"Clap To Make It Click"

 

Emergent Literacy

 

By: Katie Olk

 

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


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