Today we are going to work on breaking down longer words. The easiest way to begin this orally is to start with compound words. A compound word is a word made up of two smaller words. These typically are words that children are familiar with, yet they may not always see that they are two words in one.
This skill can be worked in both directions… tell the compound word and see if your child can break it into smaller words: basketball = basket + ball, jellyfish = jelly+fish. Or you can give the two smaller words and see if your child can come up with the compound word basket + ball= basketball.
After you have practiced the skill orally a few times you can provide your child with picture cues of the broken apart word and see if your child can put the pictures together as a whole word. This game can be played as a cross the room game, memory or just toss the pictures down and see if they can match up pairs.
Here are some other compound words to try
When your child gets good, play silly compound words. Take and mix up the parts of compound word to make your own word. Have your child illustrate what the new word would look like… what would a upmellon or an applehouse look like? Get creative and most important… have fun!
Yesterday I had an opportunity to have a zoom meeting with my class. I really miss seeing and working with my class every day. I try to do a combination of fun activities for the children and activities that the parents can do with the children at home.
Here is another activity that can easily be done at home, in the car, or on the fly, blending onset and rime. The onset, which consists of the initial consonant or consonant blend, and the rime which consists of the vowel and any final consonants.
Choose simple words that your child is familiar with such as animal names, colors or even the names of the people in your house.
Sit facing your child. Put out your right hand palm up and say the onset /c/. Put out your left hand and say the rime /ow/. Clap your hands together and say the word “cow”. When your child does it they should do it left to right, you are doing it backwards so that it is left to right for your child to see.
Another version if you have items or picture cards to use
Show your child a picture of the word you want to break apart. Again have your child use his/her hands while doing this activity. His/her left hand says the onset /fr/ and the right hand says the rime /og/. Then clap the hands together to say the whole word. “frog”
You could also do it so that your child says the onset /fr/ and you say the rime /og/ and you high five and say the word “frog”
Often times, you will have to help the children see the connection by saying the sounds faster and faster together until they can hear the connection between the onset and rime. They will get it… just keep playing the game.
If your child can blend these sound easily without support, you then can move to substituting the onset. If I change the /fr/ to /l/ what word do you have now? /l/ /og/–> log. Now change the /l/ to /h/ what word do you have? /h/ /og/ –> hog.
You also can substitute the rime. If you start with hog and change the /og/ to /at/ what word do you have? /h/ /at/–> hat
Many of my students are missing their peers, I know my own sons (11 and 13) miss this connection more than anything else. I also miss my students and hope they know that I miss them. So, I decided this would be a fun activity to get your child to think about his/her peers and be creative at the same time.
Last Thursday, we completed an activity on matching beginning sounds. This is a tricky skill for some children, but so important when starting to write. When children are able to isolate the beginning sound of a word it helps them in the encoding process of writing.
Today’s activity has your child isolating the beginning sound of one word and then using that beginning sound to describe their friend. They will only need paper, crayons and a pencil. You can use scissors and cut out the people if you’d like, but it isn’t necessary.
Have your child draw pictures of his/her friends. I would have him/her draw him/herself and 3-5 peers. If they want to do more, tell them they can after you finish the first set. (They can draw the whole child or just the head… whatever works for your child)
Ask your child to tell you the name of each person in the picture. Now isolate the beginning sound in the child’s name (Sally starts with /s/, Blake starts with /b/). Now your child needs to think of something that the child might like that begins with the same sound as the name (Sally likes sunshine, Blake likes bikes etc).
Quick reminder…. this is an auditory activity and the sounds should match even if the letter does not. You do not have to do any writing for this activity, but you can after, or on the back, if your child wants to remember what they said. You could have your child label the picture with the child’s name, but not with the attribute. I know many names have sounds combinations which makes it harder when you put the printed word and your child hears /sh/ but only sees the first “s”. In the pictures above Shane and Sally both start with S, but Shane likes shells and Sally likes sunshine would be possible answers.
As I mentioned in my last post on phonemic awareness, phonemic awareness is the understanding of how sounds work. These skills are auditory and should not be taught with the visuals of words, until the skill is mastered auditorily.
Today we will work on listening to words that begin with the same beginning sounds. Here is a link to a Jack Hartmann video on beginning sounds… my class loves Jack Hartmann. I hope you do too.
No Zoo For You
For the activity you will need animal pictures or toys. (you could do this same activity with types of foods or other categories of items, just change the title)
I decided to group my animals by typical location (forest, zoo, pond and farm).
Have your child tell you the name of all three animals. The then have to determine which of the three animals does not start with the same beginning sound. They remove that animal and say “No zoo for you!” Continue doing this until you have determined which animals can and cannot fit in each zoo.
If this is too hard, then say each animal word for your child putting emphasis on the beginning sound (/b/-bear, /ch/chipmunk, /b/bird) which two start with /b/?
If this is really easy? Then have your child think of other animals that could fit in the same zoo. bear, bird, butterfly, buck, etc…
Phonemic awareness is the understanding of how sounds work in words. These skills are auditory and use visual clues, but not written words. When children develop and strengthen their phonemic awareness it assist them in moving forward as readers and writers.
The first phrase of phonemic awareness typically is rhyming and syllables. Today we will work on rhyming, which I feel often is more challenging for children than syllables.
Hink Pink is pairs of rhyming words that either answer a riddle or match a silly definition.
Here are some riddles:
What do you call a chubby kitty? (a fat cat)
What do you call a crying father? (a sad dad)
What do you call a table that doesn’t fall down? (a stable table)
What do you call a rabbit who tells jokes? (a funny bunny)
Here are some silly definitions:
lengthy tune (long song)
small annoying insect that is not wet (dry fly)
large group of people who make a lot of noise (loud crowd)
stinging insect who doesn’t cost money (free bee)
closet to keep sweeping tool (broom room)
Invite your child to try and create their own pair of rhyming words and then create their own hink pink to go with the rhyming pair.
Have your child illustrate pictures to match their hink pink.
Share your rhyming results with me. Could your child solve the riddles? Could they create their own? Did you draw pictures to match your hink pink?