Picture Books
Picture Books and the Five Elements of Reading
How does using picture books in your classroom enhance Phonological Awareness instruction while focusing on PHONEMIC AWARENESS?
Phonemic Awareness (a subcategory of phonological awareness) instruction teaches students to hear, identify, and work with (manipulate) individual sounds (phonemes) in spoken language. This is "ear training" only.
"Phonological Awareness includes identifying and manipulating larger parts of spoken language, such as words, syllables, and onsets and rimes--as well as phonemenes. It also encompasses awareness of other aspects of sound, such as rhyming, alliteration, and intonation."
Put Reading First, CIERA, September 2001 - U.S.Department of Education
How does using picture books in your classroom build phonemic awareness skills?
Lessons for Primary students
1. Beep, Beep, Sheep (Sarah S.)
Objective - Students will listen for and identify a target sound or word.
Summary - Read Sheep in a Jeep by Nancy Shaw. Tell students to listen for a particular target sound or word as you re-read the story. Students use a pre-determined gesture when they hear the target sound or word (e.g., snap, clap, tap, etc.)
Implementation - The students were actively involved in the story. They listened attentively for the target skill (or skills). They participated in choosing gestures to note the target skills. The story was placed in the listening center for students to review. Gloves were provided for student use to decrease noise.
2. Stories and Sounds (Joyce Hommes-Belena)
Objective - Students will read simple short picture stories and identify words with specific short vowel sounds.
Summary - Our reading series has short stories which review and extend regular phonics and phonemics lessons. I divide the students into groups and give each group a specific short vowel sound to focus on. Students work in small groups to read the story and list the words with "their" sound.
Implementation - After a specified length of time, a speaker for each group reads the list of words they found with the assigned vowel sound. We discuss any words which may not fit the criteria. We then write a collaborative short story of our own with the words we identified. I chart their stories as they dictate the sentences. I found that making our word lists one day and following up the next day with writing the story as our Morning Message reinforces the words and ideas are more easily generated.
3. Are You My Mother? by P.D. Eastman (Jeanne Sasser)
Objective - Students will be able to identify the number of syllables in words.
Summary - You will need three pictures of nests with one dot on one, two dots on one, and three dots on another. I glued these to envelopes. Draw or paste pictures on 15 egg-shaped pieces of tagboard. Students will say the word for the picture, decide how many syllables in the word, and put the egg in the nest with the correct number of dots.
Implementation - This activity was done with a class during their library time. The activity was enjoyed by all. The children wanted to count and see which syllable nest had the most words.
Lessons for Intermediate students
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Implementation - This is what happened when you implemented the lesson.
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3. Your Title Here (Add your name)
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Implementation - This is what happened when you implemented the lesson.
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