By Candace L. Goldsworthy
SOURCEBOOK OF PHONOLOGICAL wisdom actions, quantity 1: CHILDREN'S vintage LITERATURE maintains to combine confirmed phonological understanding actions with undying children's classics, reminiscent of Goldilocks and the 3 Bears, to aid successfully deal with teenagers with language problems and examining difficulties. confirmed understanding actions on the observe, syllable, and phoneme degrees are supplied. This worthy Sourcebook makes use of the richness of vintage children's literature to create an easy-to-use application which may immediately be positioned into perform to additional a child's examining good fortune as she or he advances from oral language to talent in print.
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Additional info for Children's Classic Literature (2nd Edition) (Sourcebook of Phonological Awareness Activities, Volume 1)
H/ /short A/ /t/) as you point to the pictured hat. How the Materials Are Arranged and Suggestions for Using Them • 45 4. ’ ” 5. Repeat Steps 2–4. Ask the student what the new words are when you reverse the first sounds. 6. ’ ” 7. Repeat the activity with other sets of two one-syllable words. 8. Repeat the activity without manipulatives. 25. Pig latin What to say to the student: “We’re going to talk in a secret language using words from the story. ” (estchay) Teaching Steps: 1. , “rice”). 2.
Repeat the activity with other pictured items from the story. 8. Repeat the activity without manipulatives. 11. ” ) (pig) Teaching Steps: 1. Say “Listen to this sound: /p/. ‘Pig’ begins with that sound. ” 2. ” Correction Procedures: 1. , pig and pot from The Three Little Pigs). 2. Place three wooden blocks or plastic chips beneath the pictured pig. 3. , “/p/ /short I/ /g/”). 4. Then point to the first block/chip again and say, “The first sound in ‘pig’ is /p/. ” 5. ” 6. ” 7. Repeat the activity with blocks/chips and other pictured items from the story.
K/ “at”) 6. Repeat Step 3, asking the student to tell you what the new word is when you move the first block/chip to the right of the second block/chip. (“atk”) 7. Repeat Step 4, asking the student to say what the new word is. 8. ” 9. Repeat the activity with other pictured one-syllable words from the story and colored blocks/chips. 10. Repeat the activity without manipulatives. 46 • CHAPTER 2 From Phonological Awareness into Print NOTE: Only five examples per activity are included in this resource due to space.