Emergent
Literacy"Clap
To Make It Click"
Emergent
Literacy
Rationale:
Many children experience great difficulty in
learning to read. The most common cause of difficulties in acquiring
early word
reading skills is a weakness in a child's ability to process the
phonological
features of language. There are four
levels of phonological awareness that are directly related to specific
components of spoken language. These
levels include words, syllables, onsets and rimes and phonemes.
Phonological
awareness generally follows a developmental progression.
Awareness of words is on of the first steps
in phonological awareness development and usually develops in preschool
and
early kindergarten.
The
purpose of this activity is to reinforce the idea that sentences are
made up of
separate words. When modeling the
sentences for the children the teacher will distinguish each word
clearly from
the others. Segmentation of each word
will help children identify words as individual units rather than
thinking of a
sentence as one continuous stream of words. The
children will clap for
each word in a sentence.
Materials: Teacher
script with sentences already planned.
The sentences should be simple two word sentences to begin with
and then
add words.
Sentences:
We run.
I like toys.
We walk. I
like School.
We eat.
I see a dog.
I like dogs. I see a
girl.
I see a book.
Procedure:
1. The students will
be seated
close to the teacher. The phonological
awareness activities are presented orally so it is important for all
children
to be able to hear. Establish rules
for
the activity. The rules are:
Sit tall, listen close, answer together and
work as a team. Begin the lesson with
the following sample Dialogue: Today we
are going to learn about sentences and words.
A sentence is a group of words that go together to tell or ask
something. A sentence can have only a
few words or it can have many words. We
are going to learn how to break a sentence into words.
First we are going to practice saying some
sentences together.
2. Listen. I can say
a
sentence. We run.
Say
that sentence with me. (Give signal 䴋 point to group) We
run.
Now
say that sentence by yourselves. (Signal)
We run.
Listen.
I can say a sentence. We walk.
Now
say that sentence by yourselves. (Signal) We
walk.
Listen.
I can say a sentence. We eat.
Now
say that sentence by yourselves. (Signal) We
eat.
3. Let's try that
again, but this
time we will clap for each word in the sentence.
Listen. I can say a sentence and clap for each word. We run. (Teacher claps as each word is
said.)
Say
that sentence with me, and clap for each word.
(Signal)
We run.
(Teacher and children clap for each word.)
Now
say that sentence by yourselves, and clap for each word. (Signal) We run. (Children clap for each word.)
Let's
try a new one. Listen. I can say a
sentence and clap for each word. We
walk. (Teacher claps for each word)
Now
say that sentence by yourselves, and clap for each word. (Signal) We walk. (Children clap for each word.).
Here's
another one. Listen. I
can say a sentence and clap for each
word. We eat.
(Teacher claps for
each word.)
Now
say that sentence by yourselves, and clap for each word. (Signal) We eat. (Children clap for each word.)
Listen.
I like dogs. (Teacher claps for each
word.)
Now
say that sentence by yourselves, and clap for each word. (Signal) I like dogs. (Children clap for each
word.)
Listen.
I like toys. (Teacher claps for each
word.)
Now
say that sentence by yourselves, and clap for each word. (Signal) I like toys. (Children clap for each
word.)
Listen.
I like school. (Teacher
claps for each word.)
Your
turn. (Signal) I like school. (Children
clap for each word.)
Listen.
I see a dog. (Teacher
claps for each word.)
Your
turn. (Signal) I see a dog. (Children
clap for each word.)
Listen.
I see a girl. (Teacher
claps for each word.)
Your
turn. (Signal) I see a girl. (Children
clap for each word.)
Listen.
I see a book. (Teacher
claps for each word.)
Your
turn. (Signal) I see a book. (Children
clap for each word.)
4. Continue the
activity with
the following sentences:
That
is my book. That is my shirt.
That is a tree. That is a flag. My shirt is red. My shoe is black.
If
the children have difficulty with the activity the following correction
can by
made:
My
turn. (Model the correct response for children)
Your
turn. (Ask children to repeat the response.)
Let's
try it again. (Repeat the activity)
For
additional support, if the children are unable to repeat the correct
response
after the model an additional step can be added in between:
My turn.
Do it
with me. (Have children say the response with the teacher)
Your
turn.
Let's
try it again.
Assessment:
Have the students get in groups and
pass the various sentences out and have the students clap out all the
sentences.
Reference:
Eisele, Mary R. SRA
Phonemic Awareness SRA
/McGraw-Hill 2008