Phonemic Awareness for PreKindergarten :: Arthur's Thanksgiving by Marc Brown
Are you doing Phonemic Awareness with your PreKinders? I am and they are having SO.MUCH.FUN! My district has begun a new assessment which includes phonemic awareness skills, something we had not been teaching to the degree we are now. The assessment we give to each student includes the skills in this product.
This includes a full week of phonemic awareness activities to work on during small groups. I usually spend about 5-10 minutes with each group. They have really enjoyed it and I feel they have a much better understanding of these difficult concepts.
On Monday, read Arthur's Thanksgiving. I've included a short list of questions for the book. Also, two sizes of six vocabulary cards. One size fits the Lakeshore story cube and can be tossed around as you learn the words. If you don't have a cube they can be used as small posters to put on the whiteboard. The other size is a smaller rectangle which includes a real photo version of the vocabulary word along with the word. These are to be hung on your word wall. I like to go over initial letters and sounds as I do this.
On Tuesday we work on Listening Skills. The student tells me if the two words that I say are the same word or not. We also work on Rhyming Words. They tell me if the two words I give them rhyme or not.
On Wednesday we look at Alliteration. The students will tell me if the two words I give them begin with the same sound. We also look at rhyming words again. This time they must product a rhyming word.
On Thursday we work on Syllabication. I've chosen words from the book and they must 'clap' the word and tell me how many claps (syllables) the word has. We also look at Compound Words. I give them two words and they must put the word together to make a compound word.
On Friday we play with blocks as we work on Words in a Sentence. I read the students a sentence and move a unifix cube for each word of the sentence. The students read the sentence to me moving their blocks as they say each word. Then they have to tell me how many blocks (words) the sentence has. We also look at Onset/Rime. I say a word such as /b...est and they repeat it and then give the full word.
II.C.2 LISTENING Child perceives differences between similar sounding words.
II.D.3. VOCABULARY Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words*, many more than he or she uses.
III.B.1. WORDS IN A SENTENCE Child separates a normally spoken four‐word sentence into individual words.
III.B.2. COMPOUND WORDS Child combines words to make a compound word.
III.B.4. SYLLABICATION Child combines syllables into words.
III.B.6. RHYMING Child can produce a word that rhymes with a given word.
III.B.9. ONSET/RIME Child combines onset and rime to form familiar one syllable words without pictorial support.
Enjoy and happy reading! Tiny Toes