Very Busy Spider by Eric Carle
May 30, 2008 on 12:59 am | In 2's and 3's, Adult Aside, Age Levels, Books, Phonological Awareness, Storytime Component | No CommentsRead the book. Encourage adults and children to make the sounds of the animals.
Aside: Having your child hear and make the sounds of the animals in this story is one enjoyable way to help develop phonological awareness, to eventually be able to hear the smaller sounds in words.
Submitted by Nancy Gattoni, Roanoke County (VA) Public Library
Make Way for Ducklings by Robert McCloskey
May 30, 2008 on 12:57 am | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Books, Phonological Awareness, Storytime Component | No Comments
Aside: Rhyming is one way children learn to hear that words are made of smaller parts. By doing rhyming activities, you are supporting phonological awareness. This important skill helps them later in sounding out words to learn to read–AND it’s fun!
Submitted by Maruerite Noga, Craig County (VA) Public Library
Old MacDonald Had a Farm Song
May 29, 2008 on 3:09 am | In 2's and 3's, Adult Aside, Music/Songs, Phonological Awareness, Storytime Component | No Comments
Aside: Songs are a great way to incorporate the early literacy skill, phonological awareness. Hearing and learning animal sounds helps your children hear the smaller sounds in words and singing emphasizes different syllables. This helps your children later to sound out words.
Submitted by Wendy B. Rancier, Roanoke County (VA) Public Library
Old MacDonald Has a Farm Song
May 29, 2008 on 2:58 am | In 0 to 2, 2's and 3's, Adult Aside, Age Levels, Closing, Introduction, Music/Songs, Phonological Awareness, Storytime Component | No CommentsIntroduction Aside: Researchers have found that one of the six early literacy skills is phonological awareness. This is the ability to hear and play with the smaller sounds in words, like rhyming, playing with syllables or parts of words, and hearing beginning sounds of words. The beginning of this skills starts with children hearing and saying the sounds of animals.
During storytime sing “Old MacDonald” with the children, including several animals–cow, pig, sheep, chicken, duck, etc.
Aside: Making the sounds of animals contributes to phonological awareness and hearing sounds in words. Researchers have found these skills help with reading later on.
Closing Aside: Take advantage of opportunities to play with rhyming words and saying the sounds of animals.
Submitted by Kimberly Burnette-Dean, Roanoke County (VA) Public Library
Jazzmatazz! by Stephanie Calmenson
May 22, 2008 on 1:41 am | In 0 to 2, 2's and 3's, Adult Aside, Age Levels, Books, Phonological Awareness, Storytime Component | No Comments
Aside: What a fun and noisy book this is! Listen to the different kinds of sounds that music can make like plink, plink and bang-a-bang along with the jazz rhythm of Doo-dat, diddy-dat, diddy-dat, doo! As children learn to hear and make not only animal sounds but sounds of many different things, they are developing phonological awareness which will later help them sound out words as they learn to read.
Submitted by Saroj Ghoting
My Bonnie Lies Over the Ocean (or other song with repeated sounds)
May 5, 2008 on 6:07 am | In 4's and 5's, Adult Aside, Age Levels, Music/Songs, Phonological Awareness, Storytime Component | No CommentsFor any song with repeated sounds. Example: My Bonnie Lies Over the Ocean
Start out with one sound, say /b/ (buh). Each time you hear a /b/ raise your hands over your head.
Sing the song and raise your hands over your head each time you hear the sounds /b/.
Then add another sound, say /m/ (mmmm). Each time you hear /m/, tap your knees.
Sing the song again doing the motions for both sounds.
Aside: Putting motions to sounds helps your children hear the sounds. This helps develop phonological awareness, the ability to hear the smaller sounds in words.
Words to song:
My bonnie lies over the ocean; my bonnie lies over the sea.
My bonnie lies over the ocean; so bring back my bonnie to me.
Bring back, oh bring back, oh bring back my bonnie to me, to me.
Bring back, bring back, oh bring back my bonnie to me.
Rhyme with Me
May 2, 2008 on 8:50 am | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Music/Songs, Phonological Awareness, Storytime Component | No CommentsTo the tune of Row Your Boat:
Rhyme, rhyme, rhyme along, rhyme along with me
Small and all are rhyming words [or whatever two words you are rhyming]
Now rhyme along with me.
Aside: Emphasizing words that rhyme helps children hear the rhyme. Being able to hear the smaller sounds in words helps develop their phonological awareness, a skill that will help them be able to sound out words when they later learn to read.
[You can do this with two words in a rhyming book, or with rhyming words from a nursery rhyme.]
Idea from Pamela Martin-Diaz, Allen County (IN) Public Library
These Words Rhyme
May 2, 2008 on 8:16 am | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Music/Songs, Phonological Awareness, Storytime Component | No CommentsAfter reading a book that rhymes, I read the book and then come back to a page that have two rhyming words. We talk about the words that rhyme and then sing a song [to the tune of “Skip to My Lou”]
Small, all [or whichever two words you have noted] these words rhyme
Small, all, these words rhyme,
Small, all, these words rhyme,
Rhyme along with me.
[You can also do this with a nursery rhyme, pointing out two rhyming words.]
Aside: Helping your children to recognize and say rhyming words helps them hear the smaller sounds in words, which develops phonological awarness.
You can sing this song using words that rhyme in a book or words that rhyme in a nursery rhyme.
Idea from Pamela Martin-Diaz, Allen County (IN) Public Library
Row Your Boat
May 2, 2008 on 8:04 am | In 4's and 5's, Adult Aside, Age Levels, Music/Songs, Phonological Awareness, Storytime Component | No Comments
During several consecutive storytimes you would choose a song to sing every time. For example, I chose Row Your Boat.
In each storytime we sing the song correctly:
Row, row, row your boat; gently down the stream
Merrily, merrily, merrily, merrily; life is but a dream.
Then we sing the song again in a silly way, changing the first sound of each word:
Bow, bow, bow, bour boat, bently, bown be bream
Berrily, berrily, berrily, berrily; bife bis but ba bream.
Then we sing it again correctly.
Aside: Singing nonsense songs like this help children hear the smaller sounds in words, in a fun way! Try it with different songs. Being able to change the first sound in a word is part of phonological awareness.
The next time we sing Row Your Boat changing the first sound of each word to a different sound. For example:
Low, low, low lour loat; lently lown le leam
Lerrily, lerrily, lerrily, lerrily; life lis lut la leam.
Submitted by Saroj Ghoting
Super Duper 1, 2, 3
May 2, 2008 on 7:47 am | In 4's and 5's, Adult Aside, Age Levels, Music/Songs, Phonological Awareness, Storytime Component | No Comments
Super Duper 1, 2, 3
Can you say this word (or name) with me?
[volcano–or word/name of your choice]
Say it
[Children/adults repeat the word with you]
Clap it
[Children/adults clap the word with you, one clap per syllable]
Snap it [snap fingers]
[Children/adults snap fingers together with you, one snap per syllable]
Tap it [tap with foot]
[Children/adults tap feet with you, one tap per syllable]
Aside: You can do this little song with any word! Dividing words into sound parts, into syllables, helps children hear the smaller sounds in words, one part of phonological awareness, the ability to hear the smaller sounds in words.
Idea from Susan Bard, ECRR Trainer
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