Levels of Phonemic Awareness Awareness of Rhyming Words (age 3-4) Is able to identify words that rhyme.

For example, "Put your thumbs up if these two words rhyme, pail-tail or cow-pig?" or "Finish this rhyme, Red bed, blue ____." Awareness of Syllables (age 4-5) Realizes that words are made up of syllables. For example, "Can you clap and count the syllables or the word parts in rainbow?" Awareness of Onsets and Rimes-Sound Substitution (age 6) Is aware of onsets and rimes in words. For example, "What rhymes with /at/ and begins with /f/?" Sound Isolation - Awareness of Beginning, Middle and Ending Sounds (age 6) Identifies beginning, middle, and ending sounds in words. For example, "What is the beginning sound in neck?" "What is the ending sound in jog? "What sound do you hear in the middle of kitten?" Phonemic Blending (age 6) Is able to blend phonemes heard auditorily into a word.For example, after hearing /c/ /a/ /t/ said in a stretched pronunciation, the child says cat. Phoneme Segmentation (age 6-7) Is able to count the sounds in a word (age 6). For example, "How many sounds do you hear in the word dog?" Is able to identify the sounds heard in a word. For example, "What sounds do you hear in the word man?" This is the skill required in the Yopp-Singer Assessment. Phoneme Manipulation (Age 7+) Is able to omit or substitute phonemes to make new words. For example, "What word would we have if we changed the /t/ in Tommy to an /m/?" (mommy) or "What word would we have if we left out the /t/ in the middle of stand?" (sand) Below are just a few of the skills that children are developing as they work in daily free choice centers. Art Tubs, Art Table, Easels fine motor skills creative expression colors, shapes, and size relationships exploring materials visual perception Blocks spatial relationships cooperation balance cause and effect shape and size discrimination physical coordination Book Baskets/Listening Center reading for enjoyment

letter recognition concepts of print (left to right, tracking print, etc) following directions comprehension vocabulary development Computers hand/eye coordination patterning sorting letter and numeral recognition concepts of print (left to right, tracking print, etc) following directions Housekeeping oral communication skills conflict resolution vocabulary development understand experiences through role playing Math hand/eye coordination problem solving one to one correspondence counting patterning sorting Puppets comprehension/retelling of stories vocabulary development problem solving cooperation and social skills Puzzles and Games hand/eye coordination classification visual perception problem solving social skills Sand Table exploration and discovery cause and effect measurement problem solving properties of matter Writing/ABC

fine motor skills develop creativity and expression communicate ideas letter recognition sequencing letter/sound correspondence

Phonemic Awareness Ideas Phonemic Awareness is the ability to hear and manipulate sounds in spoken language. It is different from phonics in that phonics involves making connections between sounds and print. It is a foundation for future or concurrent phonics instruction. Phonemic Awareness is concerned with just the sounds and is done orally. It is often taught through nursery rhymes and stories, silly songs and movement, the use of puppets, and with picture cards. Below is a typical sequence for teaching phonemic awareness and a few ideas to implement the teaching of each skill. Each Weekly Bible and Rhyme Web Plan contains specific activities for incorporating phonemic awareness skills. Skills with a star next to them indicate that they will be introduced and focused on in the Bible and Rhyme 3's curriculum.

Type Explanation Ideas to Incorporate *Auditory Discrimination -sounds of objects (environmental, instrumental sounds) -animal sounds-sounds of words Being able to match sounds and distinguish sounds -the sound of a doorbell and the sound of a tea kettle are different -when hearing the sound of a duck, a frog, and a duck, telling which ones were the same -when hearing the two words, hat and cat, telling that they are different, not the same Listening Games Listening Walks Sound Bingo *Rhyming Identifying and producing rhyming words Reading books and poems with rhyme Chant, sing, and move to nursery rhymes

While reading, pausing and letting children supply the rhyming word In a nursery rhyme, replace the rhyming words with other words that rhyme Oddity Tasks exp, "Which picture rhymes with bat?" "Which picture does not rhyme? (cat, pig, hat) " Rhyming Bingo Rhyming Memory Rhyme Box find pairs of items that rhyme and place them in a box Brainstorm words that rhyme 'Erase a Rhyme' Rhyming Picture Sort *Segmenting Sentences Recognizing that sentences are made up of words Clapping or moving in some way for each word in a sentence *Alliteration Recognizing words that begin with the same sound Read ABC books Sing silly songs Practice saying tongue twisters Create tongue twisters and illustrate them Create a Story- "I'm going on a trip and I'm taking a bat, a ball, a book, etc.) Beginning Sound Hunt look for objects that begin with a particular sound Sort pictures by their beginning sound Oddity Tasks exp. Which picture does not begin with the same sound? *Syllable Splitting and Counting Recognizing that words can be broken down into syllables and counting the number of syllables in words Use hands to clap, snap, or tap each syllable Use instruments to count syllables (drum, maracas, rhythm sticks) Use a 'syllable shaker' (film canister with rice) to shake on each syllable Sort pictures by the number of syllables heard in the name of each *Blending Onsets and Rimes Blending of compound words as well as onsets and rimes Exp. rain + coat = raincoat /c/ + at = cat After seeing three pictures and hearing the name of one of the pictures (broken into an onset and rime) point to the picture that was named After hearing a puppet slowly say a word (broken into onset and rime) say the entire word blended together Use songs Exp. Clap, clap, clap your hands, clap your hands together (cup-board) Snap. Snap, snap these parts, snap these parts together (cup - board) Say, say, say this word, say this word together (cup board -Cupboard!) Use riddles. Exp. I'm thinking of an animal. It is a /d/ og. What am I thinking of? Dog! Drawing what you hear (exp. drawing a /b/ + at or a base + ball) Phoneme Blending Blending sounds to make words

Exp. (/c/, /a/, /t/ = cat) Use the same activities as for blending onsets and rimes, except break words into individual phonemes (sounds) Use songs Exp. The sounds in the word go /h/ /a/ /t/ /h/ /a/ /t/ , /h/ /a/ /t/ The sounds in the word go /h/ /a/ /t/ . Can you guess this word? (Tune: Wheels on the Bus) Phoneme Isolation Isolating and identifying beginning, ending, and medial sounds in words Sort pictures by their beginning, ending, or medial sound. Place several objects in a box. Distinguish which objects in the box begin with the same sound. (or end, or contain the same middle sound). Oddity Tasks exp. Which two pictures begin with the same sound, end with the same sound, or have the same middle sound? Play a simple memory type game in which there are two pictures for each (beginning, middle, or ending) sound you want to focus on. Say three to four words (such as sad, hide, card, kid). What is the last sound that you hear? The child would state the sound - /d/. (Use in a similar fashion with beginning and medial sounds.) Show a picture. One at a time, say other words some that begin with the same sound as the picture and some that do not begin the same. Have the child wave his hands (or some other motion) when a word is heard with the same beginning sound. (Use also with ending and medial sounds.) Sort picture cards into two categories (according to whether a certain sound is heard at the beginning of a word or at the end of a word. ) Exp. Pictures of a car and pear would be in one pile and pictures of a rake, roof, and rattle would be in another. Say three words that contain a certain sound in the same position (beginning, medial, or ending). What sound is the same in each of the words? Exp. If the words are 'shake, share, ship', the child would respond with /sh/. Use a simple clipart of a train with an engine, one middle car, and a caboose. Say a sound, such as /m/. Then say a word, such as 'jam'. Ask the child to place a toy animal or some other type of marker on the train car in which the sound was heard at the beginning, middle, or end. Phoneme Counting Counting the number of phonemes (sounds) heard in a word Say a word. Clap (or some other movement) the number of sounds that you hear. Exp. For the word 'cat', stretch out the sounds /c/ /aaaaa/ /t/ and the child would clap three times. Use instruments to count phonemes (drum, maracas, rhythm sticks). Lay out numeral cards 1 through 4. Sort picture cards according to how many sounds are heard in the name of the picture. Exp. The picture of a cat (/c/ /a/ /t/) would go under the numeral 3, but the picture of a bee (/b/ /ee/) would go under the numeral 2. Repeat the above activity, except use real objects and a graph. Say a word. Have the child move a manipulative (blocks, pennies, tokens, shaped erasers, etc.) into one box of a five boxed set for each sound that they hear in the word. Exp. For the word 'pack' /p/ /a/ /k/, they would place one manipulative in each of three boxes. When they counted the manipulatives, they would have a total of three representing that they heard three sounds in the word. Repeat the above activity, but have the child attach clothespins to the five boxed set. Phoneme Segmentation Breaking apart words into individual sounds Say a word. Have the child hop (or any other movement) and make the individual sounds for the number of sounds they hear. For example, for the word 'go', they would hop two times as they

orally break apart the word into individual sounds /g/ /o/. Say a word. Have the child link cubes or chain links together to signify the number of sounds heard in the word. Then ask them to take off one cube or link as they orally say each sound. Have a puppet say a word. Have the child repeat the word slowly, breaking it up into individual sounds. Say a word with two to 5 sounds. Have the child repeat the word slowly, placing his/her hands on their head, shoulders, waist, knees, and toes for each sound. Phoneme Manipulation Addition adding a beginning, middle, or ending sound to a word to create a new word Deletion omitting a beginning, middle, or ending sound from a word to create a new word Substitution replacing a new sound in a word at the beginning, middle, or ending in order to create a new word Addition Say a word and ask the child what new word they would have if they added a beginning, medial, or ending sound. For example, What new word would we have if we added a /l/ to the middle of 'pay'? (Play!) Show various pictures. Have a puppet say the name of one of the pictures, omitting one of the sounds. Let the child point to and say the name of the picture the puppet was trying to say. For example. Say there are pictures of a hat, rake, duck, and chain. Tell the child that the puppet often misses the beginning sound in words. If the puppet says 'at' , the child would say 'hat'. Deletion Have a puppet say a word. Ask the child to repeat the word, but without the first sound (or last). For example: The puppet could say the word 'lock' and the child would say 'ock' (initial deletion) or the puppet could say 'seat' and the child would say 'sea' (ending deletion). Say a word and ask the child what new word they would have if they took out the medial sound. For example, What new word would we have if we took out the /l/ in 'play'? (Pay!) Substitution Use riddles! Exp. What rhymes with 'jar' and starts with /k/? (Car!) Use different sounds at the beginning of the child's name to create a new, funny name. For example, for the name 'Mikayla' ask her to change the first sound to a /s/ and she would say 'Sikayla'! Tell the child a sound. Say words and have the child switch the beginning, medial, or ending sound with the sound given. For example: Replace the first sound in the word 'sail' with /t/. (Tail!) Replace the middle sound in the word 'big' with /a/. (Bag!) Replace the last sound in the word 'map' with /d/. (Mad!)

Tactile Experiences to Practice Letter Formation (also good for shapes, numerals, etc!) While practicing the proper letter formation, ask your child what sound the letter makes. For example, as they are tracing over a sandpaper 'c', he or she would say /k/ or they could state, 'C says /k/'.'

Trace Over:

Sandpaper Pre-formed Letter on a Dry Erase Board Write In: Colored Rice Colored Pasta Sand Shaving Cream Flour Pudding Fingerpaint Form With: Wikki Sticks Yarn Pipe Cleaners Shoe Laces Geoboard and Bands Stamps and Ink Stickers Fun Shaped Erasers Craft Pom Poms Lite Brite Pegs Blocks Pieces of craft fabric ribbon Playdough (Here are Printable Playdough Letter Cards to laminate and use to place playdough 'snakes' on! Free from Making Learning Fun) The following are common curriculum goals for kindergarten students. Language Arts Identifies front, back, title, and author of a book. Demonstrates top to bottom, left to right progression Distinguishes letters from words and words from sentences Identifies all uppercase and lowercase letters Demonstrates knowledge of beginning sounds by printing correct letter symbols with corresponding pictures Orally tells what sound is heard at the beginning and ending of words Blends CVC sounds aloud to make a word Rhymes Count the number of sounds in a syllable and the number of syllables in a word Reads one syllable ands common words by sight such as "the", "I", "is" Makes predictions Demonstrates comprehension of stories by orally retelling or acting out Identifies characters, setting, and main idea of a story Prints name correctly "on line" Prints alphabet letters legibly without a model Uses writing (letters, pictures, and words) to express own meaning Writes from left to right and from top to bottom Writes some simple CVC words spelled correctly and longer words phonetically (as they sound) Orally state the names of the days of the week and months of the year Identifies the eight basic colors and reads the corresponding color words Understands and follows one and two step spoken directions Mathematics

Demonstrates 1 to 1 correspondence Sorts and classifies objects by position, shape, size, color, number of corners, etc. Identifies, copies, extends, and creates patterns Can count to 100 by 1's and 10's Identifies the five basic shapes (circle, oval, square, rectangle, triangle) Draws the five basic shapes Identifies numerals (0-10) Labels sets (0-10) with correct numeral Compares sets of objects and uses the terms equal, more than, or less than correctly Can count backwards from 10 Identifies coins (penny, nickel, dime, quarter) Joins and separates sets of objects Tells time to the hour Identifies half versus whole Divides sets of objects into equal groups Measures length with a variety of non standard measurements Compares measurements and uses the terms shorter, longer, taller, heavier, warmer, cooler, holds more, etc. correctly Uses positional words to explain location (left, right, on, off, inside, between, above, below, etc.) Interprets graphs Fine Motor Skills Holds pencils and scissors correctly Cuts on lines Outlines and colors neatly within the lines Gross Motor Skills Hops on both feet together Hops on one foot (left and right) Marches Gallops Skips Home Skills Recites address from memory (including city, state, and zip code) Recites telephone number from memory (including area code) Recites birth date (including year) Demonstrates the ability to put on and fasten outer clothing (unassisted) Ties shoes Social and Work Habits Puts forth best efforts in work Takes care of school materials Uses self control to follow school rules Works independently Completes work in a reasonable amount of time Follows directions Listens attentively to others Stays on task Willingly participates in activities Kindergarten students are introduced to many science and social studies topics as well, but are not expected to have mastered these areas. Some sample topics are shown below. Possible Science Topics Natural Sciences: animals, plants, weather, space, earth science

Physical Sciences: magnets, float and sink, etc. Health and Safety: teeth, Mr. Yuk, body parts, nutrition and food groups, five senses, fire safety, etc. Possible Social Studies Topics Home: Self/ Family/ Friends Community: community helpers History: Holidays such as Thanksgiving, President's Day, Martin Luther King Jr. Day, Memorial Day, etc. Economics: wants and needs Government: respecting rules and rights of others Here are some typical themes (month by month) used in Kindergarten...

August Back To School Nursery Rhymes Colors and Shapes

September All About Me Friends and Family Homes Safety Grandparents' Day

October Fall Apples and Pumpkins Scary Things like Scarecrows and Skeletons Nocturnal Animals

November Thanksgiving Native Americans Nutrition and Food Groups

December Holidays and Celebrations Giving and Sharing The Senses

January

Snow and Winter Animals in Winter Keeping Healthy Martin Luther King, Jr. 100th Day

February Groundhog's Day Transportation Space Community Helpers Valentine's Day President's Day

March Folktales and Fairy Tales Dinosaurs Spring St. Patrick's Day

April Oviparous Animals Zoo Animals Farm Animals and Pets Ocean Life May Gardens Insects Mother's Day

June Father's Day End of the Year

Here are a few theme links to help you get started!