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Program 101-1, Week 2

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Week 2, Day 1

Segmenting syllables name game

Activity Type: Introduce
Activity Form: Game
Grade: K, 1
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials:
Goal: Given a spoken word, the student can clap once for each syllable in the word ( "pencil" -> clap, clap ).
Items: Substitute names of students in your class for those used below.

What to do

  1. Call out the names of the students in your class twice, the second time clapping each time you say a syllable. Robert, Ro-bert, Maria, Ma-ri-a, Jacqui, Ja-cqui. Do you want to join in? Robert, Ro-bert, Maria, Ma-ri-a, Jacqui, Ja-cqui... Continue around the class. Look for students who are not clapping correctly so you can give them extra practice in a moment.
  2. When you have gone around the whole class say, Okay, let's change the game. This time, you say your own name clapping out each part of the word. Ready? Start with a student likely to get it right.
  3. For students who struggle, model the correct response and have them do it with you and then on their own. Then ask them to try the same for one of their friends' names.
  4. Do you see how longer words often have more parts? Let's look at Samantha and Paul. Write Samantha and Paul on the board, then clap them out. Sa-man-tha has three parts. Paul has one.
  5. Now I'm going to choose someone and give you a word to clap out, just like you did with your name. Ready? Maria, your word is kitten. Again, have struggling students follow your model and try again on another word. It can be fun to choose words from a single category--such as animals or food--and then to ask students what the words have in common.

Related activities


Introduce onset-rime segmenting (Mico version): fish, fire, foot, lamb, lips, lock, meat, mix, moon, nail, nut, fox

Activity Type: Introduce
Activity Form: Standard
Grade: K
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: A hand puppet--ours is called Mico.
Goal: Given a spoken word, the student can segment it into onset and rime ( "mat" -> /m/ + "at" ).
Items: 12 picture cards of single-syllable words (make sure only the picture is visible on each card, not the word)

What to do

  1. Select 12 picture cards for this activity. Any pictures of single-syllable words will do, but note that (i) students may find words beginning with continuous sounds easier than stop sounds at first; (ii) students find words with initial blends—such as frog and star—harder than words without; (ii) some teachers like to begin with sounds for which students have already learned the letter-sound correspondence (so that students are comfortable physically producing the sound); and (iv) it may help not to use too many different sounds at first.
  2. First make sure students know the names of the pictures by going through the deck, asking students to name the pictures. If they come up with a name other than the one you are looking for, correct them and put the card in a separate pile. Then go through this pile and repeat until students can name all the pictures correctly.
  3. Now bring out the puppet. Here’s Mico. He is speaking funny today: instead of saying a word like fish, it comes out like this: fff-ish. Hold the onset for about a second and don't pause between the onset and rime.
  4. We’re going to see if you can speak the same way Mico does. My turn first. What would Mico call this? Show a picture card such as leg. Lll-eg. Is that right Mico? Lll-eg. Right!
  5. Now it’s your turn. What would Mico call this? Show a picture card such as fox. Students: fff-ox. Is that right Mico? Fff-ox. Right!
  6. Let’s try another. Repeat with other picture cards. Watch for students who are not responding and give them an individual turn.
  7. Make a note in an Activity Log for students who continue to have difficulties.

Related activities


Week 2, Day 2

Counting words in a sentence

Activity Type: Introduce
Activity Form: Game
Grade: K, 1
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Ten counters in a cup for each student, overhead projector (optional)
Goal: Given a spoken sentence, the student can segment it into separate words ( "sentence" -> "word" "word" "word" ).
Items: "My name is [your name]," "Peter was off school sick," "Melissa is wearing a red sweater," etc.

What to do

  1. Give each student ten counters in a cup. We're going to play a counting game. Each time I point to something, put one of your counters in front of you like this. Demonstrate putting counters one by one in a row in front of you. It may help to demonstrate by placing counters on an overhead projector so that everyone can see.
  2. So let's count windows. Each time I point at a window, put a counter down in front of you. Point at windows (or, the second or third times you play this game, some other object in the room) one by one and help students place counters into a row in front of them. If students are able to count out loud as well, that's fine, but it's not essential for this activity.
  3. Continue until students are able to count reliably. Count other objects in the room if necessary. If they are already bored of counting, stop here and resume the next day.
  4. Did you know you can also count the words in a sentence? Put your counters back in the cup and I'll show you how. I'm going to say a sentence normally and then slowly. Here's the sentence: My name is [your name]. My...name...is...[your name]. Place a counter for each word. Now you try. Put down a counter each time I say a word. My...name...is...[your name]. Help students who are not following. You may need to model for them with their counters, then let them try as you say the sentence.
  5. Good! Now put your counters back and let's try another sentence. Let's see... Choose sentences that involve the students in the group, to help keep them interested. For instance: "Peter stayed home sick." "Melissa is wearing a red shirt."
  6. Gradually make the sentences more difficult by (i) increasing the number of multi-syllable words in the sentence, (ii) increasing the length of the sentence, and (iii) decreasing the pauses between words.
  7. A common problem is for a student to have difficulty distinguishing a word from a syllable. When this happens, for example, with the word "wearing," ask the student if "wearing" is one word or two. It is best not to introduce the idea of syllables at this point in case you confuse students.
  8. When students can count the words in a sentence you say at about normal speed, they have mastered this skill.


Related activities


Onset-rime segmenting accuracy (Mico version): foot, lamp, lime, meat, mop, nose, nine, run, ring, sun, van, zoo

Activity Type: Accuracy
Activity Form: Standard
Grade: K
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: A hand puppet--ours is called Mico.
Goal: Given a spoken word, the student can segment it into onset and rime ( "mat" -> /m/ + "at" ).
Items: 12 picture cards of single-syllable words (make sure only the picture is visible on each card, not the word)

What to do

  1. Select 12 picture cards for this activity. Any pictures of single-syllable words will do. As before, make sure the students know the expected name for each picture by going through the deck, multiple times if necessary.
  2. Now bring out the puppet. Here’s Mico. He is speaking funny today: instead of saying a word like fish, it comes out like this: fff-ish. Hold the onset for about a second, and don't pause between the onset and rime.
  3. We’re going to see if you can speak the same way Mico does. My turn first. What would Mico call this? Show a picture card such as leg. Lll-eg. Is that right Mico? Lll-eg. Right!
  4. Now it’s your turn. What would Mico call this? Show a picture card such as fox. Students: fff-ox. Is that right Mico? Fff-ox. Right!
  5. Let’s try another. Repeat with other picture cards. Watch for students who are not responding, and give them an individual turn.

Related activities


Week 2, Day 3

Identifying and generating rhyming words, body part game

Activity Type: Introduce
Activity Form: Game
Grade: K
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials:
Goal:
  • Given a spoken word, the student can say whether it rhymes with another word ( "head, bed" -> "yes", "head, door" -> "no" ).
  • Given a spoken word, the student can say another word that rhymes with it ( "eye" -> "my" ).
Items:
  • Words that rhyme with head: (1-syllable) bed, bread, dead, fed, fred, red, said, shed, sled, spread, ted, thread, tread, (2-syllable) ahead, instead
  • Words that rhyme with toe: (1-syllable) blow, bow, crow, dough, glow, go, grow, hoe, joe, know, low, no, oh, row, slow, snow, so, though, throw, tow, whoa, (2-syllable) ago, below, hello, outgrow

What to do

  1. Would you like to play the Body Rhyme Game? Here's how we play. I'll pick a part of my body...let's see...maybe head. Point to your head. Now I'm going to say some words, and you have to tell me if the word I say rhymes with head. A rhyme is a word that sounds like another word. So if I said red, does that rhyme with head? Students: yes! Right!
  2. Okay, does bed rhyme with head? Students: yes. Good. Does cat rhyme with head? Students: no. Correct. Said...Ted...Door... Continue with a random selection of rhymes and non-rhymes. Note that you should stop repeating the target word (head in this case) after a few examples so that students have to test the rhyme silently for themselves. Proceed from 1-syllable words to 2-syllable words. See the list above for words that rhyme with head.
  3. Great! Now I'm going to pick a different part of my body...my toe. Point to your toe. Let's see...does snow rhyme with toe? Students:yes. Does desk rhyme with toe? Students: no. Correct. Go...blow...shirt?
  4. Now go around the group giving students an individual turn with either a rhyming or non-rhyming word. Spend extra time with students who are not getting it. See the list above for words that rhyme with toe.
  5. Good. Now let's try...eye. Hey, I have a good idea: maybe you can think of a word that rhymes with eye. Start with a student who is likely to get it right and continue around the class. If students run out of ideas, think of a rhyme and give them a clue--e.g., When I go outside and look up, I see the... Then change the body part; feet, knee, and hand each have several rhyming words.
  6. If a student comes up with a non-word that rhymes, such as nie, say: Good. Nie rhymes with eye. But is nie a real word? I think it's a made up word. Can you think of a real word that rhymes with eye?
  7. Continue until everyone is able to produce a rhyming word.

Related activities


Onset-rime segmenting accuracy (Mico version): lock, mix, nest, nut, rat, saw, socks, six, bird, bear, tire, dice

Activity Type: Accuracy
Activity Form: Standard
Grade: K
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: A hand puppet--ours is called Mico.
Goal: Given a spoken word, the student can segment it into onset and rime ( "mat" -> /m/ + "at" ).
Items: 12 picture cards of single-syllable words (make sure only the picture is visible on each card, not the word)

What to do

  1. Select 12 picture cards for this activity. Any pictures of single-syllable words will do. As before, make sure the students know the expected name for each picture by going through the deck, multiple times if necessary.
  2. Now bring out the puppet. Here’s Mico. He is speaking funny today: instead of saying a word like fish, it comes out like this: fff-ish. Hold the onset for about a second, and don't pause between the onset and rime.
  3. We’re going to see if you can speak the same way Mico does. My turn first. What would Mico call this? Show a picture card such as leg. Lll-eg. Is that right Mico? Lll-eg. Right!
  4. Now it’s your turn. What would Mico call this? Show a picture card such as fox. Students: fff-ox. Is that right Mico? Fff-ox. Right!
  5. Let’s try another. Repeat with other picture cards. Watch for students who are not responding, and give them an individual turn.

Related activities


Week 2, Day 4

Segmenting syllables name game

Activity Type: Introduce
Activity Form: Game
Grade: K, 1
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials:
Goal: Given a spoken word, the student can clap once for each syllable in the word ( "pencil" -> clap, clap ).
Items: Substitute names of students in your class for those used below.

What to do

  1. Call out the names of the students in your class twice, the second time clapping each time you say a syllable. Robert, Ro-bert, Maria, Ma-ri-a, Jacqui, Ja-cqui. Do you want to join in? Robert, Ro-bert, Maria, Ma-ri-a, Jacqui, Ja-cqui... Continue around the class. Look for students who are not clapping correctly so you can give them extra practice in a moment.
  2. When you have gone around the whole class say, Okay, let's change the game. This time, you say your own name clapping out each part of the word. Ready? Start with a student likely to get it right.
  3. For students who struggle, model the correct response and have them do it with you and then on their own. Then ask them to try the same for one of their friends' names.
  4. Do you see how longer words often have more parts? Let's look at Samantha and Paul. Write Samantha and Paul on the board, then clap them out. Sa-man-tha has three parts. Paul has one.
  5. Now I'm going to choose someone and give you a word to clap out, just like you did with your name. Ready? Maria, your word is kitten. Again, have struggling students follow your model and try again on another word. It can be fun to choose words from a single category--such as animals or food--and then to ask students what the words have in common.

Related activities


Onset-rime segmenting accuracy (Mico version): zack, vine, watch, wave, bag, bed, king, key, pig, hand, frog, star

Activity Type: Accuracy
Activity Form: Standard
Grade: K
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: A hand puppet--ours is called Mico.
Goal: Given a spoken word, the student can segment it into onset and rime ( "mat" -> /m/ + "at" ).
Items: 12 picture cards of single-syllable words (make sure only the picture is visible on each card, not the word)

What to do

  1. Select 12 picture cards for this activity. Any pictures of single-syllable words will do. As before, make sure the students know the expected name for each picture by going through the deck, multiple times if necessary.
  2. Now bring out the puppet. Here’s Mico. He is speaking funny today: instead of saying a word like fish, it comes out like this: fff-ish. Hold the onset for about a second, and don't pause between the onset and rime.
  3. We’re going to see if you can speak the same way Mico does. My turn first. What would Mico call this? Show a picture card such as leg. Lll-eg. Is that right Mico? Lll-eg. Right!
  4. Now it’s your turn. What would Mico call this? Show a picture card such as fox. Students: fff-ox. Is that right Mico? Fff-ox. Right!
  5. Let’s try another. Repeat with other picture cards. Watch for students who are not responding, and give them an individual turn.

Related activities


Week 2, Day 5

Identifying and generating rhyming words, body part game

Activity Type: Introduce
Activity Form: Game
Grade: K
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials:
Goal:
  • Given a spoken word, the student can say whether it rhymes with another word ( "head, bed" -> "yes", "head, door" -> "no" ).
  • Given a spoken word, the student can say another word that rhymes with it ( "eye" -> "my" ).
Items:
  • Words that rhyme with head: (1-syllable) bed, bread, dead, fed, fred, red, said, shed, sled, spread, ted, thread, tread, (2-syllable) ahead, instead
  • Words that rhyme with toe: (1-syllable) blow, bow, crow, dough, glow, go, grow, hoe, joe, know, low, no, oh, row, slow, snow, so, though, throw, tow, whoa, (2-syllable) ago, below, hello, outgrow

What to do

  1. Would you like to play the Body Rhyme Game? Here's how we play. I'll pick a part of my body...let's see...maybe head. Point to your head. Now I'm going to say some words, and you have to tell me if the word I say rhymes with head. A rhyme is a word that sounds like another word. So if I said red, does that rhyme with head? Students: yes! Right!
  2. Okay, does bed rhyme with head? Students: yes. Good. Does cat rhyme with head? Students: no. Correct. Said...Ted...Door... Continue with a random selection of rhymes and non-rhymes. Note that you should stop repeating the target word (head in this case) after a few examples so that students have to test the rhyme silently for themselves. Proceed from 1-syllable words to 2-syllable words. See the list above for words that rhyme with head.
  3. Great! Now I'm going to pick a different part of my body...my toe. Point to your toe. Let's see...does snow rhyme with toe? Students:yes. Does desk rhyme with toe? Students: no. Correct. Go...blow...shirt?
  4. Now go around the group giving students an individual turn with either a rhyming or non-rhyming word. Spend extra time with students who are not getting it. See the list above for words that rhyme with toe.
  5. Good. Now let's try...eye. Hey, I have a good idea: maybe you can think of a word that rhymes with eye. Start with a student who is likely to get it right and continue around the class. If students run out of ideas, think of a rhyme and give them a clue--e.g., When I go outside and look up, I see the... Then change the body part; feet, knee, and hand each have several rhyming words.
  6. If a student comes up with a non-word that rhymes, such as nie, say: Good. Nie rhymes with eye. But is nie a real word? I think it's a made up word. Can you think of a real word that rhymes with eye?
  7. Continue until everyone is able to produce a rhyming word.

Related activities


Onset-rime segmenting accuracy (Mico version): witch, wing, vet, vase, box, can, coat, door, gate, horse, girl, snail, truck

Activity Type: Accuracy
Activity Form: Standard
Grade: K
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: A hand puppet--ours is called Mico.
Goal: Given a spoken word, the student can segment it into onset and rime ( "mat" -> /m/ + "at" ).
Items: 12 picture cards of single-syllable words (make sure only the picture is visible on each card, not the word)

What to do

  1. Select 12 picture cards for this activity. Any pictures of single-syllable words will do. As before, make sure the students know the expected name for each picture by going through the deck, multiple times if necessary.
  2. Now bring out the puppet. Here’s Mico. He is speaking funny today: instead of saying a word like fish, it comes out like this: fff-ish. Hold the onset for about a second, and don't pause between the onset and rime.
  3. We’re going to see if you can speak the same way Mico does. My turn first. What would Mico call this? Show a picture card such as leg. Lll-eg. Is that right Mico? Lll-eg. Right!
  4. Now it’s your turn. What would Mico call this? Show a picture card such as fox. Students: fff-ox. Is that right Mico? Fff-ox. Right!
  5. Let’s try another. Repeat with other picture cards. Watch for students who are not responding, and give them an individual turn.

Related activities

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