T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

P h o n o l o g ical Awareness Phonological awareness is a strong predictor of later reading success. Phonological awareness refers to the sensitivity to the sounds in speech, no letters, just sounds. This is important because in order to be able to sound out words for reading, children need to be able to hear the similarities and differences in words. However, phonological awareness skills are less likely to develop through incidental exposure (Sulzby and Teale, 1991). The preschool years are the perfect time to help children sensitize to sound similarities and differences by listening to patterned, predictable texts while enjoying the feel of reading and language. Phonological awareness develops in stages: •

Children acquire the ability to hear and focus on sounds in the environment, listening.

•

Children notice and recognize the ending sounds of words, rhyming.

•

Children notice and recognize the beginning sounds, alliteration.

•

Children are aware of the concept of syllable, syllables.

•

Children are aware of the beginning sounds and start to think and play with words that start with that initial sound, beginning sounds.

•

Children can identify the last sound of their names, ending sounds .

•

Children understand that the sounds of spoken language work together to make words, phonemic awareness.

Phonemic awareness is the ability to manipulate the smallest sounds in speech; a type of phonological awareness. Phonics is the ability to combine sounds and letters. Parents can encourage activities that support the ability to discriminate sounds by: •

Creating an awareness of the sounds around their environments. For example; “Did you hear the dog barking?” “What is that sound outside?”

P h o n o lo g ic a l Awa re n ess • P rese nte r Info rm atio n • 1

•

Doing activities that focus just on listening. For example, if a parent is tearing paper, he or she could say to the child, “Close your eyes and listen. Tell me what you think you hear me doing.”

•

Playing word play games or rhyming. Word play teaches children to listen on purpose for sounds in language and to pronounce new sounds and words. For example, provide the child with two different words and let him find the correct one. “Does ‘cat’ or ‘tub’ rhyme with ‘sub’?” Nonsense or made up words are okay. The important part of this activity is the word play rather than the meaning of the word.

•

Playing with the child’s name. Find words that start with the same letter as your child’s name. “Wonderful Willie, let’s go outside.”

•

Intentionally pointing out the sounds of a word. For example, a parent can say, “We need some bread. Let me write the word ‘bread’ down. Look, I am writing ‘bread’ on the list. Bread starts with the letter “b” and “b” sounds like [b].”

Problem Solving for Success Using the skill of daily problem solving has a profound effect on how a child feels about himself. When we teach problem-solving skills to a young child, his or her energy is used to learn and not to fight. A good way to start is by talking about the “Give Me Five” activity, the five finger solution to resolution. This is a five-step activity that will help parents model, teach and support their children in developing and using appropriate problem-solving skills. The five steps are: 1. Cool down. 2. Identify the problems. 3. Brainstorm solutions. 4. Choose a solution. 5. Try it out!

P h o n o lo g ic a l Awa re n ess • P rese nte r Info rm atio n •2

Tips for Supporting Families with Children that are English Language Learners (ELL) •

Providing ELL children the opportunity to sing, to recite nursery rhymes, and to play with sounds in their native language sets the foundation for easier sound discrimination and recognition. In English, when children have fun playing with the familiar sounds, they might be willing to experiment with unfamiliar sounds too.

•

When families translate English rhymes into their home language, the words will no longer rhyme.

Tips for Supporting Families with Children with Special Needs •

Many books, songs, and nursery rhymes utilize concepts of phonological awareness. Use them as tools to begin word play – you can even substitute your child’s name to capture his or her interest. For example: “Rain, rain, go away. Little

_________ (your child’s name) wants to play!” •

In the early stages of oral language development, children often substitute one sound for another. For example, they may say “lellow” for “yellow.” Model the correct sound without making the error an issue.

P h o n o lo g ic a l Awa re n ess • P rese nte r Info rm atio n •3

T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

P h o n o l o g ical Awareness A G ENDA We lcom e L e a r n in g Ob je ct ive Re a d Alo u d Icebr e a ker: Guess this Sound Wh at is Ph o n o lo g ica l A war e n e ss? Pro b le m So lvin g Make a n d Take: Alliteration and Rhyming Cube Cl o sin g

We lcom e

3 mi n ut es

•

Welcome participants.

•

Introduce presenters and other personnel.

•

Introduce the facility and cover “housekeeping,” such as location of bathrooms, telephones, and vending machines.

•

Establish or review existing ground rules with the participants’ input.

L e a r n in g Ob je ct ive •

2 mi n ut es

Families will understand the importance of phonological awareness in the development of reading and writing.

•

Families will understand how they can use problem-solving steps with their child.

Re a d Alo u d

5 mi n ut es

Feature a book from the list suggested for this session, emphasizing the bookmark, “Reading and Word Sounds.” Demonstrate a model read-aloud.

P h o n o lo g ic a l Awa re n ess • Worksho p A g e n d a • 4

Guess th is So u n d

5 mi n ut es

Gather a collection of items that make identifiable sounds: such as, a pair of scissors and paper, beans in a cup, water in a cup. Hide the items from the participants. Examples of ways to hide them are: 1) place items on a table and cover them with a colored cloth, or 2) place items on a table and place a piece of poster board as a barrier in front of them to obstruct the view. Ask participants to listen and guess what sound they hear as you use the hidden objects: e.g., cutting paper, pouring water, or shaking beans in a cup, etc. From this activity, participants will understand that they can do activities like this at home to help children focus on listening. Listening to sounds is the first skill children need to have in order for them to learn how to differentiate sounds in speech.

Wh at Is Ph o n o lo g ica l A war e n e ss? 5 mi n ut es Phonological awareness is the ability to hear sounds in speech. In order to be able to sound out words for reading, children need to hear the similarities and differences in words and to know that letters are connected to sounds they represent. For example: • [d] in “daddy” is the same [d] as the sound in “dog”. • “Rose” and “nose” don’t begin with the same sound but have the same ending sounds. The same ending sound is what makes them rhyme. • [d] sound is represented by the letter D. Ha n d o ut 1 – L iste n Up! Distribute and review handout.

Ph o n o l o g ica l A war e n e ss 1 0 mi n ut es Let’s do a fun activity to get us started thinking about games we can do to expose children to phonological awareness . Alliteration is a phonological activity. Alliteration occurs when words start with the same sound, like Peter Piper. For this game, get a partner. Think of a word that positively describes your child that begins with the same sound of your child’s name. For example: Joyful Jen Healthy Heidi Terrific Terisha Tremendous Tulia

P h o n o lo g ic a l Awa re n ess • Worksho p A g e n d a • 5

Take turns sharing your alliteration for your child’s name. Allow three minutes. This is one way to draw your child’s attention to the initial sound of a word that starts with the same letter as your child’s name. Remember, the focus is on the sound and not necessarily letter identification. You might be using a word in which the first letter is silent. When children use their name to acquire specific skills, they feel proud and good about themselves and their accomplishment. When children feel good about themselves, they can learn anything. Being able to solve problems fosters positive self-esteem and encourages a positive attitude toward learning. So, the ability to problem solve whether during a game or during a misunderstanding with a playmate, is a beneficial lifelong skill. Ha n d o ut 2 – Give Me Five! Distribute and review the handout. Here are the steps to follow with your child . Hold out your hand and point to each finger as you go through each step of the process. 1.

Cool down: Stop and take a deep breath.

2.

Identify the problem: Find out and state the real problem.

3.

Brainstorm solutions: Think of some pos sible solutions and for

each solution think about: •

It is safe?

•

How might people feel?

•

Is it fair?

•

Will it work?

4. Choose a solution: Agree on the best solution. 5. Try it out! Apply the solution and ask if it is working. It may need revising. If so, you can go through the “Give Me Five” steps again. When the process is successful, share a “high five” with your child.

P h o n o lo g ic a l Awa re n ess • Worksho p A g e n d a • 6

Presenter Tip If you have a variety of languages in your group, be aware that words that rhyme in English will not rhyme in other languages. Two sets of pictures have been provided for the rhyming cube. One is for English rhyming words, and the other is in Spanish. If you have other languages spoken, consult with a translator for appropriate pictures for the rhyming cube. Allit er at io n a n d Rhym in g Cu b e 2 0 mi n ut es This a ctivity pr ese nts a fun g a m e to reco g n ize wor ds that sou n d th e sam e at the b e g in n in g (a l lit er at io n) a n d/or th e e n d (rh ym in g ). Allow time for participants to create the cube. Encourage participants to practice different ways they can play with the cube with their family.

Cl o sin g

5 mi n ut es

Review the main points of the workshop: • • •

Phonological awareness is a listening skill that is a major predictor for reading success. Playing word games helps children pay attention to the sound s in the words. The ability to solve problems fosters self-esteem and encourages a positive attitude toward learning. The use of problem-solving skills like, the process of “Give Me Five,” will enhance a child’s ability to solve problems in an appropriat e manner and are skills that will last him or her a lifetime.

Encourage parents to come to the next workshop. Give time, date and place. Distribute and collect evaluations.

P h o n o lo g ic a l Awa re n ess • Worksho p A g e n d a • 7

T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

P h o n o l o g ical Awareness S u g ge s ted B o o k s Brown Bear, Brown Bear* by Bill Martin Jr. Five Little Monkeys* by Eileen Christelow Is Your Mama a Llama?* by Steven Kellogg Miss Mary Mack by Mary Ann Hoberman One Duck Stuck by Phyllis Root Silly Sally by Audrey Wood Tomie’s Little Mother Goose by Tomie DePaolo Tumble Bumble by Felicia Bond Who Took the Cookies from the Cookie Jar? by Bonnie Lass and Philemon Sturges

Additional Books in Spanish Arroz con Leche by Lulu Delacre Los Cinco Patitos by Pamela Paparone

*Available in Spanish

P h o n o lo g ic a l K n ow le d g e • S u g g ested B o ok • 8

T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

All i teratio n / R h y m i n g C u be Mater ia ls • • • • • •

One pre-cut cube pattern from cardstock or file folder per participant One set of eight pictures (English or Spanish) per participant Tape, one roll for every two participants Glue stick, one stick for every two participants Scissors, one pair for every two participants Color markers, a variety for each table to share

Dir e ctio n s • • •

Fold cube pattern to create a cube and tape the edges. Color the pictures and cut them out. Glue the pictures onto the cube.

Activ ity • • • • • • •

Present the cube to your child. Explain that the cube is really a rhyming game. Encourage your child to review the cards and name them if possible. Review the names of the pictures with your child by pointing at each picture on the cube. Explain that the cube can be rolled or gently tossed. When the cube comes to a stop, the child can state the name of the picture on top of the cube and then state a rhyming word such as “book” then “cook.” Take turns rolling the cube and stating rhyming words.

Ad d it io n a l Activit ies• • •

Provide the child with two different words and let him find out the correct one. Example: Ask the child, “Does ‘cat’ or ‘tub’ rhyme with ‘sub’?” If the child uses a nonsense or made-up word, it is okay. The important part of this activity is the word play rather than the meaning of the word. Change the game from rhyming to alliteration. When the cube is rolled, ask the child to name the picture and say a word that starts with the same sound as the picture. For example: the picture is of a book, so the response might be baby, box, or banana.

P h o n o lo g ic a l Awa re n ess • Make a n d Take Instructio ns • Rhymin g Cu b e

T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

El Cubo que Rima Mater ia le s • Un cubo de cartón ya cortado por participante • Un juego con ocho dibujos (Ingles o Español) por participante • Un rollo de teipe por cada dos participantes • Una barrita de goma de pegar por cada dos participantes • Una tijera para cada dos participantes • Varios marcadores para cada mesa Instruccio n e s • • •

Arme el cubo Coloree los dibujos y corte cada dibujo Pegue cada dibujo en cada lado del cubo

Activ id a d • • • • • • •

Enseñe el cubo a su niño Explíquele que el cubo es un juego para rimar Anime a que su niño revise los dibujos y los nombre. Nombre los dibujos con su niño mientras apunta a cada uno de los dibujos. Explique que el cubo se puede lanzar suavemente Cuando el cubo se pare su niño dice el nombre del dibujo que esta en la parte de arriba y luego que busque una palabra que rime con la misma. Por ejemplo: si el dibujo señala la palabra “niña” su niño puede decir “piña” como la palabra que rima. Tomen turnos lanzando el dado y buscando las palabras que riman.

Activ id a d e s a d icio n a le s • • • •

Déle dos palabras diferentes para que su niño escoja la que rima. Por ejemplo: el adulto dice, “Veo que te salió “Gato”. Dime “Gato” rima con “Casa” o “Pato” Si su niño tiene que conseguir la palabra, puede inventar alguna. Lo que importa es el sonido no el significado. También puede permitir que su niño busque palabras que suenan igual al comienzo. Esto es llamado aliteración. Por ejemplo: perro, pasa, poco. Cambie el juego de rima por aliteración. Cuando lance el cubo, pregúntele a su niño que le diga el nombre del dibujo en el cubo y que busque una palabra que comience con el mismo sonido. Por ejemplo: Si el dibujo es: “mesa” la respuesta podría ser “ mecha, mega, mango, m ano”

P h o n o lo g ic a l Awa re n ess • Sp a n is h Make a n d Take Instructio ns • Rhymin g Cub e

T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

P h o n o lo g ic a l Awa re n ess • Make a n d Take Instructio ns • Rhymin g Cu b e P ictu res

RhymingCube Pattern 1. Cutout cubepattern. 2. Cutalongslitsthatare labeled"Cutslitshere". Do not cut alongthe dottedlines. 3 Glue picturesalongthe six sidesof the cube. 4 . Fold cube along dotted lines. 5 Tape cube in orderto securethe ends.

Cut slithere.

Cut slit here.

.t Cut sfit here.

T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

Listen Up! Hear Rhyming Sounds and Letter Sounds Phonological Awareness- When children hear the different sounds in speech, it lays the foundation for reading. In addition to using language to communicate, children can notice that words are made of sounds, rhythms, rhymes and syllables. Once your child is familiar with the sounds of language, he or she will then be able to make the association between letters and sounds.

You can help your preschool child learn to listen to words by having fun with: Alliteration - Words that have the same beginning sound. •

Emphasize the beginning sounds as you say the words so your child will notice that the sounds are the same. Say, “Did you hear these sounds? Both words start with the same sound.”

Example:

“Big Boy” or “Helping Hand”

Rhyming Words - Words that have the same ending sounds. •

Say nursery rhymes together. After your child knows a rhyme well, pause and let your child fill in the word. Talk about the words that rhyme. Try this one on a rainy day!

Example:

•

“Rain, rain, go away, Come again another day, Little Johnny wants to play.”

Sing songs to help your child learn words, and hear sounds and rhymes. Try this one together and act out the motions. Example: “I’m a little teapot, short and stout, Here is my handle and here is my spout. When I get all steamed up, hear me shoutTip me over and pour me out!”

P h o n o lo g ic a l Awa re n ess • Han d o ut 1 • L iste n Up! • 1

Syllables - The units of sounds in a word. • •

Notice the parts of the words as you say them. Compare your family names. Say a name slowly and clap when you hear each part. For example: ‘Jon/a/than’ has three syllables. Which family member’s name is longest or shortest?

P h o n o lo g ic a l Awa re n ess • Han d o ut 1 • L iste n Up! • 2

T h e Lite r acy Conn ection a t H ome P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

¡Escucha! Escucha los sonidos que riman y los sonidos de las le tras Discriminación fonológica- Cuando su niño escucha los diferentes sonidos en el lenguaje esto crea la fundación para la lectura. Además de utilizar las palabras para comunicarse, su niño empieza a entender que las palabras están formadas por un grupo de sonidos, ritmos, rimas y sílabas. Una vez que su niño se familiarice con los sonidos del lenguaje, él o ella serán capaces de asociar las letras con sus sonidos.

Ayude a que su niño en edad preescolar escuche las palabras mientras se divierteSonidos iniciales (Aliteración) – Palabras que suenan igual al comienzo. •

Trate de usar palabras que comienzan con la misma letra. Enfatice los sonidos iniciales para que su niño note que los sonidos son iguales. Ejemplo: “Bianca Bella” o “Rosa Risueña”

Palabras que riman- Palabras que suenan igual al final. •

Son palabras que suena igual al final. Rimen y canten juntos. Después que su niño se aprenda la rima deje que él termine la frase por usted. Hable acerca de que las palabras riman. Intente esta rima durante un día lluvioso. Ejemplo: “Tip, top Tip, top La lluvia ya empezó. Clip, clop Clip, clop La lluvia ya arreció.”

•

El cantar canciones ayuda a que su niño aprenda las palabras, escuche los sonidos y pueda rimar. Intente esto juntos mientras se mueven. Ejemplo: “Sana, sana colita de rana. Si no sanas hoy, sanarás mañana. Sana, sana colita de rana. Ten un besito para hoy y mañana.”

P h o n o lo g ic a l Awa re n ess • Sp a n is h Han d o ut 1 • L isten Up! • 1

Sílabas- Unidades de sonido en una palabra.

• Note que tan extensa es cada palabra al dividir la palabra mientras aplaude.

• Compare los nombres de su familia. Diga el nombre de alguien y

aplauda cada vez que divida la palabra. Por ejemplo: ‘Al/fre/do’ Tiene tres sílabas. ¿Qué nombres en la familia son los más largos y los más cortos?

P h o n o lo g ic a l Awa re n ess • Sp a n is h Han d o ut 1 • L isten Up! • 2

T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

“Give Me Five!” A Solution to Resolution

Help your child learn to problem solve by using a hand for thinking and talking rather than acting aggressively. When in need of a resolution, you and your child can each hold up a hand and go through the resolution process by pointing to each finger and following each step.

3. Brainstorm solutions. 2. Identify the problem. 4. Choose a solution. 5. Try it out! 1. Cool down.

Once the process is complete, and a successful resolution has occurred, celebrate with a high five!

P h o n o lo g ic a l Awa re n ess • Han d o ut 2 • G iv e Me Five!

T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

“¡Dame Los Cinco!”

Solución de cinco dedos para una resolución! Ayude a que su niño pueda resolver problemas de una manera sencilla al usar los deditos de su mano en vez de pelear. Cuando necesite resolver un problema, usted y su niño levantarán la mano y hablarán de cada paso a seguir para resolver el problema.

3. Busca soluciones. 2. Identifica el problema.

1. Tranquilízate.

4. Escoje una solución.

5. Pon en práctica un de las soluciones!

¡Una vez que este proceso termine con resultado existo, celebre chocando las manos!

P h o n o lo g ic a l Awa re n ess • Sp a n is h Han d o ut 2 • G iv e Me Five!

Read aloud to your child everyday.

Read aloud to your child everyday.

Read aloud to your child everyday.

It’s the best thing a family can do to support success in reading!

It’s the best thing a family can do to support success in reading!

It’s the best thing a family can do to support success in reading!

Tips for a Great Read-Aloud Time

Tips for a Great Read-Aloud Time

Tips for a Great Read-Aloud Time

Snuggle up! Put your arm around your child. ❖

Snuggle up! Put your arm around your child. ❖

Snuggle up! Put your arm around your child. ❖

Let your child select a book. ❖

Let your child select a book. ❖

Let your child select a book. ❖

Make sure your child can see the book. ❖

Make sure your child can see the book. ❖

Make sure your child can see the book. ❖

Read slowly and with expression. ❖

Read slowly and with expression. ❖

Read slowly and with expression. ❖

Talk about the pictures. ❖

Talk about the pictures. ❖

Talk about the pictures. ❖

When finished, ask your child “What did you like best about this book?” ❖

When finished, ask your child “What did you like best about this book?” ❖

When finished, ask your child “What did you like best about this book?” ❖

Have fun! ❖

Have fun! ❖

Have fun! ❖

The next day, ask your child to tell you about the book you read last night.

The next day, ask your child to tell you about the book you read last night.

The next day, ask your child to tell you about the book you read last night.

Reading and word sounds

Reading and word sounds

Reading and word sounds

The first step in hearing word and letter sounds is developing listening skills. Speak slowly and clearly when you read to help your child hear the differing sounds. When you read books that rhyme, you have the chance to help them learn about sounds.

The first step in hearing word and letter sounds is developing listening skills. Speak slowly and clearly when you read to help your child hear the differing sounds. When you read books that rhyme, you have the chance to help them learn about sounds.

The first step in hearing word and letter sounds is developing listening skills. Speak slowly and clearly when you read to help your child hear the differing sounds. When you read books that rhyme, you have the chance to help them learn about sounds.

Rhyming:

Rhyming:

Rhyming:

• After reading a book that has rhyming words, say, “I heard a lot of rhyming words when we read that book. Let’s go back and find words that rhyme. I see “Jill” and “hill.” They end in the same sound. That makes them rhyme. What else could rhyme with Jill and hill?” (mill, till, dill) “Those are silly sounds!”

• After reading a book that has rhyming words, say, “I heard a lot of rhyming words when we read that book. Let’s go back and find words that rhyme. I see “Jill” and “hill.” They end in the same sound. That makes them rhyme. What else could rhyme with Jill and hill?” (mill, till, dill) “Those are silly sounds!”

• After reading a book that has rhyming words, say, “I heard a lot of rhyming words when we read that book. Let’s go back and find words that rhyme. I see “Jill” and “hill.” They end in the same sound. That makes them rhyme. What else could rhyme with Jill and hill?” (mill, till, dill) “Those are silly sounds!”

• If you have read a rhyming word book several times to your child, try leaving a rhyming word blank for your child to fill in, like . . .

• If you have read a rhyming word book several times to your child, try leaving a rhyming word blank for your child to fill in, like . . .

• If you have read a rhyming word book several times to your child, try leaving a rhyming word blank for your child to fill in, like . . .

Little Boy Blue, come blow your horn, the sheeps in the meadow the cow’s in the _____. Your child would fill in “corn.” You would say, “Horn and corn are rhyming words. They end with the same sound. They rhyme.”

Little Boy Blue, come blow your horn, the sheeps in the meadow the cow’s in the _____. Your child would fill in “corn.” You would say, “Horn and corn are rhyming words. They end with the same sound. They rhyme.”

Little Boy Blue, come blow your horn, the sheeps in the meadow the cow’s in the _____. Your child would fill in “corn.” You would say, “Horn and corn are rhyming words. They end with the same sound. They rhyme.”

Lea en voz alta a su niño(a) todos los días.

Lea en voz alta a su niño(a) todos los días.

Lea en voz alta a su niño(a) todos los días.

¡Este es la mejor actividad que un miembro de la familia puede hacer para apoyar el éxito en la escuela!

¡Este es la mejor actividad que un miembro de la familia puede hacer para apoyar el éxito en la escuela!

¡Este es la mejor actividad que un miembro de la familia puede hacer para apoyar el éxito en la escuela!

Consejos para que su lectura en voz alta sea exitosa.

Consejos para que su lectura en voz alta sea exitosa.

Consejos para que su lectura en voz alta sea exitosa.

Acurrúquesele, ponga su brazo alrededor de su niño(a). ❖ Deje que su niño(a) seleccione el libro. ❖ Este seguro que su niño(a) puede ver cada página del libro. ❖ Lea lentamente y con expresiones. ❖ Hable acerca de los dibujos. ❖ Cuándo termine, pregúntele “ ¿Qué fue lo que más te gusto de este libro?” ❖ ¡Diviértanse! ❖ Al día siguiente pregúntele que le cuente acerca de la historia que leyeron la noche anterior.

Acurrúquesele, ponga su brazo alrededor de su niño(a). ❖ Deje que su niño(a) seleccione el libro. ❖ Este seguro que su niño(a) puede ver cada página del libro. ❖ Lea lentamente y con expresiones. ❖ Hable acerca de los dibujos. ❖ Cuándo termine, pregúntele “ ¿Qué fue lo que más te gusto de este libro?” ❖ ¡Diviértanse! ❖ Al día siguiente pregúntele que le cuente acerca de la historia que leyeron la noche anterior.

Acurrúquesele, ponga su brazo alrededor de su niño(a). ❖ Deje que su niño(a) seleccione el libro. ❖ Este seguro que su niño(a) puede ver cada página del libro. ❖ Lea lentamente y con expresiones. ❖ Hable acerca de los dibujos. ❖ Cuándo termine, pregúntele “ ¿Qué fue lo que más te gusto de este libro?” ❖ ¡Diviértanse! ❖ Al día siguiente pregúntele que le cuente acerca de la historia que leyeron la noche anterior.

La lectura y los sonidos de las palabras

La lectura y los sonidos de las palabras

La lectura y los sonidos de las palabras

El primer paso para escuchar los sonidos de una palabra y de una letra es el desarrollo de la habilidad de escuchar. Hable lentamente y con claridad cuando lea para que ayude a que su niño distinga los sonidos. Cuando usted lee los libros con rimas, usted le da la oportunidad a que aprenda acerca de los sonidos.

El primer paso para escuchar los sonidos de una palabra y de una letra es el desarrollo de la habilidad de escuchar. Hable lentamente y con claridad cuando lea para que ayude a que su niño distinga los sonidos. Cuando usted lee los libros con rimas, usted le da la oportunidad a que aprenda acerca de los sonidos.

El primer paso para escuchar los sonidos de una palabra y de una letra es el desarrollo de la habilidad de escuchar. Hable lentamente y con claridad cuando lea para que ayude a que su niño distinga los sonidos. Cuando usted lee los libros con rimas, usted le da la oportunidad a que aprenda acerca de los sonidos.

Rimando:

Rimando:

Rimando:

• Después de leer un libro que tiene palabras que riman, diga, “Escuche muchas palabras que riman” Vamos a buscarlas. “Yo veo “niña” y Piña” Estas terminan con el mismo sonido. ¿Eso es lo que hacen que rimen. Qué otras palabras riman con niña y piña? (viña, riña, ciña) esas son palabras y sonidos muy cómicas”

• Después de leer un libro que tiene palabras que riman, diga, “Escuche muchas palabras que riman” Vamos a buscarlas. “Yo veo “niña” y Piña” Estas terminan con el mismo sonido. ¿Eso es lo que hacen que rimen. Qué otras palabras riman con niña y piña? (viña, riña, ciña) esas son palabras y sonidos muy cómicas”

• Después de leer un libro que tiene palabras que riman, diga, “Escuche muchas palabras que riman” Vamos a buscarlas. “Yo veo “niña” y Piña” Estas terminan con el mismo sonido. ¿Eso es lo que hacen que rimen. Qué otras palabras riman con niña y piña? (viña, riña, ciña) esas son palabras y sonidos muy cómicas”

• Si usted ha leído un libro de rimas muchas veces a su niño, trate de que él consiga la palabra que rima. Por ejemplo:

• Si usted ha leído un libro de rimas muchas veces a su niño, trate de que él consiga la palabra que rima. Por ejemplo:

• Si usted ha leído un libro de rimas muchas veces a su niño, trate de que él consiga la palabra que rima. Por ejemplo:

“aserrín, aserrán Los maderos de San Juan Los de Juan comen ____

“aserrín, aserrán Los maderos de San Juan Los de Juan comen ____

“aserrín, aserrán Los maderos de San Juan Los de Juan comen ____

“Su niño encontrará la palabra “pan” Entonces usted dirá, “Sí “pan” rima con Juan y aserrán. Estas palabras terminan con el mismo sonido. Estas riman.”

“Su niño encontrará la palabra “pan” Entonces usted dirá, “Sí “pan” rima con Juan y aserrán. Estas palabras terminan con el mismo sonido. Estas riman.”

“Su niño encontrará la palabra “pan” Entonces usted dirá, “Sí “pan” rima con Juan y aserrán. Estas palabras terminan con el mismo sonido. Estas riman.”

T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

P h on o l o g ical Awareness Evaluati o n Please circle the response that best represents your thoughts: 1. I understand that I can help my child by including rhyming and alliterative words playfully in our conversation. definitely

somewhat

not sure

2. I will use the Rhyming Cube in a planned manner to engage in rhyming and alliteration word play with my child. often

some

a little

3. I will use the “Give Me Five” resolution technique to help my child learn to solve problems. often

some

a little

4. One thing I learned in this session that I will remember and use __________________ ____________________________________________________________________ .

5. What could make this session better _______________________________________ .

P h o n o lo g ic a l Awa re n ess • En g lis h Eva lu atio n

T h e Lite r acy Co nn ection a t H om e P ro ject E n lig h te nme nt • Wake Cou nty Pu b lic Sch o o l System

Discrim inación de lo s S o n i d o s Evaluación Por favor marque la respuesta que mejor refleja sus opiniones. 1. Yo entiendo que puedo ayudar de una manera divertida al incluir rimas( palabras que terminan con el mismo sonido) y aliteraciones (palabras que comienzan con el mismo sonido) en nuestra conversación. definitivamente

más o menos

no estoy seguro

2. Yo planeo utilizar el cubo para buscar palabras que suenan igual al final (rimas) y al comienzo (aliteración). definitivamente

más o menos

no estoy seguro

3. Yo voy a usar la guía “Dame los cinco” para ayudar a mi niño a que resuelva los problemas. definitivamente más o menos no estoy seguro _____________________________________________________________________

4. Una cosa que aprendí en esta sesión es:______________________________________

5. Que hubiera podido hacer esta sesión mejor: ________________________________ ______________________________________________________________________

P h o n o lo g ic a l Awa re n ess • Sp a n is h Eva lu atio n