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Building
Awareness of Letters, Words
and Sounds
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Write
a daily Morning Message, using some predictable text. Then have
students locate letters or words in the message or in pocket chart
poems. |
These students are using wikki sticks (string with a waxy
finish that adheres to objects) to frame words. |
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The
student above is using a frame with a piece of cardboard that slides
to fit the word being framed. |
Another idea for framing words is to use a fly swatter with a hole
cut out of the center. |
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After
reading the book, "The Wind Blew", we each thought of a sentence to
put on a predictable chart about something that the wind blew. Katie
is using a Halloween fingernail to point to the words as she reads.
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Our
sentences were cut up and we put them back together in the right
order. Then we illustrated each sentence and glued it to a page of
our class book. |
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Circle or highlight words in sentences or poems. Some sentences with
basic vocabulary words for students to practice can be found at:
http://littlegiraffes.com/sentencepractice.html |
Our Sound Muncher will "eat" letters,
pictures, or small objects. For example, if we want to "feed" the
Sound Muncher things beginning with the sound of P, she would eat a
pig and a pan, but not a cat. Follow this link to see some other
munchers:
http://www.marcias-lesson-links.com/Muncher%20Monsters.html |
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The
blue paper has 3 boxes on it. Give each child a small piece of candy
(jellybean). Say a word and have them place the candy in the first,
middle, or ending box--depending on where they hear the sound in the
word. Say, "Where do you hear the /m/ sound in the word 'hammer'?"
The jelly bean is in the middle box. |
Send
home a paper bag with this poem attached:
I
don't mean to brag,
But I have something in my bag
And if you listen to this clue,
I'll bet you can guess it, too!
It rhymes with _______________.
They will put
something from home in the bag and write a rhyming hint on the line
on the outside of the bag. Let's say they put a ball inside the bag,
they would write "tall" on the line. Then when they come to school
the next day, in our opening, they will read their hint and the kids
brainstorm different rhyming words that could be in the bag. |
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These
students are using "phonics phones" created from PVC pipe to hear
sounds more easily as they read. Using the phonics phones also
helps students keep their voices quieter (during center time) as
they read. |
These
girls are using magnetic letters to build words. They can use the
letters at the bottom of the board to change the beginning letter,
from "cat" to "hat, rat, sat, bat." |
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A sound chip
was placed in each box for each sound this boy heard in the word
"can"--three sounds so he used three chips.
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This paper has
3 "sound boxes" and the boy has a letter I card. He has to place the
I in the first box if I say a word beginning with I (like "inch"). In this
picture he has the card in the middle box because I said a word with
the short I sound in the middle (such as "pin".)
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Use letter mats
(free to download at http://teachers.santee.k12.ca.us/carl/) to form
alphabet letters from playdoh. |
We listened to the word the teacher said.
If it began with the S sound, we held up the letter S card.
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