Activity Description

Preparation:

1. Choose a phonological awareness concept to work on
   1. For example, breaking sentences into words, counting syllables, segmenting words into onset and rhyme
2. Choose a familiar read-aloud book
3. Go through the book and select examples to practice your chosen concept
   1. For example, every couple of pages write down a word on a sticky note that you will break into syllables

Implementation:

1. Introduce students to your book
2. Explain that you are going to play with some of the words you hear in this book
3. Clearly explain the phonological awareness concept you have chosen, for example:
   1. Explain that syllables are like the beats in a word
   2. Knowing how many syllables there are in a word can help us to spell
   3. We can find syllables by clapping the beats in each word
4. Model your strategy for playing with sounds in spoken language, for example:
   1. You can find syllables using the Say it, break it, blend it strategy
   2. Say the word
   3. Break it into syllables, chopping your arm to show each syllable
   4. Blend the word together and sweep your hand across your arm
5. Have students practice the strategy with a sample word
6. Read your book, pausing every few pages to invite students to break up words using the strategy you have taught them, for example:
   1. Say the word as a class
   2. Break up the word into syllables
   3. Blend the word back together
   4. Determine how many syllables are in the word

Adaptations For

English Language Learners/ESL:

- Review your example words in advance so students know their pronunciation

LD/Reading & Writing Difficulties:

- Practice your target phonological skills with these students in advance of the lesson
- Allow students to work in pairs

Cultural Appropriateness & Diversity:

- Choose books that are relevant to all students and reflect a variety of experiences and cultures

Differentiated Instruction:

- Have ability-level read-aloud groups so you can better tailor the focus of the activity to students' levels 

Related References

Evidence:
Phillips, B. M., Clancy-Menchetti, J. & Lonigan, C. J. (2008) Successful phonological awareness instruction with preschool children: Lessons from the Classroom. Topics in Early Childhood Special Education, 28, 3-17.