alphabet stew and chocolate too - tuneful teaching · 2015-09-02 · alphabet stew and chocolate...
TRANSCRIPT
Alphabet Stew and Chocolate Too
Songs for Developing Phonological Awareness, Literacy,
and Communica=on Skills
byKathy Schumacher
Table of ContentsPreface..............................................................................................................................11Introduc/on The Story Behind the Book.....................................................................................12 About Music Therapy..............................................................................................14 About the Songs & Chocolate Analogy................................................................... 15Defining the Ph Words......................................................................................................18More Defini/ons...............................................................................................................19What the Research Tells Us...............................................................................................21Frequently Asked Ques/ons.............................................................................................24Assessment.......................................................................................................................26Sounds of the English Language -‐ READ THIS PAGE BEFORE SINGING..................................... 27Developmental Con/nuum...............................................................................................28Developmental Con/nuum by Grade Level......................................................................29Common Core Standards..................................................................................................30 Emergent Literacy Skills............................................................................................32 Auditory Discrimina/on -‐ Listening Games.............................................................33 “Pass the Beat” -‐ Beat Competence & LeZ to Right Direc/onality......................... 34 “Dot to Dot” -‐ Sentence Segmenta/on & LeZ to Right Direc/onality.................... 35 “Coun/ng Time” -‐ LeZ to Right Direc/onality........................................................ 36
Strategies for Rhyming..............................................................................................38 Rhyme Recogni0on “Spider on My Delbow”................................................................................39 “Rhyming Words”..........................................................................................40 “Rhyming Words” -‐ Visual Aids & Data Sheet...............................................41 “I’m Thinking of an Animal”..........................................................................47 Rhyme Comple0on “Time to Rhyme”..........................................................................................48 Rhyme Judgment “Tell Me Which Word Does Not Rhyme”...................................................... 51 “Concentra/on Picture Card Rhyme”........................................................... 52
Rhyme Produc0on “Sneaky Snake”.............................................................................................53 “Rhyming Words -‐ Open Ended”...................................................................54 “Rhymes Roaming Round”............................................................................55 “Ten Chums Have Drums”.............................................................................56 “He Said, She Said”....................................................................................... 58 “Rhyme Around the Circle”...........................................................................59
Strategies for Sound Matching “Echo Singing”.........................................................................................................61 “What Do You Hear?”..............................................................................................62 “Beginning Sound Sort”.......................................................................................... 63 “Bag of Sounds”...................................................................................................... 64 Same & Different Visual..........................................................................................65 “Favorite Words”.....................................................................................................67 “All Around Allitera/on”..........................................................................................68
Strategies for Sound Identification “Listen for the Sounds -‐ 2 Sounds”..........................................................................70 “Listen for the Sounds -‐ 3 Sounds”..........................................................................71 “Sound Boxes”.........................................................................................................72
Strategies for Blending Onset-Rime Onset-‐Rime Worksheets.........................................................................................74 “Broken Word”........................................................................................................78 “Word Wheels”.......................................................................................................79 “Word Families”......................................................................................................80 “Blending Compound Words”.................................................................................81 Word List for Blending............................................................................................82
Strategies for Syllables..............................................................................................83Strategies for Phonemes...........................................................................................84Strategies for Segmenting and Blending..............................................................85 Elkonin Sound Boxes...............................................................................................86 “I Am a Robot”........................................................................................................87
“Move the Magnets”...............................................................................................88 “Shoulder, Elbow, Wrist”.........................................................................................89 “Slide to Blend”.......................................................................................................90 “What Have You Heard?”........................................................................................91 “Sound It Out”.........................................................................................................92 “Stretchy Sounds”................................................................................................... 93 “Count the Syllables”.............................................................................................. 94 “Count the Sounds”................................................................................................ 95 Visuals for Syllable and Phoneme Segmenta/on....................................................96 Segmenta/on Answer Key.................................................................................... 101
Strategies for Syllable and Phoneme Deletion................................................. 102 “Out Back in the Shed”..........................................................................................103 “I Opened the Closet”...........................................................................................104 Word List for Syllable & Phoneme Dele/on..........................................................105
Strategies for Phoneme Manipulation.................................................................106 “Windy Windy Woo”.............................................................................................107 “Silly Name Game”................................................................................................108 “Silly Rhyming Game”...........................................................................................109 “Consonant Subs/tu/on Song”............................................................................110 “Alphabet Stew”....................................................................................................111 “Phoneme Addi/on -‐ Ini/al”.................................................................................112 “Phoneme Addi/on -‐ Final”..................................................................................113 “Phoneme Subs/tu/on”.......................................................................................114 “Zim Zim Zam”......................................................................................................115
Strategies for Speech-to-Print...............................................................................116 “Find the Leher”...................................................................................................117 Strategies for Short Vowels...................................................................................118 Short Vowel Hand Symbols...................................................................................119 “Short A Sound”....................................................................................................120 “Short E Sound”.................................................................................................... 121 “Short I Sound”.....................................................................................................122 “Short O Sound”................................................................................................... 123
“Short U Sound”................................................................................................... 124 “Josie Jump-‐a-‐Lot”................................................................................................ 125 “Long and Short Vowels”......................................................................................128 “Silent E Song”......................................................................................................129 “Capital Lehers and Small Lehers”........................................................................131 “I Can Sing My Alphabet Sounds”......................................................................... 132 Hand Symbols for Digraphs...................................................................................134 Digraph Word List................................................................................................. 135
Strategies for Sight Words......................................................................................136 Visual-‐Spa/al Learners..........................................................................................137 Books & Songs for Teaching Sight Words..............................................................138 “Do Your Ears Hang Low?”.................................................................................... 139 “Reading ‘The’”.....................................................................................................140 “Reading ‘And’”..................................................................................................... 141 “This Is the Way We Spell This”............................................................................ 142 “Spelling ‘Where’ and ‘When’”............................................................................. 144
Strategies for Teaching Inflection........................................................................ 145 “You Read to Me, I’ll Read to You”........................................................................146 “Twinkle Twinkle Lihle Star”.................................................................................147
Reading Comprehension & Autism...................................................................... 148 Developing Audia/on........................................................................................... 149 “Baseball Song”.....................................................................................................150 “Love Grows One By One”.................................................................................... 151 “My Lips Don’t Move”...........................................................................................152 “Let’s Go Fishing”..................................................................................................153 “Let’s Go Fishing” -‐ Game Cards & Direc/ons...................................................... 154 “Finding Pronouns”...............................................................................................156 Pronoun Word List................................................................................................158 “Reading a Pen Pal Leher”.................................................................................... 159 “Find the Ques/ons”.............................................................................................161 “Ask a Ques/on”................................................................................................... 162 “Ask a Ques/on” -‐ Visuals.....................................................................................164 Story Map............................................................................................................. 165
Developing Communication Skills........................................................................ 166 “It’s Music Time Today”........................................................................................ 169 “Reciprocal Gree/ng Song”...................................................................................170
Finale & “Choco-‐Chocolate”............................................................................................171Contact Me..................................................................................................................... 172Bibliography....................................................................................................................173
Appendix A: Rhyming Visuals/Word FamiliesAppendix B: Elkonin Sound BoxesAppendix C: Blending & Dele/on VisualsAppendix D: Sample Goals & Objec/ves
PLEASE NOTE: Throughout this book, leCers with /slash/ marks should be pronounced
as the sound of the leCer. When a capital leCer is given, the name of the leCer should
be spoken or sung.
PrefaceThe majority of the songs in this book were wri4en to teach several children with au:sm
how to read. Addi:onal songs were developed for my work with typically developing
kindergarteners and several offspring who are always willing to try out my new ideas.
When planning literacy experiences, one typically thinks about phonics—that is, the
knowledge of how le4ers represent sounds. It seems that a logical place to start would
be learning sounds for each le4er of the alphabet followed by learning to blend
consonant and vowel sounds. However, the building blocks for literacy—phonological
awareness skills—are precursors to learning phonics and start at a very young age.
Phonological awareness tasks are picked up naturally by most kids as they listen to
nursery rhymes and learn to “play” with language. However, children with au:sm, who
tend to have a visual strength and frequently block out auditory s:muli due to sensory
issues, oIen need to be taught phonological awareness skills in a very direct manner. In
addi:on, many neuro-‐typical kids and children with special needs are experiencing
frequent ear infec:ons during a cri:cal :me of their development. Because these
children are experiencing sound in a distorted format, they oIen need to be explicitly
taught phonological awareness rather than picking it up implicitly through their
environment. I have also witnessed an explosion in language as phonological awareness
skills are developed through music-‐based strategies.
The focus of this book is on teaching phonological awareness skills through music, along
with offering some ideas about how to teach other areas of literacy such as sight words,
inflec:on, and comprehension. To make this resource more accessible to classroom
teachers and professionals without the ability to read music, a recording of all songs is in
the works and will be available at www.TunefulTeaching.com.
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Choco-ChocolateSwing& & & & & & & & & & &&&Kathy Schumacher, MT-BC
HUH&·&3,-02?*7&!7*4&2#9&:0"1",27*&B""! ! ! www.TunefulTeaching.com