Hello Ocean/Hola Mar is a beautiful bilingual picture book perfect for reading during the summer or when students come back to school. My students can't stop talking about their summer vacations at the lake or beach!
For Bilingual Speech-Language Pathologists working with Spanish speaking students in preschool – 1st grade targeting speech and language goals:
✔ rhyme - playa, mar, bote, arena
✔ initial sounds – a, p, b, t, k, l
✔ syllables - 2-3
✔ spatial concepts
✔ present tense Usted form
✔ ser and estar
Bluebird Speech Pre-Literacy Storybook Companions
incorporate phonological awareness and vocabulary building in the context of whole-language storybook intervention.
Research shows that this hybrid approach has positive effects on emergent literacy skills and spoken language (Munro, Lee, & Baker, 2008).
Use 35 NO PREP worksheets related to the story to supplement your awesome whole-language reading approaches!
•This is a 35 printable page download (66 total pages with title, black and white versions, instructions, and credits).
•4 phonological and language activities to be used with Hello Ocean/Hola Mar by Pam Muñoz Ryan.
•This product is designed to be used as a companion to the book, not as a stand-alone product. Book not included.
Summertime and Back to School!
Where and How:
Use across multiple individual or small group speech sessions. Also great for RTI!
Activity 1: Phonological Worksheets
Students color objects while practicing rhyme words, initial sounds, and syllables. Target pre-literacy skills of letter-sound knowledge with sounds/words that appear frequently in the book.
Blend and segment onsets and rimes of single-syllable spoken words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Activity 2: Preposition Worksheets
Students circle the correct prepositions by answering the WH question “where”. Students practice simple sentences using the verb "estar". Color version included!
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Use frequently occurring prepositions (e.g., during, beyond, toward).
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Activity 3: Sequencing Worksheets
Students draw a line to the events that happened in the story. Then, they sequence the 5 worksheets and retell the story using simple sentences in the present tense Usted form. Color version included!
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Students color the items that match the category, function, or attribute. Students practice simple sentences using the visual cues (e.g. ocean animals, things you bring to the beach, salty foods, etc.). Students practice simple sentences using the verb "ser".
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Use frequently occurring nouns and verbs.
Produce and expand complete sentences in shared language activities.
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
Hello Ocean Companion: English Version
We’re Going on a Bear Hunt: Speech Companion
Insecto Gruñon: Spanish Speech Companion
Munro, N., Lee, K., & Baker, E. (2008). Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: A feasibility study. Int J Lang Commun Disord International Journal of Language & Communication Disorders, 43(6), 662-682.