Concept 1: Basic Phonological Awareness
Students must be able to assess the basic phonological skills of the English ABC's. Phonological awareness "consists of skills that typically develop gradually and sequentially through the late preschool period. They are developed with direct training and exposure [and can include] awareness of sounds in a language [and the] ability to talk about, reflect upon, and manipulate sounds" (Andreassen & Andreassen, 2013). It is important to note that with each lesson provided, the activities can be varied or repeated several times. It is not expected that all students move and learn at the same pace, therefore teachers (utilizing their knowledge of learner contexts in the classroom) can determine the pace of the content provided.
Materials Needed:
Lesson Content:
For teaching this concept, teachers will begin by doing a read aloud of "Chicka Chicka Boom Boom" to the class. This fun ABC book will hook the students and encourage them to see learning sounds as enjoyable. Next, teachers will initiate an "I do - We do - You do" activity. The teacher will model a letter by moving their body in some way to look like the letter and articulate the sound it would make (e.g., Teacher says "A says /ah/!" followed by moving body to look like an A). After modeling, the teacher will have the students join in to move and speak at the same time as the teacher. This exercise finished with the teacher initiating the movement by articulating which letter the students need to be conveying (e.g., Teacher says, "B says…" and the students respond with "/buh/" as they move to create the letter B with their bodies).
Finally, the lesson can be wrapped up by doing a song or chant with the students. Doing a sing-along, especially with younger students, is a great way to evaluate which students know their ABC songs. Although there are infinite variations, two great examples have been provided below:
Sung to "London Bridge is Falling Down"
~ What’s the last sound that you hear?
~ That you hear, that you hear?
~ What’s the last sound that you hear?
~ In dog, dog, dog?
~ /g/ is the sound that I hear,
~ That I hear, that I hear.
~ /g/ is the sound that I hear
~ At the end of dog.(Andreassen & Andreassen, 2013)
*Could also be adapted by replacing "last sound" with "first sound" and "end" with "start"
(Andreassen & Andreassen, 2013)
Segmentation Cheer
~Listen to my cheer.
~Then shout the sounds you hear.
~Sun! Sun! Sun!
~Let’s take apart the word sun.
~Give me the beginning sound. (Children respond with /s/.)
~Give me the middle sound. (Children respond with /u/.)
~Give me the ending sound. (Children respond with /n/.)
~That’s right!
~/s/ /u/ /n/—Sun! Sun! Sun!
(Oral blending and segmentation activities, n.d.)
Materials Needed:
- "Chicka Chicka Boom Boom" by Bill Martin Jr.
- Anchor chart with ABC song of choice (examples provided below)
Lesson Content:
For teaching this concept, teachers will begin by doing a read aloud of "Chicka Chicka Boom Boom" to the class. This fun ABC book will hook the students and encourage them to see learning sounds as enjoyable. Next, teachers will initiate an "I do - We do - You do" activity. The teacher will model a letter by moving their body in some way to look like the letter and articulate the sound it would make (e.g., Teacher says "A says /ah/!" followed by moving body to look like an A). After modeling, the teacher will have the students join in to move and speak at the same time as the teacher. This exercise finished with the teacher initiating the movement by articulating which letter the students need to be conveying (e.g., Teacher says, "B says…" and the students respond with "/buh/" as they move to create the letter B with their bodies).
Finally, the lesson can be wrapped up by doing a song or chant with the students. Doing a sing-along, especially with younger students, is a great way to evaluate which students know their ABC songs. Although there are infinite variations, two great examples have been provided below:
Sung to "London Bridge is Falling Down"
~ What’s the last sound that you hear?
~ That you hear, that you hear?
~ What’s the last sound that you hear?
~ In dog, dog, dog?
~ /g/ is the sound that I hear,
~ That I hear, that I hear.
~ /g/ is the sound that I hear
~ At the end of dog.(Andreassen & Andreassen, 2013)
*Could also be adapted by replacing "last sound" with "first sound" and "end" with "start"
(Andreassen & Andreassen, 2013)
Segmentation Cheer
~Listen to my cheer.
~Then shout the sounds you hear.
~Sun! Sun! Sun!
~Let’s take apart the word sun.
~Give me the beginning sound. (Children respond with /s/.)
~Give me the middle sound. (Children respond with /u/.)
~Give me the ending sound. (Children respond with /n/.)
~That’s right!
~/s/ /u/ /n/—Sun! Sun! Sun!
(Oral blending and segmentation activities, n.d.)