Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Activity
1: Rhyme Stories p. 31
Objective: To teach the children to use meaning and
meter to notice and predict rhyming words
Materials
needed: Rhyming book
Activity: By their very structure, rhyme stories
invite childs to use meaning and meter to notice and predict rhyming
words. While reading stories aloud,
exaggerate the meter and rhyme to encourage active listening and anticipation
among the children.
During the first story with children,
take the opportunity to anchor childs’ understanding of the words rhyme and rhyming. Prior to reading
subsequent stories, check for an understanding of what rhyming is and remind
the children to listen for words that rhyme.
*************************************
Activity
2: Hearing Words in Sentences p.43
Objective: to strengthen their awareness of words by
challenging them to represent each with a separate block.
Materials
needed: blocks or squares of heavy
paper.
Activity: Give each child six or seven blocks,
interlocking cubes, or squares, which will be used to represent the words in a
sentence that you produce-one block for each word. Use monosyllable words, and
model the required thought process for the children, showing them how to repeat
your sentences to themselves word by word with clear pauses between each. Also encourage them to arrange the blocks
from left to right so that the establish directionality.
Have the children point to each block
as you repeat the sentence, then everybody repeats the sentence with you as
they point to their blocks.
****************************************
Activity
3: Clapping Names
Objective: to introduce the children to the nature of
syllables by leading them to clap and count the syllables in their own names.
Activity: When you first introduce the activity, model
it by using several names of contrasting lengths. Pronounce the first name of one of the children in the classroom
syllable by syllable while clapping it out before inviting the children to say
and clap the name along with you. After
each name has been clapped, ask “How many syllables did you hear?” Once the children have caught on, ask each
child to clap and count the syllables in his or her own name. Don’t forget last names!
****************************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Daily
Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Activity
1: Poetry, Songs, and Jingles Activity
p. 40
Objective: to use poems and chants in ways that
enhances children’s awareness of the sound patterns of speech
Materials
needed: book of rhyming poems, songs,
or jingles
Activity: Rhyming poems, songs, and jingles that
children have learned by heart offer special opportunities for rhyme play. Start with:
Jack Be Nimble p.
171
Jack
be nimble. Jack be quick,
Jack
jump over the candlestick.
Jack
be nimble, quick as a fox,
Jack
jump over this little box.
Initially start
with one or two rhymes they can learn well, more can be added to their
repertoire in time. In introducing the
poem or chant, first read or recite it for them, emphasizing its rhythm and
exaggerating its rhymes. Then reread
line by line, with the children repeating the line in unison. So all can hear and learn the words, the
pace should be slow and deliberate at first, and gradually building speed.
**********************************
Activity
2: Whispering Game p. 22
Objective: for children to pick out one specific sound
from many similar sounds that are heard at once.
Materials
needed: blindfold
Activity: Take one child (the “listening child”) and
move to another part of the room where, together, you can secretly select the
name of some other child in the classroom.
Then blindfold the child.
Meanwhile, all of the other children are standing in a circle,
whispering their own names. The
“listening child” is guided around the circle by the adult, listening for the
name that was selected. On hearing the
selected name, the “listening child” embraces its speaker.
**************************************
Activity
3: Can You Rhyme pp. 34-35
Objective: teaching childs to depend more strongly on
phonological cues to generate rhymes.
Materials
needed: Sample rhyme phrases.
Activity: To introduce the game, read several rhyme
phrases aloud, emphasizing the rhyming words.
Then, challenge the children to complete each rhyme aloud. For assessment purposes, it is recommended
that you periodically request responses from individuals as opposed to the
whole group.
A CAT is wearing a
___________ (hat).
A MOUSE that lives
in a ___________ (house).
A MOOSE with a
tooth that is ___________ (loose).
A PIG is dancing a
______ (jig).
****************************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Activity
1: Rhyme Stories p. 31
Objective: To teach the children to use meaning and
meter to notice and predict rhyming words
Materials
needed: Rhyming book
Activity: By their very structure, rhyme stories invite
childs to use meaning and meter to notice and predict rhyming words. While reading stories aloud, exaggerate the
meter and rhyme to encourage active listening and anticipation among the
children.
During the first story with children,
take the opportunity to anchor childs’ understanding of the words rhyme and rhyming. Prior to reading
subsequent stories, check for an understanding of what rhyming is and remind
the children to listen for words that rhyme.
*************************************
Activity
2: Clapping Names
Objective: to introduce the children to the nature of
syllables by leading them to clap and count the syllables in their own names.
Activity: When you first introduce the activity, model
it by using several names of contrasting lengths. Pronounce the first name of one of the children in the classroom
syllable by syllable while clapping it out before inviting the children to say
and clap the name along with you. After
each name has been clapped, ask “How many syllables did you hear?” Once the children have caught on, ask each
child to clap and count the syllables in his or her own name. Don’t forget last names!
****************************************
Activity
3: Emphasizing Rhyme Through Movement p. 32
Objective: to focus children’s attention on rhyme
Activity: Multi-sensory play is, in general, a
valuable means of capturing young children’s attention. The traditional children’s rhyme, “One
Potato, Two Potato…” offers and excellent framework for tying physical movement
to rhyme. The children are to sit in a
circle with both fists before them.
While all the children chant the rhyme, the person who is “it” moves
around the circle and (gently!) pounds out the stressed syllables, first on the
right fist then on the left fist of each child. A child whose fist is pounded on the last rhyming word of each
line (the magic word), must put that fist behind her or his back. As soon as any child loses both hands, she
or he is out. The last child remaining
with one fist still in front becomes the new “it.”
***********************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Activity
1: Poetry, Songs, and Jingles Activity
p. 40
Objective: to use poems and chants in ways that
enhances children’s awareness of the sound patterns of speech
Materials
needed: book of rhyming poems, songs,
or jingles
Activity: Rhyming poems, songs, and jingles that
children have learned by heart offer special opportunities for rhyme play. Start with:
Jack Be Nimble p.
171
Jack
be nimble. Jack be quick,
Jack
jump over the candlestick.
Jack
be nimble, quick as a fox,
Jack
jump over this little box.
Jack
be nimble, Jack cut a caper.
Jack
jump over this little piece of paper.
Initially start
with one or two rhymes they can learn well, more can be added to their
repertoire in time. In introducing the
poem or chant, first read or recite it for them, emphasizing its rhythm and
exaggerating its rhymes. Then reread
line by line, with the children repeating the line in unison. So all can hear and learn the words, the
pace should be slow and deliberate at first, and gradually building speed.
***************************
Activity
2: Hearing Words in Sentences p.43
Objective: to strengthen their awareness of words by
challenging them to represent each with a separate block.
Materials
needed: blocks or squares of heavy
paper.
Activity: Give each child six or seven blocks,
interlocking cubes, or squares, which will be used to represent the words in a
sentence that you produce-one block for each word. Use monosyllable words, and
model the required thought process for the children, showing them how to repeat
your sentences to themselves word by word with clear pauses between each. Also encourage them to arrange the blocks
from left to right so that the establish directionality.
Have the children point to each block
as you repeat the sentence, then everybody repeats the sentence with you as
they point to their blocks.
****************************************
Activity
3: Rhyme Stories p. 31
Objective: To teach the children to use meaning and
meter to notice and predict rhyming words
Materials
needed: Rhyming book
Activity: By their very structure, rhyme stories
invite childs to use meaning and meter to notice and predict rhyming
words. While reading stories aloud,
exaggerate the meter and rhyme to encourage active listening and anticipation
among the children.
During the first story with children,
take the opportunity to anchor childs’ understanding of the words rhyme and rhyming. Prior to reading
subsequent stories, check for an understanding of what rhyming is and remind
the children to listen for words that rhyme.
****************************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Activity
1: Poetry, Songs, and Jingles Activity
p. 40
Objective: to use poems and chants in ways that enhances
children’s awareness of the sound patterns of speech
Materials
needed: book of rhyming poems, songs,
or jingles
Activity: Rhyming poems, songs, and jingles that
children have learned by heart offer special opportunities for rhyme play. Start with:
Jack Be Nimble p.
171
Jack
be nimble. Jack be quick,
Jack
jump over the candlestick.
Jack
be nimble, quick as a fox,
Jack
jump over this little box.
Jack
be nimble, Jack cut a caper.
Jack
jump over this little piece of paper.
Jack
be nimble, Jack be fair,
Jack
jump over this little chair.
Jack
be nimble and bright as a star,
Stand
up and jump very wide and far.
Activity
2: Hearing Words in Sentences p.43
Objective: to strengthen their awareness of words by challenging
them to represent each with a separate block.
Materials
needed: blocks or squares of heavy
paper.
Activity: Give each child six or seven blocks,
interlocking cubes, or squares, which will be used to represent the words in a
sentence that you produce-one block for each word. Use monosyllable words, and
model the required thought process for the children, showing them how to repeat
your sentences to themselves word by word with clear pauses between each. Also encourage them to arrange the blocks
from left to right so that the establish directionality.
Have the children point to each block
as you repeat the sentence, then everybody repeats the sentence with you as
they point to their blocks.
****************************************
Activity
3: Do You Remember? Pp. 26-27
Objective: to exercise childs’ ability to remember and
execute actions in sequential steps, and more generally, to develop the kind of
attentive listening that is necessary for understanding and following verbal instructions.
Activity: This is a game of sequential
instructions. Instruct the child who is
“it” to complete a series of actions (e.g., stands, lift one leg, hop to the
door, and say, “BOO!” The rest of the
children listen and watch carefully, giving a thumbs up or thumbs down
depending on if the “it” child follows instructions correctly.
***************************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Supplemental: in addition to
Suggested activity NOT instead of!
Potential
Phonemic Awareness
Date: _________
Activity
1: Listening to Sequence Activity
Objective: To develop the memory and attentional
abilities for thinking about sequences of sounds and the language for
discussing them
Materials
needed: Objects that make interesting,
distinctive sounds. Examples: banging on a wall/table, blowing a whistle,
clapping, snapping, clicking with tongue, coughing, crumpling paper, cutting
with scissors, eating an apple, hammering, stamping foot, whistling, noisy
chewing
Activity: Have the children close their eyes while you
create the sounds. The children
identify the single sounds first, and then they identify each sound in a
sequence. (Start with one, build to
three or four together in sequence). By
listening to the noise carefully without peeking, the childs try to identify
the noises.
“There were ____
sounds. First we heard a ____, and then
we heard a ____.” Encourage complete
sentence responses.
Give every child
the opportunity to participate mentally in these games; it is important to
discourage all children from calling out their answers until they are asked to
do so. In addition, both to support
full participation and to allow assessment of individual childs, it is helpful
to switch unpredictably between inviting a response from the whole group and
from individual children of your designation.
*************************************
Activity
2: Jacob, Where Are You Activity p. 19
Objective: To encourage children’s willingness to
listen sensitively and thoughtfully.
Activity: Previous activity designed to listen
selectively. This activity is intended
to help children locate the source of a sound by listening only.
With childs
sitting quietly in a circle, have one child lie in the middle with his or her
eyes closed “sleeping.” Have another
child play the part of “Jacob,” going to any part of the room and making an
animal sound (mooing, buzzing, peep, etc.).
The child who is “sleeping” should point to “Jacob,” and guess who
“Jacob” is and where he/she is. The
goal is to pinpoint where in the room the sound is coming from without
looking.
When the child figures out who/where
“Jacob” is, the child who was hiding goes to the middle of the circle.
****************************
Activity
3: Rhyme Stories p. 31
Objective: To teach the children to use meaning and
meter to notice and predict rhyming words
Materials
needed: Rhyming book
Activity: By their very structure, rhyme stories invite
childs to use meaning and meter to notice and predict rhyming words. While reading stories aloud, exaggerate the
meter and rhyme to encourage active listening and anticipation among the
children.
During the first story with children,
take the opportunity to anchor childs’ understanding of the words rhyme and rhyming. Prior to reading
subsequent stories, check for an understanding of what rhyming is and remind
the children to listen for words that rhyme.
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Activity
1: Poetry, Songs, and Jingles Activity
p. 40
Objective: to use poems and chants in ways that
enhances children’s awareness of the sound patterns of speech
Materials
needed: book of rhyming poems, songs,
or jingles
Activity: Rhyming poems, songs, and jingles that
children have learned by heart offer special opportunities for rhyme play. Start with:
Jack Be Nimble p.
171
Jack
be nimble. Jack be quick,
Jack
jump over the candlestick.
Jack
be nimble, quick as a fox,
Jack
jump over this little box.
Initially start
with one or two rhymes they can learn well, more can be added to their
repertoire in time. In introducing the poem
or chant, first read or recite it for them, emphasizing its rhythm and
exaggerating its rhymes. Then reread
line by line, with the children repeating the line in unison. So all can hear and learn the words, the
pace should be slow and deliberate at first, and gradually building speed.
***************************
Activity
2: Listening to Sequence of Sounds p.
17
Objective: To develop the memory and attentional
abilities for thinking about sequences of sounds and the language for
discussing them
Materials
needed: Nature Noises or objects that
make interesting, distinctive sounds.
Examples: banging on a
wall/table, blowing a whistle, clapping, snapping, clicking with tongue,
coughing, crumpling paper, cutting with scissors, eating an apple, hammering,
stamping foot, whistling, noisy chewing
Introducing childs
to the art of active listening; both attentively, and analytically.
Ask the childs to
listen to everyday sounds and with eyes closed, are asked to identify the
sounds, remember in order, and locate their sources.
Begin with nature
sounds…..rush of wind, hum of an air conditioner, car horn, birds chirping,
scissors snipping, and etc.
*************************************
Activity
3: Hiding the Alarm Clock (p. 20)
Objective: to locate a sound that, moment by moment,
blends easily with the random noises in the environment-to successfully locate
it, the children must develop and expand upon the ability to stretch their
listening attention in time.
Materials
needed: clicking timer or clock
Activity: ask one of the children to cover his or her
eyes. While the child’s eyes are
covered, hide a ticking clock or timer.
The child then uncovers his/her eyes and tries to find the ticking clock
by listening. During the search, all
the other children must be as quiet as mice, try not to give away any hints.
***************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Activity
1: Hiding the Alarm Clock (p. 20)
Objective: to locate a sound that, moment by moment,
blends easily with the random noises in the environment-to successfully locate
it, the children must develop and expand upon the ability to stretch their
listening attention in time.
Materials
needed: clicking timer or clock
Activity: ask one of the children to cover his or her
eyes. While the child’s eyes are
covered, hide a ticking clock or timer.
The child then uncovers his/her eyes and tries to find the ticking clock
by listening. During the search, all the
other children must be as quiet as mice, try not to give away any hints.
**************************
Activity
2: Poetry, Songs, and Jingles
Activity p. 40
Objective: to use poems and chants in ways that enhances
children’s awareness of the sound patterns of speech
Materials
needed: book of rhyming poems, songs,
or jingles
Activity: Rhyming poems, songs, and jingles that
children have learned by heart offer special opportunities for rhyme play. Start with:
Jack Be Nimble p.
171
Jack
be nimble. Jack be quick,
Jack
jump over the candlestick.
Jack
be nimble, quick as a fox,
Jack
jump over this little box.
Jack
be nimble, Jack cut a caper.
Jack
jump over this little piece of paper.
Jack
be nimble, Jack be fair,
Jack
jump over this little chair.
Jack
be nimble and bright as a star,
Stand
up and jump very wide and far.
Initially start
with one or two rhymes they can learn well, more can be added to their
repertoire in time. In introducing the
poem or chant, first read or recite it for them, emphasizing its rhythm and
exaggerating its rhymes. Then reread
line by line, with the children repeating the line in unison. So all can hear and learn the words, the
pace should be slow and deliberate at first, and gradually building speed.
***************************
Activity
3: Jacob, Where Are You Activity p. 19
Objective: To encourage children’s willingness to
listen sensitively and thoughtfully.
Activity: Previous activity designed to listen
selectively. This activity is intended
to help children locate the source of a sound by listening only.
With childs
sitting quietly in a circle, have one child lie in the middle with his or her
eyes closed “sleeping.” Have another
child play the part of “Jacob,” going to any part of the room and making an
animal sound (mooing, buzzing, peep, etc.).
The child who is “sleeping” should point to “Jacob,” and guess who
“Jacob” is and where he/she is. The
goal is to pinpoint where in the room the sound is coming from without
looking.
When the child figures out who/where
“Jacob” is, the child who was hiding goes to the middle of the circle.
****************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Activity
1: Who Says What p.21
Objective: to listen for a particular sound and to pair
it with its source
Materials
needed: an assortment of toy animals or
pictures of animals (kids could bring stuffed toys from home)
Activity: the sounds are animal noises and the sources
are the animals that make those noises.
Later, the game will be played with phonemes and letters. Distribute toy animals to the children and
ask, “What kind of animal (roars, meows, peeps, etc.)?” The child with the matching toy is to hold
it up for all to see while responding, “It is a ________ that _______.” It is worth including a figure of a picture
of a human and to ask, “What kind of animal talks?”
**********************************
Activity
2: Rhyme Stories p. 31
Objective: To teach the children to use meaning and
meter to notice and predict rhyming words
Materials
needed: Rhyming book
Activity: By their very structure, rhyme stories
invite childs to use meaning and meter to notice and predict rhyming
words. While reading stories aloud,
exaggerate the meter and rhyme to encourage active listening and anticipation
among the children. Prior to reading
the stories, check for an understanding of what rhyming is and remind the
children to listen for words that rhyme.
******************************
Activity: Emphasizing Rhyme Through Movement
Objective: to focus children’s attention on rhyme
Activity: Multi-sensory play is, in general, a
valuable means of capturing young children’s attention. The traditional children’s rhyme, “One
Potato, Two Potato…” offers and excellent framework for tying physical movement
to rhyme. The children are to sit in a
circle with both fists before them.
While all the children chant the rhyme, the person who is “it” moves
around the circle and (gently!) pounds out the stressed syllables, first on the
right fist then on the left fist of each child. A child whose fist is pounded on the last rhyming word of each
line (the magic word), must put that fist behind her or his back. As soon as any child loses both hands, she
or he is out. The last child remaining
with one fist still in front becomes the new “it.”
***********************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.
Suggested
Daily Activity 10-15 minutes daily
Potential
Phonemic Awareness
Date: _________
Listening
Games Nonsense p. 23
Activity
1: (10-15 minutes)
Materials needed:
traditional Little Red Riding Hood (insert ‘foot’ for ‘hood’ and other nonsense
words periodically)
Little
Red Riding “Foot”
Introducing childs
to the art of active listening; both attentively, and analytically. In noticing and identifying change (nonsense
words), children are learning to listen for what they actually hear, rather
than what they expect.
Provide meaningful
language in place of nature sounds.
Read familiar story and replace words every now and then with nonsense
words. Ask the children to stand/raise
hand/cover mouth or etc. when they hear the nonsense words.
*******************************
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T.
(1998). Phonemic awareness
in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing.