of words that have the same initial sound.
b. Segmenting spoken words into syllables.
c. Recognizing words with the same ending sounds.
d. Locating rhyming words.
4. In the word mice,
a. rice
b. m c.
ice d.
mic
is a rime.
5. Phonological awareness should be taught—
a. With focused drill activities and worksheets
b. As part of special education classes.
c. Explicitly and systematically.
d. In whole groups.
6. When a first-grade teacher says, “Listen to these sounds and tell me the word: /f/ /at/,”
she is using—
a. Phonemic manipulation.
b. Onset and rime blending.
c. Syllable blending.
d. Phonemic segmentation.
7. The letters p and h together making the sound /f/ is an example of—
a. A
consonant
cluster. b. A
blend.
c. A digraph.
d. An allophone.
8. Which of the following are two predictors of early reading success?
a. Onset-rime manipulation and letter-sound
knowledge. b. Letter recognition and invented
spelling experiences. c. Success with rhyme
and alliteration in kindergarten.
d. Phonemic awareness and letter recognition.
9. How many phonemes are in the word threat?
a. 1
b. 2
c. 3
d. 4
10. When working with young children on phoneme awareness, best practice
indicates that a teacher should—
a. Spend 30-60 minutes per day on phonemic awareness.
b. Expect children to segment multisyllabic words into individual
phonemes.
c. Associate sounds with letters as soon as children can segment
three or four phonemes.
d. Associate sounds with letters when PA instruction first begins.
CEEDAR CEM: Reading K–5 Part 3.2. References and Resources Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Adams, M. J., Foorman, B., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brookes. Al Otaiba, S., Kosanovich, M., & Torgesen, J. (2012). Assessment and instructioninphonemic awareness and word recognition skills. In A. G. Kamhi & H. W. Catts. Language and reading disabilities, 3rd edition. Needham Heights, MA: Allyn & Bacon. Berninger, V., Vaughan, K., Abbott, R., Brooks, A., Abbott, S., Reed, E., Rogan, L., and Graham, S. (1998). Early intervention for spelling problems: Teaching spelling units of varying size within a multiple connections framework. Journal of Educational Psychology, 90, 587-­‐605. Blachman, B. A. (2000). Phonological awareness. In M. L. Kamil, P. B. Rosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, vol. 3 (pp. 484–502). Mahwah, NJ: Lawrence Erlbaum. Brady, S. A. (2011). Efficacy of phonics teaching for reading outcomes: Indications from post-­‐
NRP research. In Brady, S. A., Braze, D., & Fowler, C. A. Explaining individual differenes in reading: Theory and evidence. New York: Psychology Press. Connor, C. M., Alberto, P. A., Compton, D. L., O’Connor, R. E. (2014). Improving reading outcomes for students with or at risk for reading disabilities: A synthesis of the contributions from the Institute of Education Sciences Research Centers (NCERS 2014-­‐3000). Washington, DC: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. This report is available on the IES website at http://ies.ed.gov/ Blachman, B. A. , Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore, MD: Brookes. Ehri, L. (1997). Phonemic awareness and learning to read. Literacy Development in Young Children, 4, 2–3. Ehri, L. C. (1998). Grapheme-­‐phoneme knowledge is essential for learning to read words in English. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy, pp. 3-­‐
40. Mahwah, NJ: Erlbaum. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-­‐Zadeh, Z. & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-­‐analysis. Reading Research Quarterly 36(3), 250–287. Ehri, L. C., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters and phonemic awareness. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 113–131). New York, NY: Guilford Press. Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18:1, 5-­‐
21. Foorman, B. R., & J. K. Torgesen. (2001). Critical elements of classroom and small-­‐group instruction promote reading success in all children. Learning Disabilities Research & Practice 16, 203–212. Lane, H. B., & Pullen, P. C. (2004). Phonological awareness assessment and instruction: A sound beginning. Boston, MA: Allyn & Bacon. Moats, L.C. (2004). Language essentials for teachers of reading and spelling (LETRS), Module 2, The Speech Sounds of English, and Module 3, Spellography for Teachers. Longmont,
Colo.: Sopris West Educational Services. Moats, L. (1997). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers. Retrieved September 16, 2009, from www.aft.org/pubs-­‐reports/downloads/ teachers/rocketsci.pdf Moats, L. C. (2003). The speech to print workbook: Language essentials for teachers. Baltimore, MD: Brookes. O’Connor, R. E., & Jenkins, J. R. (1999). Prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159–197. Pressley, M. (1998). Reading instruction that works. New York, NY: Guilford Press. Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2), 31–74. Seidenberg, M. S., & McClellan, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568. Snow, Burns & Griffin, 1998 Torgesen, J. K., & Mathes, P. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: Pro-­‐Ed. Uhry, J. K. (2011). Teaching phonemic awareness. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 113-­‐143). Baltimore, MD: Brookes.Vaughn, S. & Linan-­‐
Thompson, S. (2004). Research-­‐Based methods of reading instruction grades K–3. Alexandria, VA: Association for Supervision and Curriculum Development. 7 | Handout 1 | 2 of
Module
Additional Resources KTRA : Phonological Awareness Activity Cards ©2002 University of Texas System/Texas Education Agency 3-­‐Tier Reading Model Reading Intervention Tier II video. (2009, September). Retrieved from http://buildingRTI.utexas.org Phonological awarenss continuum. (2009). Module 4: Phonological awareness. In Foundations of reading instruction presentations and print files. Austin, TX: Vaughn Gross Center. Austin, Texas: Texas Reading First Higher Education Collaborative. DIBELS: www.dibels.org TPRI: www.tpri.org RTI: www.buildingrti.utexas.org What Works Clearing House: www.whatworks.ed.gov Pacific Resources for Education & Learning: www.prel.org *Focus on Fluency & Focus on Fluency Assessment *Focus on Vocabulary Florida Center for Reading Research: www.fcrr.org No Child Left Behind: //nclb2.esc.org The IRIS Center http://iris.peabody.vanderbilt.edu/ Center on Instruction www.centeroninstruction.org Reading Rockets: www.readingrockets.org