I NTERACTIVE W HITEBOARD L ESSONS
Teacher Guide
Phonological Awareness
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phonolo g i c a l awa r e n e ss Waterford Early Learning™ Interactive Whiteboard Lessons are designed to give teachers quality tools to enhance classroom literacy instruction. Waterford’s pre-built lessons are easy for teachers to use immediately with little preparation. Ideal for whole-class or small-group instruction, these highly collaborative, interactive lessons put Waterford’s proven, award-winning strategies at teachers’ fingertips. This Teacher Guide is designed to help teachers with lesson planning when they are away from the interactive whiteboard. With this guide, teachers have a comprehensive review of lessons including • Images for every activity within a lesson • Teacher Notes for every activity within a lesson Teachers can view these lesson guides on a computer or print them.
Ta b l e o f Con ten ts Phonological Awareness
Rhyme 1: Introduction
3
Rhyme 2: Practice
7
Rhyme 3: Assessment
12
Segment Syllables
18
Blend Onset–Rime
24
Initial Sound
34
Final Sound
40
Blend Individual Sounds: Introduction
46
Blend Individual Sounds: Assessment
52
Segment Individual Sounds: Introduction
60
Segment Individual Sounds: Assessment
64
Sound Substitution
72
Count Individual Sounds
80
1 rhyme 1 : i nt r o d ucti o n Teacher Notes Waterford ActivLesson®—Phonological Awareness: Rhyme 1 Introduction Objective:
Identify and produce words that rhyme. Age/Grade:
4–5/PreK–1st/ELL Hardware Suggestions:
Microphone Speakers Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Rhyme 1: Introduction | 3
2 Main M e n u
4 r h y m e endings
Choose where you would like to begin.
What rhyming sound do these share?
Teacher Notes
Teacher Notes
Click a numbered heading to go directly to that section of the lesson.
Objective:
page 2 of 4
Identify the ending sound of the rhyming words. Teaching Strategies:
3 defini t i o n o f r h y m e
page 1 of 4
Click each image to listen to the rhyming words. Discuss the shared /at/ sound.
Sing along with the nursery rhyme.
Teacher Notes Objective:
Listen and identify words that rhyme in a nursery rhyme. Define rhyme as the ending part of words that sound the same.
5 r h y m e endings What rhyming sound do these share?
Play the Song Video:
Teacher Notes
On the song window control bar, click Play to hear the song.
Objective:
Sing along and emphasize the words that rhyme (crown/down, Jill/hill). Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students.
page 3 of 4
Identify the ending sound of the rhyming words. Teaching Strategies:
Click each image to listen to the rhyming words. Discuss the shared /en/ sound.
Teaching Strategies:
Have your students write or draw pictures of rhyming words in the space provided.
Phonological Awareness
Rhyme 1: Introduction | 4
6 rhyme e n d i n g s
page 4 of 4
What rhyming sound do these share?
8 rhyme indentification
page 1 of 2
Sing along with the nursery rhyme.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify the ending sound of the rhyming words.
Listen and identify words that rhyme in a nursery rhyme. Define rhyme as the ending part of words that sound the same.
Teaching Strategies:
Click each image to listen to the rhyming words. Discuss the shared /ice/ sound.
Play the Song Video:
On the song window control bar, click Play to hear the song. Sing along and emphasize the words that rhyme (diddle/fiddle, moon/spoon). Click Mute on the song window control bar to hear only your students singing along.
7 rhymin g s o rt
page 1 of 1
Drag the smaller pictures under their rhyming match.
Teacher Notes
Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Have your students write or draw pictures of rhyming words in the space provided.
Objective:
Sort pictures into correct rhyming sets. Teaching Strategies:
Drag and place the smaller images under their rhyming match (hen/pen/ten, ice/rice/mice, cat/hat/rat). Click the pictures to listen to their names.
Phonological Awareness
Rhyme 1: Introduction | 5
9 rhyme indentification
page 2 of 2
1 0 T H e End
Drag the correct pictures to the blanks.
Teacher Notes Objective:
Teacher Notes Click the flipchart to return to the beginning of this lesson.
Identify pictures that rhyme with diddle and moon. Teaching Strategies:
Drag the correct pictures to the blanks to complete the rhymes (fiddle/spoon). Click the pictures to listen to the words. Use the Pen tool to write other rhyming words in the blanks. After filling in the blanks, record your students singing the nursery rhyme.
Phonological Awareness
Rhyme 1: Introduction | 6
1 rhyme 2 : P r act i c e Teacher Notes Waterford ActivLesson®—Phonological Awareness: Rhyme 2 Practice Objective:
Identify and produce words that rhyme. Age/Grade:
4–5/PreK–1st/ELL Hardware Suggestions:
Microphone Speakers Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Rhyme 2: Practice | 7
2 Main M e n u
4 s i l ly rhymes
Choose where you would like to begin.
Create silly rhymes by filling in the blank.
page 1 of 3
Teacher Notes
Teacher Notes
Click a numbered heading to go directly to that section of the lesson.
Objective:
Produce a real word or nonword that rhymes with the target word. Teaching Strategies:
3 rhyme identification
page 1 of 1
Sing along with the nursery rhyme.
Teacher Notes Objective:
Listen and identify words that rhyme in a nursery rhyme. Define rhyme as the ending part of words that sound the same.
Read the poem out loud with your class. Fill in the blank by drawing a picture or writing a real or silly word that rhymes with bumblebee. Uncover the hints for rhyming suggestions. Use the Pen tool to write in the blank. Use the Sound Recorder tool to record your class or individual students. Play the recordings to hear your silly rhymes.
Play the Song Video:
On the song window control bar, click Play to hear the song. Sing along and emphasize the words that rhyme (king/sing, snail/pail, quail/sail). Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Have your students write or draw pictures of rhyming words in the space provided.
Phonological Awareness
Rhyme 2: Practice | 8
5 silly r h y m e s
page 2 of 3
Create silly rhymes by filling in the blank.
6 s i l ly rhymes
page 3 of 3
Create silly rhymes by filling in the blank.
Teacher Notes
Teacher Notes
Objective:
Objective:
Produce a real word or nonword that rhymes with the target word.
Produce a real word or nonword that rhymes with the target word.
Teaching Strategies:
Teaching Strategies:
Read the poem out loud with your class. Fill in the blank by drawing a picture or writing a real or silly word that rhymes with doc.
Read the poem out loud with your class. Fill in the blank by drawing a picture or writing a real or silly word that rhymes with are.
Uncover the hints for rhyming suggestions.
Uncover the hints for rhyming suggestions.
Use the Pen tool to write in the blank.
Use the Pen tool to write in the blank.
Use the Sound Recorder tool to record your class or individual students. Play the recordings to hear your silly rhymes.
Use the Sound Recorder tool to record your class or individual students. Play the recordings to hear your silly rhymes.
Phonological Awareness
Rhyme 2: Practice | 9
7 rhyme r i d d l e s
page 1 of 5
Answer the riddle using the clues.
page 3 of 5
Answer the riddle using the clues.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify the word that rhymes to answer the riddle.
Identify the word that rhymes to answer the riddle.
Teaching Strategies:
Teaching Strategies:
Read the riddle to your class and discuss possible answers (moon).
Read the riddle to your class and discuss possible answers (kittens).
Have your class guess the image behind the silhouette.
Have your class guess the image behind the silhouette.
Use the Eraser tool to reveal the answer.
Use the Eraser tool to reveal the answer.
8 rhyme r i d d l e s
page 2 of 5
Answer the riddle using the clues.
Phonological Awareness
9 r h y m e riddles
1 0 r h y m e riddles
page 4 of 5
Answer the riddle using the clues.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify the word that rhymes to answer the riddle.
Identify the word that rhymes to answer the riddle.
Teaching Strategies:
Teaching Strategies:
Read the riddle to your class and discuss possible answers (fish).
Read the riddle to your class and discuss possible answers (bat).
Have your class guess the image behind the silhouette.
Have your class guess the image behind the silhouette.
Use the Eraser tool to reveal the answer.
Use the Eraser tool to reveal the answer.
Rhyme 2: Practice | 10
11 rhyme r i d d l e s
page 5 of 5
1 2 T He End
Answer the riddle using the clues.
Teacher Notes Objective:
Teacher Notes Click the flipchart to return to the beginning of this lesson.
Identify the word that rhymes to answer the riddle. Teaching Strategies:
Read the riddle to your class and discuss possible answers (fox). Have your class guess the image behind the silhouette. Use the Eraser tool to reveal the answer.
Phonological Awareness
Rhyme 2: Practice | 11
1 rhyme 3 : ass e ss m e nt Teacher Notes Waterford ActivLesson®—Phonological Awareness: Rhyme 3 Assessment Objective:
Identify and produce words that rhyme. Age/Grade:
4–5/PreK–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Rhyme 3: Assessment | 12
2 Main M e n u
4 k a r aoke
Choose where you would like to begin.
Make up new verses to the song.
page 2 of 5
Teacher Notes
Teacher Notes
Click a numbered heading to go directly to that section of the lesson.
Objective:
Produce words (verses) that rhyme with the target image. Teaching Strategies:
3 karao k e
page 1 of 5
Sing along with the nursery rhyme.
Teacher Notes
Have your class make up new verses that fit the rhyme (sitting in a chair/eating a pear). Use the Pen tool to write the new verse or to draw a picture that rhymes with the image. Use the Sound Recorder tool to record different versions of the rhyme.
Objective:
Listen and identify words that rhyme in a nursery rhyme. Define rhyme as the ending part of words that sound the same.
5 k a r aoke
page 3 of 5
Make up new verses to the song.
Play the Song Video:
On the song window control bar, click Play to hear the song. Sing along and emphasize the words that rhyme (ox/ fox, ax/sax, Rex/x). Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Have your students write or draw pictures of rhyming words in the space provided.
Phonological Awareness
Teacher Notes Objective:
Produce words (verses) that rhyme with the target image. Teaching Strategies:
Have your class make up new verses that fit the rhyme (dancing with a frog/taking a jog). Use the Pen tool to write the new verse or to draw a picture that rhymes with the image. Use the Sound Recorder tool to record different versions of the rhyme.
Rhyme 3: Assessment | 13
6 karao k e
page 4 of 5
Make up new verses to the song.
8 r h y m i ng sort
page 1 of 1
Drag the smaller pictures under their rhyming match.
Teacher Notes
Teacher Notes
Objective:
Objective:
Produce words (verses) that rhyme with the target image.
Sort pictures into correct rhyming sets.
Teaching Strategies:
Teaching Objective:
Have your class make up new verses that fit the rhyme (wearing a hat/chasing a rat).
Drag and place the smaller images under their rhyming match (snake/rake/cake, bug/mug/rug, pig/ wig/twig).
Use the Pen tool to write the new verse or to draw a picture that rhymes with the image.
Click the pictures to listen to their names.
Use the Sound Recorder tool to record different versions of the rhyme.
7 karao k e
page 5 of 5
Make up new verses to the song.
Teacher Notes Objective:
Produce words (verses) that rhyme with the target image. Teaching Strategies:
Have your class make up new verses that fit the rhyme (under the light of the moon/in the afternoon). Use the Pen tool to write the new verse or to draw a picture that rhymes with the image. Use the Sound Recorder tool to record different versions of the rhyme.
Phonological Awareness
Rhyme 3: Assessment | 14
9 assess m e nt
page 1 of 5
Vote for the small picture that rhymes with the large image.
Phonological Awareness
1 0 ass e ssmen t
page 2 of 5
Vote for the small picture that rhymes with the large image.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess rhyme knowledge by selecting the picture that rhymes with the target picture.
Assess rhyme knowledge by selecting the picture that rhymes with the target picture.
Teaching Strategies:
Teaching Strategies:
Say the name of each picture or click each picture to hear its name. Have your students vote for the small picture that rhymes with the large target picture.
Say the name of each picture or click each picture to hear its name. Have your students vote for the small picture that rhymes with the large target picture.
Correct Answer: C
Correct Answer: A
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Rhyme 3: Assessment | 15
11 assess m e nt
page 3 of 5
Vote for the small picture that rhymes with the large image.
Phonological Awareness
1 2 ass e ssmen t
page 4 of 5
Vote for the small picture that rhymes with the large image.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess rhyme knowledge by selecting the picture that rhymes with the target picture.
Assess rhyme knowledge by selecting the picture that rhymes with the target picture.
Teaching Strategies:
Teaching Strategies:
Say the name of each picture or click each picture to hear its name. Have your students vote for the small picture that rhymes with the large target picture.
Say the name of each picture or click each picture to hear its name. Have your students vote for the small picture that rhymes with the large target picture.
Correct Answer: B
Correct Answer: A
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Rhyme 3: Assessment | 16
13 assess m e nt
page 5 of 5
1 4 T H e E nd
Vote for the small picture that rhymes with the large image.
Teacher Notes Objective:
Teacher Notes Click the flipchart to return to the beginning of this lesson.
Assess rhyme knowledge by selecting the picture that rhymes with the target picture. Teaching Strategies:
Say the name of each picture or click each picture to hear its name. Have your students vote for the small picture that rhymes with the large target picture. Correct Answer: C Voting Results:
A voting results window automatically displays your class’s voting results.
Phonological Awareness
Rhyme 3: Assessment | 17
1 segmen t sy l l a b l e s Teacher Notes Waterford ActivLesson®—Phonological Awareness: Segment Syllables Objective:
Segment words into word parts that contain a vowel sound. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Segment Syllables | 18
2 Main M e n u Choose where you would like to begin.
Teacher Notes Click a numbered heading to go directly to that section of the lesson.
3 s e g m e nt syllables Int r o du ction page 1 of 1 Sing along as you clap to the syllables you hear in the words of the song.
Teacher Notes Objective:
Clap to the rhythm in the song to identify the syllables in each word. Definitions:
Segment: break words into syllables Syllables: small units of speech in words Play the Song Video:
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. As this song originated in Kenya, it is repeated in Swahili. Teaching Strategies:
Clap or use physical movements to feel the syllabic beats of words in a song. Students can clap, tap, hop, etc.
Phonological Awareness
Segment Syllables | 19
4 segme n t sy l l a b l e s pract i c e page 1 of 1 Count the number of syllables you hear in each animal name.
6 n a m e game
page 2 of 3
Click a dot for each syllable you hear in this name.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify how many syllables are in a name.
Identify how many syllables are in each animal name.
Teaching Strategies:
Teaching Strategies:
Read the displayed name. In the bar below the picture, click a dot for each syllable in the name.
Click each image and listen to the animal name. Hold up a finger for each syllable in the name. Butterfly: 3
Tenisha: 3 Dots can be turned off by clicking them a second time.
Alligator: 4 Elephant: 3 Zebra: 2 Lion: 2
5 name g a m e
7 n a m e game page 1 of 3
page 3 of 3
Click a dot for each syllable you hear in the names of the students in your class.
Click a dot for each syllable you hear in this name.
Teacher Notes Objective:
Identify how many syllables are in a name. Teaching Strategies:
Read the displayed name. In the bar below the picture, click a dot for each syllable in the name. Pedro: 2
Teacher Notes Objective:
Identify how many syllables are in a name. Teaching Strategies:
Write the names of several students on the board one at a time. In the bar at the bottom of the screen, have the student click a dot for each syllable in his/her name. Dots can be turned off by clicking them a second time.
Dots can be turned off by clicking them a second time.
Phonological Awareness
Segment Syllables | 20
8 syllab l e s u r p r i s e
page 1 of 1
Drag a picture from the chest. Click a dot for each syllable you hear in the picture name.
9 ass e ssmen t
page 1 of 5
Listen to the picture’s name and vote for the bar with the correct number of syllables.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify how many syllables are in the names of pictures.
Assess segmenting syllable knowledge by identifying the bar that shows the number of syllables in the displayed picture.
Teaching Strategies:
Have students drag a picture from the chest. Click the picture to hear its name. Click a dot for each syllable you hear in the picture name. Have the class clap the syllables in the picture name for reinforcement. Bicycle: 3
Teaching Strategies:
Say the name of the picture or click the picture to hear its name. Have your students vote for the bar that shows the correct number of syllables. Correct Answer: C
Apple: 2
Voting Results:
Book: 1
A voting results window automatically displays your class’s voting results.
Computer: 3 Watermelon: 4 Dots can be turned off by clicking them a second time.
Phonological Awareness
Segment Syllables | 21
10 assess m e nt
page 2 of 5
1 1 ass e ssmen t
page 3 of 5
Listen to the picture’s name and vote for the bar with the correct number of syllables.
Listen to the picture’s name and vote for the bar with the correct number of syllables.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess segmenting syllable knowledge by identifying the bar that shows the number of syllables in the displayed picture.
Assess segmenting syllable knowledge by identifying the bar that shows the number of syllables in the displayed picture.
Teaching Strategies:
Teaching Strategies:
Say the name of the picture or click the picture to hear its name. Have your students vote for the bar that shows the correct number of syllables.
Say the name of the picture or click the picture to hear its name. Have your students vote for the bar that shows the correct number of syllables.
Correct Answer: A
Correct Answer: B
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results
A voting results window automatically displays your class’s voting results.
Phonological Awareness
Segment Syllables | 22
12 assess m e nt
page 4 of 5
1 3 ass e ssmen t
page 5 of 5
Listen to the picture’s name and vote for the bar with the correct number of syllables.
Listen to the picture’s name and vote for the bar with the correct number of syllables.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess segmenting syllable knowledge by identifying the bar that shows the number of syllables in the displayed picture.
Assess segmenting syllable knowledge by identifying the bar that shows the number of syllables in the displayed picture.
Teaching Strategies:
Teaching Strategies:
Say the name of the picture or click the picture to hear its name. Have your students vote for the bar that shows the correct number of syllables.
Say the name of the picture or click the picture to hear its name. Have your students vote for the bar that shows the correct number of syllables.
Correct Answer: B
Correct Answer: C
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
1 4 T H e E nd Teacher Notes Click the flipchart to return to the beginning of this lesson.
Phonological Awareness
Segment Syllables | 23
1 blend o n s et– r i m e Teacher Notes Waterford ActivLesson®—Phonological Awareness: Blend Onset–Rime Objective:
Blend the onset, the initial consonant sound(s) of a syllable, with the rime, the end part of the word that contains the vowel and all that follows (b-ag, sw-im). Age/Grade:
4–5/PreK–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Blend Onset–Rime | 24
2 Main M e n u Choose where you would like to begin.
Teacher Notes Click a numbered heading to go directly to that section of the lesson.
3 b l e n d onse t–rime i n t r o du ction page 1 of 1 Sing along with the nursery rhyme.
Teacher Notes Objective:
Listen to the one-syllable words and identify the beginning sound (onset) and the ending part (rime). For example, c-ake (onset–rime). Definitions:
Onset: the beginning sound of a word Rime: the ending part of a one-syllable word Play the Song Video:
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Have your students write or draw pictures of one-syllable words from the nursery rhyme. Draw a line between the onset and rime of each word.
Phonological Awareness
Blend Onset–Rime | 25
4 blend o n s et– r i m e i nstru ct i o n page 1 of 1
5 b l e n d onse t–rime p r actic e page 1 of 3
Blend onsets and rimes to make words and uncover the hidden pictures.
Choose an onset sound to make a new word. Drag the slider to check your answer.
Teacher Notes Objective:
Understand how to blend onset and rime to make a word. Teaching Strategies:
Click the letters to hear the onset and rime sounds. Discuss how you create words when you blend onset and rime sounds. Drag each rime slider to its onset sound to uncover the hidden picture. Click the pictures to hear the blended words.
Phonological Awareness
Teacher Notes Objective:
Understand that blending a new onset sound with the same rime sound makes a new word. Teaching Strategies:
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word. Drag the slider to the left or right to reveal the hidden answer. Click the picture to hear the blended onset and rime word.
Blend Onset–Rime | 26
6 blend o n s et– r i m e practi c e page 1 of 3
7 b l e n d onse t–rime p r act ice page 1 of 3
Choose an onset sound to make a new word. Drag the slider to check your answer.
Choose an onset sound to make a new word. Drag the slider to check your answer.
Teacher Notes
Teacher Notes
Objective:
Objective:
Understand that blending a new onset sound with the same rime sound makes a new word.
Understand that blending a new onset sound with the same rime sound makes a new word.
Teaching Strategies:
Teaching Strategies:
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word.
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word.
Drag the slider to the left or right to reveal the hidden answer.
Drag the slider to the left or right to reveal the hidden answer.
Click the picture to hear the blended onset and rime word.
Click the picture to hear the blended onset and rime word.
Phonological Awareness
Blend Onset–Rime | 27
8 blend o n s et– r i m e pract ic e page 2 of 3
9 b l e n d onse t–rime p r act ice page 2 of 3
Choose an onset sound to make a new word. Drag the slider to check your answer.
Choose an onset sound to make a new word. Drag the slider to check your answer.
Teacher Notes
Teacher Notes
Objective:
Objective:
Understand that blending a new onset sound with the same rime sound makes a new word.
Understand that blending a new onset sound with the same rime sound makes a new word.
Teaching Strategies:
Teaching Strategies:
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word.
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word.
Drag the slider to the left or right to reveal the hidden answer.
Drag the slider to the left or right to reveal the hidden answer.
Click the picture to hear the blended onset and rime word.
Click the picture to hear the blended onset and rime word.
Phonological Awareness
Blend Onset–Rime | 28
10 blen d o n s et– r i m e pract i c e page 2 of 3
1 1 b l e nd onse t–rime p r act ice page 3 of 3
Choose an onset sound to make a new word. Drag the slider to check your answer.
Choose an onset sound to make a new word. Drag the slider to check your answer.
Teacher Notes
Teacher Notes
Objective:
Objective:
Understand that blending a new onset sound with the same rime sound makes a new word.
Understand that blending a new onset sound with the same rime sound makes a new word.
Teaching Strategies:
Teaching Strategies:
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word.
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word.
Drag the slider to the left or right to reveal the hidden answer.
Drag the slider to the left or right to reveal the hidden answer.
Click the picture to hear the blended onset and rime word.
Click the picture to hear the blended onset and rime word.
Phonological Awareness
Blend Onset–Rime | 29
12 blen d o n s et– r i m e pract i c e page 3 of 3
1 3 b l e nd onse t–rime p r act i ce page 3 of 3
Choose an onset sound to make a new word. Drag the slider to check your answer.
Choose an onset sound to make a new word. Drag the slider to check your answer.
Teacher Notes
Teacher Notes
Objective:
Objective:
Understand that blending a new onset sound with the same rime sound makes a new word.
Understand that blending a new onset sound with the same rime sound makes a new word.
Teaching Strategies:
Teaching Strategies:
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word.
Click the letters to hear the onset and rime sounds. Have a student click one of the onset sounds to make a new word.
Drag the slider to the left or right to reveal the hidden answer.
Drag the slider to the left or right to reveal the hidden answer.
Click the picture to hear the blended onset and rime word.
Click the picture to hear the blended onset and rime word.
Phonological Awareness
Blend Onset–Rime | 30
14 blen d o n s et– r i m e sort page 1 of 1 Drag the pictures under the correct blended words.
1 5 ass e ssmen t
page 1 of 5
Vote for the picture that matches the blended word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess blending onset–rime knowledge by selecting the picture that matches the target onset–rime word.
Listen to onset–rimes. Blend the sounds together to form words. Match the pictures to the words. Teaching Strategies:
Click the onsets and rimes to listen to their sounds. Click the pictures to listen to their names. Drag the pictures under the correct onset–rimes.
Teaching Strategies:
Click the letters to hear the onset and rime sounds. Say the name of each picture or click each picture to hear its name. Have your students vote for the picture that matches the blended onset and rime sound. Correct Answer: B Voting Results:
A voting results window automatically displays your class’s voting results.
Phonological Awareness
Blend Onset–Rime | 31
16 assess m e nt
page 2 of 5
Vote for the picture that matches the blended word.
Phonological Awareness
1 7 ass e ssmen t
page 3 of 5
Vote for the picture that matches the blended word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess blending onset–rime knowledge by selecting the picture that matches the target onset–rime word.
Assess blending onset–rime knowledge by selecting the picture that matches the target onset–rime word.
Teaching Strategies:
Teaching Strategies:
Click the letters to hear the onset and rime sounds. Say the name of each picture or click each picture to hear its name. Have your students vote for the picture that matches the blended onset and rime sound.
Click the letters to hear the onset and rime sounds. Say the name of each picture or click each picture to hear its name. Have your students vote for the picture that matches the blended onset and rime sound.
Correct Answer: C
Correct Answer: C
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Blend Onset–Rime | 32
18 assess m e nt
page 4 of 5
Vote for the picture that matches the blended word.
1 9 ass e ssmen t
page 5 of 5
Vote for the picture that matches the blended word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess blending onset–rime knowledge by selecting the picture that matches the target onset–rime word.
Assess blending onset–rime knowledge by selecting the picture that matches the target onset–rime word.
Teaching Strategies:
Teaching Strategies:
Click the letters to hear the onset and rime sounds. Say the name of each picture or click each picture to hear its name. Have your students vote for the picture that matches the blended onset and rime sound.
Click the letters to hear the onset and rime sounds. Say the name of each picture or click each picture to hear its name. Have your students vote for the picture that matches the blended onset and rime sound.
Correct Answer: A
Correct Answer: B
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
2 0 T H e E nd Teacher Notes Click the flipchart to return to the beginning of this lesson.
Phonological Awareness
Blend Onset–Rime | 33
1 init ial s o u n d Teacher Notes Waterford ActivLesson®—Phonological Awareness: Initial Sound Objective:
Isolate, identify, and delete the initial phoneme (sound) in words. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Initial Sound | 34
2 Main M e n u
4 name the initial sound
Choose where you would like to begin.
Click the letters to hear their sounds. Drag the sliders to emphasize the first sound.
Teacher Notes Click a numbered heading to go directly to that section of the lesson.
page 1 of 2
Teacher Notes Objective:
Isolate the initial sound in a word. Teaching Strategies:
3 ini tial s o u n d int rod uct i o n
page 1 of 1
Sing along with the nursery rhyme.
Teacher Notes Objective:
Listen to the words in the song. Identify the initial sounds in the words.
Click the two parts of each word to hear the sounds. Say and hold the initial sound as you drag the slider to the right. Ask the students what sound they hear at the beginning of each word. It is important to focus on articulation. The students should exaggerate the initial sound and think about how their mouths, tongues, and lips feel.
5 name the initial sound
page 2 of 2
Click the letters to hear their sounds. Drag the sliders to emphasize the first sound.
Play the Song Video:
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Repeat the words of the song with your students emphasizing the initial sound of each word.
Phonological Awareness
Teacher Notes Objective:
Isolate the initial sound in a word. Teaching Strategies:
Click the two parts of each word to hear the sounds. Say and hold the initial sound as you drag the slider to the right. Ask the students what sound they hear at the beginning of each word. It is important to focus on articulation. The students should exaggerate the initial sound and think about how their mouths, tongues, and lips feel. Initial Sound | 35
6 ini tial s o u n d s o rt
page 1 of 1
Drag the pictures under their correct first sound.
page 1 of 2
Remove the first sound of a word to create a new word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Sort pictures with the same initial sound.
Delete the initial sound of a word to create a new word.
Teaching Strategies:
Teaching Strategies:
Click each letter and listen to its sound.
Read the question next to the silhouette. Have your students say the target word out loud and decide what new word is left when they remove the initial sound.
Click each picture and listen to its name. Drag and place the pictures under their correct initial sound (m/moon/mug, r/rat/rock, b/ball/bed ).
7 word r ac e
page 1 of 1
Select a letter. Write as many words as you can with the same first sound.
Teacher Notes Objective:
Identify different words with the same initial sound. Teaching Strategies:
Drag the slider left or right to select a target letter. Click the selected target letter to hear its sound. Have your students generate and list as many words as they can that begin with the target letter sound. For a challenge, race the timer by writing as many words as you can with the same initial sound in the allotted time (approximately two minutes). Phonological Awareness
8 missing sound mystery
Use the silhouette as a clue. Click the silhouette up to five times to gradually reveal the hidden picture of the new word (fox/ox, mice/ice).
9 missing sound mystery
page 2 of 2
Remove the first sound of a word to create a new word.
Teacher Notes Objective:
Delete the initial sound of a word to create a new word. Teaching Strategies:
Read the question next to the silhouette. Have your students say the target word out loud and decide what new word is left when they remove the initial sound. Use the silhouette as a clue. Click the silhouette up to five times to gradually reveal the hidden picture of the new word (wax/ax). Use the space provided to generate more words that create new words when their initial sounds are removed. Initial Sound | 36
10 assess m e nt
page 1 of 5
Vote for the answer with the same first sound as the picture.
Phonological Awareness
1 1 ass e ssmen t
page 2 of 5
Vote for the picture with the same first sound as the letter.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of initial sound isolation by isolating the initial sound of a picture name.
Assess understanding of initial sound identification by identifying the initial sound of a picture name.
Teaching Strategies:
Teaching Strategies:
Say the name of the picture or click the picture to hear its name.
Say the sound of the target letter or click the target letter to hear its sound.
Say the sound of each answer or click each answer to hear its sound.
Say the name of each picture or click each picture to hear its name.
Have your students vote for the answer with the same initial sound as the picture.
Have your students vote for the picture with the same initial sound as the target letter.
Correct Answer: C
Correct Answer: C
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Initial Sound | 37
12 assess m e nt
page 3 of 5
Vote for the answer with the same first sound as the picture.
Phonological Awareness
1 3 ass e ssmen t
page 4 of 5
Vote for the picture with the same first sound as the letter.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of initial sound isolation by isolating the initial sound of a picture name.
Assess understanding of initial sound identification by identifying the initial sound of a picture name.
Teaching Strategies:
Teaching Strategies:
Say the name of the picture or click the picture to hear its name.
Say the sound of the target letter or click the target letter to hear its sound.
Say the sound of each answer or click each answer to hear its sound.
Say the name of each picture or click each picture to hear its name.
Have your students vote for the answer with the same initial sound as the picture.
Have your students vote for the picture with the same initial sound as the target letter.
Correct Answer: A
Correct Answer: A
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Initial Sound | 38
14 assess m e nt
page 5 of 5
Vote for the picture name that is created after removing the first sound of the word.
Teacher Notes
1 5 T H e E nd Teacher Notes Click the flipchart page to return to the beginning of this lesson.
Objective:
Assess understanding of initial sound deletion by identifying what word is created after removing the initial sound of a word. Teaching Strategies:
Say the name of the target word or click the target word to hear it read. Say the name of each picture or click each picture to hear its name. Have your students vote for the picture name that is created after removing the initial sound from the target word. Correct Answer: B Voting Results:
A voting results window automatically displays your class’s voting results.
Phonological Awareness
Initial Sound | 39
1 final s o u n d Teacher Notes Waterford ActivLesson®—Phonological Awareness: Final Sound Objective:
Isolate, identify, and delete the final phoneme (sound) in words. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Final Sound | 40
2 Main M e n u
4 name the final sound
Choose where you would like to begin.
Click the letters to hear their sounds. Drag the sliders to emphasize the last sound.
Teacher Notes Click a numbered heading to go directly to that section of the lesson.
page 1 of 2
Teacher Notes Objective:
Isolate the final sound in a word. Teaching Strategies:
3 final s o u n d in trod uct i o n
page 1 of 1
Sing along with the nursery rhyme.
Teacher Notes Objective:
Listen to the words in the song. Identify the final sounds in the words.
Click the two parts of each word to hear the sounds. Say and hold the final sound as you drag the slider to the left. Ask the students what sound they hear at the end of each word. It is important to focus on articulation. The students should exaggerate the final sound and think about how their mouths, tongues, and lips feel.
5 name the final sound
page 2 of 2
Click the letters to hear their sounds. Drag the sliders to emphasize the last sound.
Play the Song Video:
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Repeat the words of the song with your students emphasizing the final sound of each word.
Phonological Awareness
Teacher Notes Objective:
Isolate the final sound in a word. Teaching Strategies:
Click the two parts of each word to hear the sounds. Say and hold the final sound as you drag the slider to the left. Ask the students what sound they hear at the end of each word. It is important to focus on articulation. The students should exaggerate the final sound and think about how their mouths, tongues, and lips feel. Final Sound | 41
6 final s o u n d s o rt
page 1 of 1
Drag the pictures under their correct last sound.
page 1 of 2
Remove the last sound of a word to create a new word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Sort pictures with the same final sound.
Delete the final sound of a word to create a new word.
Teaching Strategies:
Teaching Strategies:
Click each letter and listen to its sound.
Read the question next to the silhouette. Have your students say the target word out loud and decide what new word is left when they remove the final sound.
Click each picture and listen to its name. Drag and place the pictures under their correct final sound (n/fan/pin, t/boat/cat, k/clock/snake).
7 word r ac e
page 1 of 1
Select a letter. Write as many words as you can with the same last sound.
Teacher Notes Objective:
Identify different words with the same final sound. Teaching Strategies:
Drag the slider left or right to select a target letter. Click the selected target letter to hear its sound. Have your students generate and list as many words as they can that end with the target letter sound. For a challenge, race the timer by writing as many words as you can with the same final sound in the allotted time (approximately two minutes). Phonological Awareness
8 missing sound mystery
Use the silhouette as a clue. Click the silhouette up to five times to gradually reveal the hidden picture of the new word (tooth/two, beach/bee).
9 missing sound mystery
page 2 of 2
Remove the last sound of a word to create a new word.
Teacher Notes Objective:
Delete the final sound of a word to create a new word. Teaching Strategies:
Read the question next to the silhouette. Have your students say the target word out loud and decide what new word is left when they remove the final sound. Use the silhouette as a clue. Click the silhouette up to five times to gradually reveal the hidden picture of the new word (shelf/shell). Use the space provided to generate more words that create new words when their final sounds are removed. Final Sound | 42
10 assess m e nt
page 1 of 5
Vote for the answer with the same last sound as the picture.
Phonological Awareness
1 1 ass e ssmen t
page 2 of 5
Vote for the picture with the same last sound as the letter.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of final sound isolation by isolating the final sound of a picture name.
Assess understanding of final sound identification by identifying the final sound of a picture name.
Teaching Strategies:
Teaching Strategies:
Say the name of the picture or click the picture to hear its name.
Say the sound of the target letter or click the target letter to hear its sound.
Say the sound of each answer or click each answer to hear its sound.
Say the name of each picture or click each picture to hear its name.
Have your students vote for the answer with the same final sound as the picture.
Have your students vote for the picture with the same final sound as the target letter.
Correct Answer: C
Correct Answer: B
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Final Sound | 43
12 assess m e nt
page 3 of 5
Vote for the answer with the same last sound as the picture.
Phonological Awareness
1 3 ass e ssmen t
page 4 of 5
Vote for the picture with the same last sound as the letter.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of final sound isolation by isolating the final sound of a picture name.
Assess understanding of final sound identification by identifying the final sound of a picture name.
Teaching Strategies:
Teaching Strategies:
Say the name of the picture or click the picture to hear its name.
Say the sound of the target letter or click the target letter to hear its sound.
Say the sound of each answer or click each answer to hear its sound.
Say the name of each picture or click each picture to hear its name.
Have your students vote for the answer with the same final sound as the picture.
Have your students vote for the picture with the same final sound as the target letter.
Correct Answer: A
Correct Answer: B
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Final Sound | 44
14 assess m e nt
page 5 of 5
Vote for the picture name that is created after removing the last sound of the word.
Teacher Notes
1 5 T H e E nd Teacher Notes Click the flipchart page to return to the beginning of this lesson.
Objective:
Assess understanding of final sound deletion by identifying what word is created after removing the final sound of a word. Teaching Strategies:
Say the name of the target word or click the target word to hear it read. Say the name of each picture or click each picture to hear its name. Have your students vote for the picture name that is created after removing the final sound from the target word. Correct Answer: A Voting Results:
A voting results window automatically displays your class’s voting results.
Phonological Awareness
Final Sound | 45
1 blend i n d i v i d ua l s o u n ds : i nt r o d ucti on Teacher Notes Waterford ActivLesson®—Phonological Awareness: Blend Individual Sounds: Introduction Objective:
Isolate and blend individual phonemes (sounds) to form words. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Blend Individual Sounds: Introduction | 46
2 Main M e n u
4 i nt r o du ction
Choose where you would like to begin.
Click the speakers to hear the individual sounds in the words.
page 2 of 2
Teacher Notes
Teacher Notes
Click a numbered heading to go directly to that section of the lesson.
Objective:
Isolate and blend individual phonemes to form words. Teaching Strategies:
3 in trod uct i o n
page 1 of 2
Sing along with the nursery rhyme.
1) Have your students click the speakers from left to right to hear the individual sounds in the word. 2) Click the picture to hear the word. 3) Click the sentence to hear the word used in context.
Teacher Notes Objective:
Listen to the words in the song. Identify the sounds that blend to create the words. Play the Song Video:
5 s o u n d isolation
page 1 of 2
Listen to the picture names. Identify the two sounds in each word.
On the song window control bar, click Play to hear the song.
Teacher Notes
Click Mute on the song window control bar to hear only your students singing along.
Objective:
Click the Sound Recorder tool to record a sing-along version with your students.
Listen to a word and isolate the two phonemes in the word.
Teaching Strategies:
Teaching Strategies:
Repeat the words of the song with your students, emphasizing the two-phoneme words (on, off, tea).
1) Click the picture to hear the word (bee, tie, shoe). 2) Drag the HINT slider to uncover the speakers. 3) Click the speakers to hear the phonemes (/b/ long e, /t/ long i, /sh/ /oo/).
Phonological Awareness
Blend Individual Sounds: Introduction | 47
6 sound i s o l at i o n
page 2 of 2
Listen to the picture names. Identify the two sounds in each word.
8 p r actic e
page 2 of 2
Click the speakers to hear the sounds. Blend the sounds to form words.
Teacher Notes
Teacher Notes
Objective:
Objective:
Listen to a word and isolate the two phonemes in the word.
Blend individual phonemes to form words.
Teaching Strategies:
Teaching Strategies:
1) Click the picture to hear the word (toe, day, pie).
1) Click the speakers from left to right to hear the phonemes.
2) Drag the HINT slider to uncover the speakers.
2) Blend the phonemes to form a word (oak, two, bow).
3) Click the speakers to hear the phonemes (/t/ long o, /d/ long a, /p/ long i).
3) Click the question mark to reveal the picture.
7 practi c e
4) Click the picture to hear the word.
page 1 of 2
Click the speakers to hear the sounds. Blend the sounds to form words.
Teacher Notes Objective:
Blend individual phonemes to form words. Teaching Strategies:
1) Click the speakers from left to right to hear the phonemes. 2) Blend the phonemes to form a word (knee, eight, sew). 3) Click the question mark to reveal the picture. 4) Click the picture to hear the word.
Phonological Awareness
Blend Individual Sounds: Introduction | 48
9 ex tend e d p r act ic e
page 1 of 2
1 0 e x t e nded practice
page 2 of 2
Blend the sounds to form a word. Write sentences using the word.
Blend the sounds to form a word. Write sentences using the word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Blend individual phonemes to form words.
Blend individual phonemes to form words.
Teaching Strategies:
Teaching Strategies:
1) Click the speakers from left to right to hear the phonemes.
1) Click the speakers from left to right to hear the phonemes.
2) Practice blending the phonemes to form a word (hay). 3) Write the blended word in the space provided. 4) Invite your students to use the Eraser tool to reveal the picture. 5) Invite your students to think of sentences using the word. Write the sentences in the space provided.
Phonological Awareness
2) Practice blending the phonemes to form a word (ape). 3) Write the blended word in the space provided. 4) Invite your students to use the Eraser tool to reveal the picture. 5) Invite your students to think of sentences using the word. Write the sentences in the space provided.
Blend Individual Sounds: Introduction | 49
11 blend s o u n ds
page 1 of 4
1 2 b l e n d sounds
page 2 of 4
Click the letters to hear their sounds. Click the arrows to blend the sounds into a word.
Click the letters to hear their sounds. Click the arrows to blend the sounds into a word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Blend individual phonemes using letters to form words.
Blend individual phonemes using letters to form words.
Teaching Strategies:
Teaching Strategies:
1) Click the letters from left to right to hear their phonemes.
1) Click the letters from left to right to hear their phonemes.
2) Click the arrows to bring the letters closer together.
2) Click the arrows to bring the letters closer together.
3) Practice blending the phonemes by saying them closer together.
3) Practice blending the phonemes by saying them closer together.
4) When the letters meet, click them to hear the blended phonemes as a word.
4) When the letters meet, click them to hear the blended phonemes as a word.
Phonological Awareness
Blend Individual Sounds: Introduction | 50
13 blend s o u n ds
page 3 of 4
1 4 b l e n d sounds
page 4 of 4
Click the letters to hear their sounds. Click the arrows to blend the sounds into a word.
Click the letters to hear their sounds. Click the arrows to blend the sounds into a word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Blend individual phonemes using letters to form words.
Blend individual phonemes using letters to form words.
Teaching Strategies:
Teaching Strategies:
1) Click the letters from left to right to hear their phonemes.
1) Click the letters from left to right to hear their phonemes.
2) Click the arrows to bring the letters closer together.
2) Click the arrows to bring the letters closer together.
3) Practice blending the phonemes by saying them closer together.
3) Practice blending the phonemes by saying them closer together.
4) When the letters meet, click them to hear the blended phonemes as a word.
4) When the letters meet, click them to hear the blended phonemes as a word.
1 5 T H e E nd Teacher Notes Click the flipchart to return to the beginning of the lesson.
Phonological Awareness
Blend Individual Sounds: Introduction | 51
1 blend i n d i v i d ua l s o u n ds : ass e ss m e nt Teacher Notes Waterford ActivLesson®—Phonological Awareness: Blend Individual Sounds: Assessment Objective:
Isolate and blend individual phonemes (sounds) to form words. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Blend Individual Sounds: Assessment | 52
2 Main M e n u
4 i nt r o du ction
Choose where you would like to begin.
Click the speakers to hear the individual sounds in a word.
page 2 of 2
Teacher Notes
Teacher Notes
Click a numbered heading to go directly to that section of the lesson.
Objective:
Isolate and blend individual phonemes to form a word. Teaching Strategies:
3 in trod uct i o n
page 1 of 2
Sing along with the nursery rhyme.
1) Have your students click the speakers from left to right to hear the individual sounds in the word. 2) Click the picture to hear the word. 3) Click the sentence to hear the word used in context.
Teacher Notes Objective:
Listen to the words in the song. Identify the sounds that blend to create words. Play the Song Video:
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Repeat the words of the song with your students, emphasizing the two-phoneme word (ill).
Phonological Awareness
Blend Individual Sounds: Assessment | 53
5 instruct i o n
page 1 of 2
Click the speakers to hear the sounds. Blend the sounds to form a word.
Phonological Awareness
6 i n st r uct ion
page 2 of 2
Click the speakers to hear the sounds. Blend the sounds to form a word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Blend two individual phonemes to form a word. Add initial phonemes to form new words.
Blend two individual phonemes to form a word. Add initial phonemes to form new words.
Teaching Strategies:
Teaching Strategies:
1) Click the speakers from left to right to hear the individual phonemes.
1) Click the speakers from left to right to hear the individual phonemes.
2) Blend the phonemes to form a word (eat).
2) Blend the phonemes to form a word (an).
3) Click the arrows to add an initial phoneme to form a new word.
3) Click the arrows to add an initial phoneme to form a new word.
4) Blend the three phonemes to form a new word (seat, meat, feet, beet).
4) Blend the three phonemes to form a new word ( pan, man, ran, van).
5) Click the picture to hear the new word.
5) Click the picture to hear the new word.
Blend Individual Sounds: Assessment | 54
7 practi c e
page 1 of 1
Blend the sounds to form a word. Use the word in a sentence.
Teacher Notes Objective:
Blend individual phonemes to form words. Teaching Strategies:
1) Click the speakers from left to right to hear the phonemes. 2) Blend the phonemes to form a word (rain, teeth). 3) Click the picture to hear the word. 4) On the line provided, write a sentence using the word.
8 Ex t e n ded pract ice
page 1 of 3
Blend the sounds to form a word. Remove the first sound to form a new word.
Teacher Notes Objective:
Blend individual phonemes to form words. Remove initial phonemes to form new words. Teaching Strategies:
1) Click the speakers from left to right to hear the individual phonemes. 2) Blend the phonemes to form a word (mitt, cup). 3) Click the picture to hear the word. 4) Drag the slider down to remove the initial phoneme and picture. 5) Click the remaining speakers from left to right to hear the individual phonemes again. 6) Blend the phonemes to form a new word (it, up). 7) On the line provided, write a sentence using the new word.
Phonological Awareness
Blend Individual Sounds: Assessment | 55
9 E xt en d e d p r act i c e
page 2 of 3
Blend the sounds to form a word. Remove the first sound to form a new word.
page 3 of 3
Blend the sounds to form a word. Remove the first sound to form a new word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Blend individual phonemes to form words. Remove initial phonemes to form new words.
Blend individual phonemes to form words. Remove initial phonemes to form new words.
Teaching Strategies:
Teaching Strategies:
1) Click the speakers from left to right to hear the individual phonemes.
1) Click the speakers from left to right to hear the individual phonemes.
2) Blend the phonemes to form a word (gate, shape). 3) Click the picture to hear the word. 4) Drag the slider down to remove the initial phoneme and picture. 5) Click the remaining speakers from left to right to hear the individual phonemes again. 6) Blend the phonemes to form a new word (ate, ape). 7) On the line provided, write a sentence using the new word.
Phonological Awareness
1 0 E x t e nded practice
2) Blend the phonemes to form a word (hat, phone). 3) Click the picture to hear the word. 4) Drag the slider down to remove the initial phoneme and picture. 5) Click the remaining speakers from left to right to hear the individual phonemes again. 6) Blend the phonemes to form a new word (at, own). 7) On the line provided, write a sentence using the new word.
Blend Individual Sounds: Assessment | 56
11 blend s o u n ds
page 1 of 2
Click the letters to hear their sounds. Click the arrows to blend the sounds into a word.
1 3 ass e ssmen t
page 1 of 5
Blend the sounds to form a word. Vote for the picture of that word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Blend individual phonemes using letters to form words.
Assess understanding of blending individual phonemes by identifying a word from blended sounds.
Teaching Strategies:
Teaching Strategies:
1) Click the letters from left to right to hear their phonemes.
1. Click the speakers from left to right to hear the individual phonemes.
2) Click the arrows to bring the letters closer together.
2. Have your students quietly blend the phonemes to form a word.
3) Practice blending the phonemes by saying them closer together. 4) When the letters meet, click them to hear the blended phonemes as a word.
12 blend s o u n ds
page 2 of 2
Click the letters to hear their sounds. Click the arrows to blend the sounds into a word.
Teacher Notes
3. Say the name of each picture or click each picture to hear its name. 4. Have your students vote for the picture of the blended word. Correct Answer: C Voting Results:
A voting results window automatically displays your class’s voting results.
Objective:
Blend individual phonemes using letters to form words. Teaching Strategies:
1) Click the letters from left to right to hear their phonemes. 2) Click the arrows to bring the letters closer together. 3) Practice blending the phonemes by saying them closer together. 4) When the letters meet, click them to hear the blended phonemes as a word. Phonological Awareness
Blend Individual Sounds: Assessment | 57
14 assess m e nt
page 2 of 5
Blend the sounds to form a word. Vote for the picture of that word.
Phonological Awareness
1 5 ass e ssmen t
page 3 of 5
Blend the sounds to form a word. Vote for the picture of that word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of blending individual phonemes by identifying a word from blended sounds.
Assess understanding of blending individual phonemes by identifying a word from blended sounds.
Teaching Strategies:
Teaching Strategies:
1. Click the speakers from left to right to hear the individual phonemes.
1. Click the speakers from left to right to hear the individual phonemes.
2. Have your students quietly blend the phonemes to form a word.
2. Have your students quietly blend the phonemes to form a word.
3. Say the name of each picture or click each picture to hear its name.
3. Say the name of each picture or click each picture to hear its name.
4. Have your students vote for the picture of the blended word.
4. Have your students vote for the picture of the blended word.
Correct Answer: A
Correct Answer: B
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Blend Individual Sounds: Assessment | 58
16 assess m e nt
page 4 of 5
Blend the sounds to form a word. Vote for the picture of that word.
1 7 ass e ssmen t
page 5 of 5
Blend the sounds to form a word. Vote for the picture of that word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of blending individual phonemes by identifying a word from blended sounds.
Assess understanding of blending individual phonemes by identifying a word from blended sounds.
Teaching Strategies:
Teaching Strategies:
1. Click the letters from left to right to hear their individual phonemes.
1. Click the letters from left to right to hear their individual phonemes.
2. Have your students quietly blend the phonemes to form a word.
2. Have your students quietly blend the phonemes to form a word.
3. Say the name of each picture or click each picture to hear its name.
3. Say the name of each picture or click each picture to hear its name.
4. Have your students vote for the picture of the blended word.
4. Have your students vote for the picture of the blended word.
Correct Answer: B
Correct Answer: C
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
1 8 T H e E nd Click the flipchart to return to the beginning of the lesson.
Phonological Awareness
Blend Individual Sounds: Assessment | 59
1 segmen t i n d i v i d ua l s o u n ds : i nt r o d uction Teacher Notes Waterford ActivLesson®—Phonological Awareness: Segment Individual Sounds: Introduction Objective:
Segment and identify the first, last, and medial phoneme (sound) in words. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Segment Individual Sounds: Introduction | 60
2 Main M e n u
4 i nt r o du ction
Choose where you would like to begin.
Click the speaker to hear the word. Click the arrows to separate the sounds in the word.
Teacher Notes Click a numbered heading to go directly to that section of the lesson.
page 2 of 3
Teacher Notes Objective:
Listen to and identify individual phonemes in a word. Teaching Strategies:
3 in trod uct i o n
page 1 of 3
Sing along with the nursery rhyme.
Teacher Notes
1) Click the speaker to hear the word ( pig). 2) Click the arrows to segment (move apart) the individual phonemes in the word (/p/ . . . /i/ . . . /g/). 3) Practice saying the individual phonemes farther and farther apart.
Objective:
Listen to the words in the song. Identify the individual phonemes in the words. Play the Song Video:
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along.
5 i nt r o du ction
page 3 of 3
Click the speaker to hear the word. Click the arrows to separate the sounds in the word.
Teacher Notes Objective:
Click the Sound Recorder tool to record a sing-along version with your students.
Listen to and identify individual phonemes in a word.
Teaching Strategies:
Teaching Strategies:
Repeat the words of the song with your students emphasizing the phonemes in the word pig (/p/ . . . /i/ . . . /g/).
1) Click the speaker to hear the word (home). 2) Click the arrows to segment (move apart) the individual phonemes in the word (/h/ . . . long o . . . /m/). 3) Practice saying the individual phonemes farther and farther apart.
Phonological Awareness
Segment Individual Sounds: Introduction | 61
6 sound h u nt
page 1 of 1
Click the letter to hear its sound. Find a picture that has the same letter sound.
Teacher Notes Objective:
Listen to and identify a targeted sound in a picture name. Teaching Strategies:
Click or have a student click a letter to hear its sound. Have a student try to uncover a picture that has the same letter sound. Letter sounds are limited to the sounds found in the words below.
6 s o u n d hun t
page 1 of 1 continued
Click the letter to hear its sound. Find a picture that has the same letter sound. until every student has had a turn or until all of the pictures are uncovered. Option B
Split into teams. Give a point for each correct picture revealed. Cover the pictures after each turn so that they all stay in play for the entire game. Pictures can be used as many times as possible with new letters. For example: top is a winning picture for the letters sounds /t/, /o/, and /p/. The team that reaches 10 points first wins!
Row 1: (bat, mug, pin) Row 2: ( jet, wig, top, hut) Row 3: (kiss, fox, net, can) Click the picture and listen to its name. Decide if that picture has the target letter sound. If the picture has the target letter sound, leave it uncovered. Identify if the sound is at the beginning, middle, or end of the word.
7 i n st r uction
page 1 of 1
Click the word to hear it read. Click the arrows to separate the letter sounds in the word.
Teacher Notes Objective:
If the picture does not have the target letter sound, cover the picture with the slider.
Listen to and identify individual phonemes in a word using text.
Click the left and right blue arrows to repeat these steps with other letter sounds.
Teaching Strategies:
Game Play Options: Option A
Allow each student two tries to uncover a picture with the correct target sound. As more pictures are revealed and covered up, your students will begin to remember where certain pictures are. Play either Phonological Awareness
Click the word to hear it read. Click the arrows several times to segment (move apart) the individual letters in the word (/b/ . . . /u/ . . . /g/). Click on the individual letters to hear the phonemes. Practice saying the individual phonemes farther and farther apart. Segment Individual Sounds: Introduction | 62
8 pract i c e
page 1 of 3
Click the picture to hear its name. Identify the letter sounds in the word.
1 0 p r acti ce
page 3 of 3
Click the picture to hear its name. Identify the letter sounds in the word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify individual phonemes in words.
Identify individual phonemes in words.
Teaching Strategies:
Teaching Strategies:
Click the picture to hear its name.
Click the picture to hear its name.
Identify the individual phonemes in the word (nut, /n/ . . . /u/ . . . /t/; fan, /f/ . . . /a/ . . . /n/).
Identify the individual phonemes in the word (cat, /k/ . . . /a/ . . . /t/; box, /b/ . . . /o/ . . . /ks/).
Drag the HINT slider to see the letters in the word.
Drag the HINT slider to see the letters in the word.
Click the letters to hear the individual phonemes.
Click the letters to hear the individual phonemes.
9 practi ce
page 2 of 3
1 1 T H e E nd
Click the picture to hear its name. Identify the letter sounds in the word.
Teacher Notes Objective:
Teacher Notes Click the flipchart to return to the beginning of the lesson.
Identify individual phonemes in words. Teaching Strategies:
Click the picture to hear its name. Identify the individual phonemes in the word (bed, /b/ . . . /e/ . . . /d/; pen, /p/ . . . /e/ . . . /n/). Drag the HINT slider to see the letters in the word. Click the letters to hear the individual phonemes.
Phonological Awareness
Segment Individual Sounds: Introduction | 63
1 segmen t i n d i v i d ua l s o u n ds : ass e ss m ent Teacher Notes Waterford ActivLesson®—Phonological Awareness: Segment Individual Sounds: Assessment Objective:
Segment and identify the first, last, and medial phoneme (sound) in words. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Segment Individual Sounds: Assessment | 64
2 Main M e n u
4 i nt r o du ction
Choose where you would like to begin.
Click the picture and target letter. Choose where you hear the target letter in the word.
Teacher Notes Click a numbered heading to go directly to that section of the lesson.
page 2 of 3
Teacher Notes Objective:
Isolate an individual phoneme in a word and identify its position in the word.
3 in trod uct i o n
Teaching Strategies:
page 1 of 3
Sing along with the nursery rhyme.
Teacher Notes Objective:
Listen to the words in the song. Identify the individual phonemes and their order in words. Play the Song Video:
1) Have your students click the picture to hear the word fish. 2) Have your students say the word out loud, focusing on the individual phonemes (/f/ . . . /i/ . . . /sh/). 3) Click the target letter to hear its sound (/i/). 4) Discuss how all words are made up of phonemes in a specific order. 5) Identify where the target letter sound is heard in the word (middle).
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Repeat the words of the song with your students emphasizing the phonemes in the words.
Phonological Awareness
Segment Individual Sounds: Assessment | 65
5 int rod uct i o n
page 3 of 3
Click the picture and target letter. Choose where you hear the target letter in the word.
Teacher Notes Objective:
Isolate an individual phoneme in a word and identify its position in the word. Teaching Strategies:
1) Have your students click the picture to hear the word ten. 2) Have your students say the word out loud, focusing on the individual phonemes (/t/ . . . /e/ . . . /n/). 3) Click the target letter to hear its sound (/n/). 4) Discuss how all words are made up of phonemes in a specific order. 5) Identify where the target letter sound is heard in the word (last).
6 s o u n d sear ch
page 1 of 1
Say a letter sound. Find a picture that has the same letter sound.
Teacher Notes Objective:
Listen to and identify a targeted sound in a picture name. Teaching Strategies:
1) Say or have a student say a letter sound and the position it is found in a word. For example, “/g/, find a picture that has /g/ at the end of its name.” 2) Have a student click a picture and listen to its name. Row 1: (rug, hand, shell, fox) Row 2: (teeth, wave, yolk, pie) Row 3: (sun, boot, chin, jam) 3) Decide if that picture has the target letter sound in the correct position. 4) Repeat these steps with other letter sounds and positions. Game Play Options: Option A
Have one student or team say a letter sound and the position it is found in a word and have another student or team find the corresponding picture. If a student or team answers correctly, they get a point. If not, another student or team gets to try. The first student or team to 10 points wins! Use the Pen tool to mark each picture that has been used correctly. After it is marked, it can no longer be used. After a correct picture is chosen, have your student write the word under the correct picture.
Phonological Awareness
Segment Individual Sounds: Assessment | 66
6 sound s e a rch
page 1 of 1 continued
Say a letter sound. Find a picture that has the same letter sound. Option B
Play the game like “Around the World.” One student stands up next to the desk of another student. The teacher gives the target sound and position. The first student (of the two) to answer correctly gets to continue to the next student’s desk. This is repeated until every student has had at least one try.
7 e x t e n ded practic e
page 1 of 3
Click the picture to hear its name. Write or place the letter sounds in the correct order.
Teacher Notes Objective:
Isolate individual phonemes in a word and place them in the correct order to form the word. Teaching Strategies:
1) Have your students click the picture to hear the word ship. 2) Have your students say the word out loud, focusing on the individual phonemes (/sh/ . . . /i/ . . . /p/). 3) Discuss how all words are made up of individual phonemes in a specific order. 4) Write the individual letter sounds in the correct order in the spaces provided or drag the HINT slider to see the individual letter sounds that make up the word and place them in the correct order.
Phonological Awareness
Segment Individual Sounds: Assessment | 67
8 ex tend e d p r act ic e
page 2 of 3
9 e x t e n ded pract ice
page 3 of 3
Click the picture to hear its name. Write or place the letter sounds in the correct order.
Click the picture to hear its name. Write or place the letter sounds in the correct order.
Teacher Notes
Teacher Notes
Objective:
Objective:
Isolate individual phonemes in a word and place them in the correct order to form the word.
Isolate individual phonemes in a word and place them in the correct order to form the word.
Teaching Strategies:
Teaching Strategies:
1) Have your students click the picture to hear the word feet.
1) Have your students click the picture to hear the word belt.
2) Have your students say the word out loud, focusing on the individual phonemes (/f/ . . . long e . . . /t/).
2) Have your students say the word out loud, focusing on the individual phonemes (/b/ . . . /e/ . . . /l/ . . . /t/).
3) Discuss how all words are made up of individual phonemes in a specific order.
3) Discuss how all words are made up of individual phonemes in a specific order.
4) Write the individual letter sounds in the correct order in the spaces provided or drag the HINT slider to see the individual letter sounds that make up the word and place them in the correct order.
4) Write the individual letter sounds in the correct order in the spaces provided or drag the HINT slider to see the individual letter sounds that make up the word and place them in the correct order.
Phonological Awareness
Segment Individual Sounds: Assessment | 68
10 assess m e nt
page 1 of 5
Vote for the letter sound that is missing from the word.
Phonological Awareness
1 1 ass e ssmen t
page 2 of 5
Vote for the letter sound that is missing from the word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of segmenting individual phonemes by identifying a missing phoneme in a word.
Assess understanding of segmenting individual phonemes by identifying a missing phoneme in a word.
Teaching Strategies:
Teaching Strategies:
Click the picture to hear its name.
Click the picture to hear its name.
Click the letters in the written word left to right to hear the phonemes. (Note: One letter is missing in the word.)
Click the letters in the written word left to right to hear the phonemes. (Note: One letter is missing in the word.)
Click the speakers to hear the letter sound choices.
Click the speakers to hear the letter sound choices.
Have your students vote for the letter sound that is missing from the written word.
Have your students vote for the letter sound that is missing from the written word.
Correct Answer: A
Correct Answer: C
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Segment Individual Sounds: Assessment | 69
12 assess m e nt
page 3 of 5
Vote for the answer that matches the picture.
Phonological Awareness
1 3 ass e ssmen t
page 4 of 5
Vote for the answer that matches the picture.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of segmenting individual phonemes by identifying the correct segmented word that matches a picture name.
Assess understanding of segmenting individual phonemes by identifying the correct segmented word that matches a picture name.
Teaching Strategies:
Teaching Strategies:
Click the picture to hear its name.
Click the picture to hear its name.
Click the letters from left to right to hear the letter sounds that make up the word.
Click the letters from left to right to hear the letter sounds that make up the word.
Have your students vote for the correct segmented word that matches the picture name.
Have your students vote for the correct segmented word that matches the picture name.
Correct Answer: A
Correct Answer: B
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Segment Individual Sounds: Assessment | 70
14 assess m e nt
page 5 of 5
1 5 T H e E nd
Vote for the answer that matches the picture.
Teacher Notes Objective:
Teacher Notes Click the flipchart to return to the beginning of the lesson.
Assess understanding of segmenting individual phonemes by identifying the correct segmented phonemes that match a picture name. Teaching Strategies:
Click the picture to hear its name. Click the speakers from left to right to hear the individual phonemes that make up the word. Have your students vote for the correct segmented phonemes that match the picture name. Correct Answer: B Voting Results:
A voting results window automatically displays your class’s voting results.
Phonological Awareness
Segment Individual Sounds: Assessment | 71
1 sound s u b st i t ut i o n Teacher Notes Waterford ActivLesson®—Phonological Awareness: Sound Substitution Objective:
Manipulate the position of one phoneme with another to make a new word. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Sound Substitution | 72
2 Main M e n u Choose where you would like to begin.
Teacher Notes Click a numbered heading to go directly to that section of the lesson.
4 S o u n d Subst itu tion: i nt r o du ction page 2 of 2 Click the arrows to change the first sound. Listen to and say the new word.
Teacher Notes Objective:
3 S ound Su b st i t ut i o n : int rod uct i o n page 1 of 2 Sing along with the nursery rhyme.
Teacher Notes Objective:
Listen to the words in the song. Identify the initial phonemes in the words.
Manipulate the first phoneme in a word to make new words. Teaching Strategies:
1. Click the arrows to change the first phoneme. 2. Click the letters left to right starting with the new first letter to hear their phonemes. 3. Listen to and say the new word. 4. Click the picture to hear the word. 5. Repeat steps 1–4 for each new word.
Play the Song Video:
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. As this song originated in the Philippines, it is repeated in Tagalog. Teaching Strategies:
Repeat the words of the song with your students emphasizing the initial phoneme of the word ( fun).
Phonological Awareness
Sound Substitution | 73
5 instruct i o n
page 1 of 2
Click the arrows to change the first sound. Listen to and say the new word.
Phonological Awareness
6 i n st r uct ion
page 2 of 2
Click the arrows to change the first sound. Listen to and say the new word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Manipulate the initial phoneme in a word to make new words.
Manipulate the final phoneme(s) in a word to make new words.
Teaching Strategies:
Teaching Strategies:
1. Click the arrows to change the initial phoneme.
1. Click the arrows to change the final phoneme(s).
2. Click the letters left to right starting with the new first letter to hear their phonemes.
2. Click the letters left to right starting with the new first letter to hear their phonemes.
3. Listen to and say the new word.
3. Listen to and say the new word.
4. Click the pictures to hear their names.
4. Click the pictures to hear their names.
5. Drag the picture that matches the new word over the question mark. If a picture is already there, remove it before placing the new picture.
5. Drag the picture that matches the new word over the question mark. If a picture is already there, remove it before placing the new picture.
6. Repeat steps 1–5 for each new word.
6. Repeat steps 1–5 for each new word.
Sound Substitution | 74
7 practi c e
page 1 of 2
Click the arrows to change the first and last sounds to form new words.
Phonological Awareness
8 p r actic e
page 2 of 2
Click the arrows to change the first and last sounds to form new words.
Teacher Notes
Teacher Notes
Objective:
Objective:
Manipulate the initial and final phonemes of a word to make new words.
Manipulate the initial and final phonemes of a word to make new words.
Teaching Strategies:
Teaching Strategies:
1. Click the arrows to change the initial and/or final phonemes.
1. Click the arrows to change the initial and/or final phonemes.
2. Click all letters left to right to hear their phonemes.
2. Click all letters left to right to hear their phonemes.
3. Listen to and say the new word. (Some words may be nonwords.)
3. Listen to and say the new word. (Some words may be nonwords.)
4. Use the space provided to write the new words.
4. Use the space provided to write the new words.
5. Repeat steps 1–4 for each new word.
5. Repeat steps 1–4 for each new word.
Sound Substitution | 75
9 vowel sound substitution: Introduction page 1 of 1 Sing along with the song. Click a vowel to hear one verse.
Teacher Notes Objective:
Listen to the words in the song. Identify the initial and medial phonemes in the words. Play the Song Video:
Click a vowel to select a part of the song or ALL to select the entire song. On the song window control bar, click Play to hear the portion of the song you selected. To avoid playing multiple verses simultaneously, be sure to click Pause and Back to end the current verse before playing another one. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students.
1 0 i n st ru ction
page 1 of 1
Click a vowel to form new words. Click the apples and bananas to hear the new words.
Teacher Notes Objective:
Manipulate the vowel phonemes in words to form new words. Teaching Strategies:
1. Click the large blue vowel at the top to hear its phoneme. 2. Identify the vowel phonemes in the words (apples, bananas). 3. Click the words or pictures to hear the words and nonwords. 4. Click a new vowel tab on the left to replace the initial and medial vowels in the words (apples, bananas). 5. Discuss how changing the vowel phonemes in apples and bananas forms new words. 6. Repeat steps 1–5 for each vowel.
Teaching Strategies:
Repeat the words of the song with your students emphasizing the initial and medial phonemes of the words (apples, bananas).
Phonological Awareness
Sound Substitution | 76
11 pract ic e
page 1 of 1
Click the arrows to choose a picture. Drag and place a vowel to form the matching word.
Teacher Notes Objective:
Manipulate the medial phoneme to form new words. Teaching Strategies:
1. Click the arrows to choose a picture. 2. Click the picture to hear its name. 3. Click the vowels to hear their phonemes.
page 1 of 5
Vote for the new sound in the second picture.
Teacher Notes Objective:
Assess understanding of initial phoneme substitution. Teaching Strategies:
1. Say the name of the first picture or click the first picture to hear its name (log). 2. Say the name of the second picture or click the second picture to hear its name (dog). 3. Have your students vote for the new phoneme in the second picture.
4. Drag the correct vowel to the space provided to form the picture’s name. If a vowel is already there, remove it before placing the new vowel.
Correct Answer: B
5. Click the letters left to right to hear their phonemes.
Voting Results:
6. Have your students blend the phonemes to say the word. 7. Repeat steps 1–6 for each picture.
Phonological Awareness
1 2 ass e ssmen t
A voting results window automatically displays your class’s voting results.
Sound Substitution | 77
13 assess m e nt
page 2 of 5
Vote for the new sound in the second picture.
Phonological Awareness
1 4 ass e ssmen t
page 3 of 5
Vote for the new sound in the second picture.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of final phoneme substitution.
Assess understanding of medial phoneme substitution.
Teaching Strategies:
Teaching Strategies:
1. Say the name of the first picture or click the first picture to hear its name (web).
1. Say the name of the first picture or click the first picture to hear its name (mud ).
2. Say the name of the second picture or click the second picture to hear its name (wet).
2. Say the name of the second picture or click the second picture to hear its name (mad ).
3. Have your students vote for the new phoneme in the second picture.
3. Have your students vote for the new phoneme in the second picture.
Correct Answer: C
Correct Answer: A
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Sound Substitution | 78
15 assess m e nt
page 4 of 5
Vote for the new sound in the second picture.
1 6 ass e ssmen t
page 5 of 5
Vote for the new sound in the second picture.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess understanding of final phoneme substitution.
Assess understanding of medial phoneme substitution.
Teaching Strategies:
Teaching Strategies:
1. Say the name of the first picture or click the first picture to hear its name (hose).
1. Say the name of the first picture or click the first picture to hear its name (map).
2. Say the name of the second picture or click the second picture to hear its name (home).
2. Say the name of the second picture or click the second picture to hear its name (mop).
3. Have your students vote for the new phoneme in the second picture.
3. Have your students vote for the new phoneme in the second picture.
Correct Answer: C
Correct Answer: B
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
1 7 T H e End Teacher Notes Click the flipchart page to return to the beginning of this lesson.
Phonological Awareness
Sound Substitution | 79
1 coun t i n d i v i d ua l s o u n ds Teacher Notes Waterford ActivLesson®—Phonological Awareness: Count Individual Sounds Objective:
Break a word into its individual phonemes. Say and count each phoneme and then read the word. Age/Grade:
4–5/Prek–1st/ELL Hardware Suggestions:
Microphone Speakers Activote®/ActivExpression® devices Software Suggestions:
ActivInspire® (For a free upgrade from ActivStudio® to ActivInspire, visit www.prometheanplanet.com.)
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Phonological Awareness
Count Individual Sounds | 80
2 Main M e n u
4 i n st r uction
Choose where you would like to begin.
Move a counter for each sound in the word.
page 1 of 2
Teacher Notes
Teacher Notes
Click a numbered heading to go directly to that section of the lesson.
Objective:
Identify and count the phonemes in a word. Teaching Strategies:
3 in trod uct i o n
1. Click the picture to hear the word. page 1 of 1
Sing along with the nursery rhyme.
Teacher Notes Objective:
Listen to the words in the song. Identify the number of phonemes in the words.
2. Count how many phonemes you hear in the word (2). 3. Drag a counter into the box for each phoneme in the word up. 4. Say the phoneme aloud as you drag each counter (/u/ . . . /p/). Note: Counters can be clicked to hear a clap sound. You can have your students clap as they count the phonemes in the word.
Play the Song Video:
On the song window control bar, click Play to hear the song. Click Mute on the song window control bar to hear only your students singing along. Click the Sound Recorder tool to record a sing-along version with your students. Teaching Strategies:
Repeat the words of the song with your students, emphasizing the number of phonemes in the words (up/sun/rain).
Phonological Awareness
Count Individual Sounds | 81
5 instruct i o n
page 2 of 2
Move a counter for each sound in the words.
6 p r act i ce
page 1 of 2
Identify and count the sounds in the words.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify and count the phonemes in a word.
Identify and count the phonemes in a word.
Teaching Strategies:
Teaching Strategies:
1. Click each picture to hear the word.
1. Click each picture to hear the word.
2. Count how many phonemes you hear in the word (3, 3).
2. Clap to the number of phonemes in the word (3, 4, 4).
3. Drag a counter into the box for each phoneme in the words sun and rain.
3. Identify the phonemes in the word (/l/ . . . /o/ . . . /k/; /s/ . . . /m/ . . . long i . . . /l/; /t/ . . . /e/ . . . /n/ . . . /t/).
4. Say the phoneme aloud as you drag each counter (/s/ . . . /u/ . . . /n/; /r/ . . . long a . . . /n/).
4. Drag the HINT slider to reveal how many phonemes are in the word. 5. Click the speakers to hear the phonemes in the word.
Phonological Awareness
Count Individual Sounds | 82
7 practi c e
page 2 of 2
Draw a tally mark for each sound in the words.
8 e x t e n ded pract ice
page 1 of 3
Move a counter for each sound in the word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify and count the phonemes in a word.
Identify the phonemes in a word. Begin to identify letters that make the phonemes.
Teaching Strategies:
1. Click each picture to hear the word. 2. Clap to the number of phonemes in the word (3, 4, 3). 3. Identify the phonemes in the word (/k/ . . . long a . . . /n/; /s/ . . . /m/ . . . long o . . . /k/; /l/ . . . long i . . . /m/). 4. Draw a tally mark for each phoneme in the word on the line. 5. Say the phoneme for each tally mark.
Teaching Strategies:
1. Click the picture to hear the word. 2. Identify how many phonemes you hear in the word (3). 3. Drag a counter into the box for each phoneme in the word kite. 4. Say the phonemes aloud as you drag each counter (/k/ . . . long i . . . /t/). 5. Point out that the letter k makes the /k/ sound at the beginning of the word kite. 6. Discuss and write the letters that make the other phonemes in the word kite. Note: Counters with letters can be clicked to hear their phonemes.
Phonological Awareness
Count Individual Sounds | 83
9 ex tend e d p r act i c e
page 2 of 3
Move a counter for each sound in the words.
1 0 e x t e nded practice
page 3 of 3
Move a counter for each sound in the words.
Teacher Notes
Teacher Notes
Objective:
Objective:
Identify the phonemes in a word. Begin to identify letters that make the phonemes.
Identify the phonemes in a word. Identify the letters that make the phonemes.
Teaching Strategies:
Teaching Strategies:
1. Click each picture to hear the word.
1. Click each picture to hear the word.
2. Identify how many phonemes you hear in the word (3, 3).
2. Identify how many phonemes you hear in the word (3, 4).
3. Drag a counter into the box for each phoneme in the words rope and seal.
3. In the correct order, drag a letter counter into the box for each phoneme in the words mud and clap.
4. Say the phonemes aloud as you drag each counter (/r/ . . . long o . . . /p/; /s/ . . . long e . . . /l/).
4. Say the phonemes aloud as you drag each counter (/m/ . . . /u/ . . . /d/; /k/ . . . /l/ . . . /a/ . . . /p/).
5. For rope, point out that the letter r makes the /r/ sound at the beginning of the word. For seal, point out that the letter s makes the /s/ sound at the beginning of the word and the letter l makes the /l/ sound at the end of the word.
5. For mud, point out that the letters m, u, and d make the phonemes /m/ . . . /u/ . . . /d/, mud. For clap, point out that the letters c, l, a, and p make the sounds /k/ . . . /l/ . . . /a/ . . . /p/, clap.
6. Discuss and write the letters that make the other phonemes in the word rope and seal.
Phonological Awareness
Count Individual Sounds | 84
11 assess m e nt
page 1 of 5
Vote for the correct number of sounds in the word.
Phonological Awareness
1 2 ass e ssmen t
page 2 of 5
Vote for the correct number of sounds in the word.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess counting phonemes in a word.
Assess counting phonemes in a word.
Teaching Strategies:
Teaching Strategies:
1. Click the picture to hear its name.
1. Click the picture to hear its name.
2. Have your students quietly count the number of phonemes in the word.
2. Have your students quietly count the number of phonemes in the word.
3. Have your students vote for the correct number of phonemes in the word.
3. Have your students vote for the correct number of phonemes in the word.
Correct Answer: B
Correct Answer: B
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Count Individual Sounds | 85
13 assess m e nt
page 3 of 5
Vote for the answer that shows the target letter in the correct position.
Phonological Awareness
1 4 ass e ssmen t
page 4 of 5
Vote for the answer that shows the target letters in the correct positions.
Teacher Notes
Teacher Notes
Objective:
Objective:
Assess identifying the correct position of phonemes in a word.
Assess identifying the correct positions of phonemes in a word.
Teaching Strategies:
Teaching Strategies:
1. Click the picture to hear its name.
1. Click the picture to hear its name.
2. Click the counters left to right.
2. Click the counters left to right.
3. Have your students identify the correct position of the target phoneme.
3. Have your students identify the correct positions of the target phonemes.
4. Have your students vote for the correct answer.
4. Have your students vote for the correct answer.
Correct Answer: A
Correct Answer: C
Voting Results:
Voting Results:
A voting results window automatically displays your class’s voting results.
A voting results window automatically displays your class’s voting results.
Count Individual Sounds | 86
15 assess m e nt
page 5 of 5
1 6 T H e E nd
Vote for the answer that shows the target letters in the correct positions.
Teacher Notes Objective:
Teacher Notes Click the flipchart page to return to the beginning of this lesson.
Assess identifying the correct positions of phonemes in a word. Teaching Strategies:
1. Click the picture to hear its name. 2. Click the counters left to right. 3. Have your students identify the correct positions of the target phonemes. 4. Have your students vote for the correct answer. Correct Answer: A Voting Results:
A voting results window automatically displays your class’s voting results.
Phonological Awareness
Count Individual Sounds | 87
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