Phonics Olympics

ACSI Convention November 22-24, 2009

Linda A. Loring, Ph.D.

Seminar Description

Inspired by the Olympics, these activities

require movement, thought, and can even

motivate learners challenged by phonics.

Ideas can be adapted to different levels and

individually personalized. Come pass the

torch of alliteration, play sound hopscotch,

use the slide, or climb ladders. Come find

creative ways to get your class actively

engaged, have fun playing games, and

proud of their own accomplishments.

“Researchers have found that phonemic

awareness and letter knowledge are the two

best school-entry predictors of how well

children will learn to read during the first two

years of instruction”

(Ehri, 2003 March, p. 3)

“Children whose early literacy experiences

include pleasurable activities are more

motivated to pursue the challenging tasks

associated with learning and are more likely

to develop a life-long love of reading and

writing” (Scully & Roberts, 2002, p. 93)

Organization

• Theoretical Research Basis

• Integrating activities with informal formative

assessments

• Assessing Student Attainment

• Idea Development

• Phonics Events for Olympics

• Building up their confidence and making them feel

special

• Detailing the Events

• References

• Appendix

Theoretical Research Basis

• Reading is Important

• Research phonological approach

• Many factors contribute to the

development of this skill.

Movement for all the Vowels

Class saying vowel sounds with motions

Student using a Memory Box

Some students might benefit from a sand box to make the

letters. I also have sandpaper letters for a more kinesthetic

approach.

Students practicing Sky Writing

And Writing on Each Others BacksHelps reinforce sound and motion

Crafts Activities stressing letter Sounds

Forming a consonant and vowel

sound together

Ladder from A Beka

Changing vowels to produce other

words

Assessing Student

Attainment

• Primarily formative assessments

• Can develop motivation

• Usually considered difficult to

develop formative assessments

• Based on student response, I

think this is a good approach and

you can easily adapt it to your

situation.

Phonics Olympics

Team Loring

Maia Ramos-Nogueron

Ideas for Different Olympic Events

• Warm Up

• Light of

Alliteration

• Sound Build

• Rhyme Time

• Phoneme

Push

• Sound Hop

• Word Walk

• Vowel

Weights

• Javelin

Thrust

• Slide Vault

• Ladder Climb

Score Cards

Event

Warm Up

Light of Alliteration

Sound Build

Rhyme Time

Phonics Push

Sound Hop

Word Walk

Vowel Weights

Javelin Thrust

Slide Vault

Spell Put

Ladder Climb

Let us also lay aside every encumbrance, and the sin which so easily entangles us, and let us run

with endurance the race that is set before us, fixing our eyes on Jesus, the author and perfecter of faith,

who for the joy set before Him endured the cross, despising the

shame, and has sat down at the right hand of the throne of God.

Hebrews 12:1b-2

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Phonics Olympics

Phonics OlympicsNovember 25, 2009

Event

Vowel Song 1

Presentation of Players 2

Warm Up 3

Light of Alliteration 4

Rhyme Time 5

Phoneme Push 6

Sound Hop 7

Word Walk 8

Vowel Weights 9

Javelin Thrust 10

Slide Vault 11

Spell Put 12

Ladder Climb 13

Discus Throw 14

Name of ChildChild comes to us from Capital Heights, MD. He is 5 years old and enjoys reading.

Include a Picture of the child, With digital cameras and the ease of publisher, it is not hard, even if you can’t afford a color printer.

Detailing the Events

•Warm Up This is a review, all vowel

sounds some recent consonants

•Light of Alliteration Here I am passing

the torch. I play the game enough they

can do it, too. Fun way to get them all

excited

•Sound Build This is a little more serious

and can be adapted to each child’s level.

•Rhyme Time: “I say cat, you say”

•Phoneme Push I say tu, and the student

asks for two balls, and puts /t/ and /u/ to

me

Detailing the Events (cont)

• Sound Hop this is set up like

hopscotch with sounds or words,

depending on the student.

• Word Walk: A student has to walk on

top of sounds or words

• Vowel Weights consonants are put at

the end of a bar and the students lifts

the vowels and says the word

• Javelin Thrust: The student can

throw words into a target

Detailing the Events (cont)

Slide Vault: making words from three

letters

Letter Climb: Different words or sounds

are on the rungs of a ladder

References

Armstrong, T. (2003). Multiple intelligences of reading and writing : Making the

words come alive. Alexandria, VA: Association for Supervision & Curriculum

Development.

Connelly, V., Johnston, R., & Thompson, G. B. (2001). The effect of phonics

instruction on the reading comprehension of beginning readers [Electronic

version]. Reading and Writing" An Interdisciplinary Journal, 14, 423-457.

Ecclestone, K. (2006). Making formative assessment work [electronic version].

Adults Learning, 18(4), 12-13.

Ehri, L. C. (2003 March). Systematic phonics instruction: Findings of the National

Reading Panel. Paper presented at the Standards and Effectiveness Unit

Department of Education and Skills, ED479646 London England.

Frey, B. B., & Schmitt, V. L. (2007). Coming to terms with classroom assessment

[electronic version]. Journal of Advanced Academics, 18(3), 402-423.

Haycock, R. C. (1993). Encyclopedia of Bible truths for subject subjects:

Association of Christian Schools International.

References (cont.)

Hurry, J., & Sylva, K. (2007). Long-term outcomes of early reading intervention

[Electronic version]. Journal of Research in Reading, 30(3), 227-248.

International Reading Association. (2002). Evidence-based reading instruction:

Putting the National Reading Panel Report into practice. Newark, DE:

International Reading Association.

Lambert, D., & Lines, D. (2001). Understanding assessment. New York: Taylor

& Francis, Incorporated.

McTighe, J., & O'Connor, K. (2005). Seven practices for effective learning

[electronic version]. Educational Leadership, 63(3), 10-17.

Pressley, M., Gaskins, I. W., & Fingeret, L. (2006). Instruction and

development of reading fluency in struggling readers. In S. Samuels & A. E.

Farstrup (Eds.), What research has to say about fluency instruction (pp. 47-

69). Newark, DE: International Reading Association.

Runge, T., & Watkins, M. W. (2006). The structure of phonological

awareness among kindergarten students [Electronic version].

School Psychology Review, 35(3), 370-386.

Scully, P., & Roberts, H. (2002). Phonics, expository writing, and

reading aloud: Playful literacy in the primary grades [Electronic

version]. Early Childhood Education Journal, 30(2), 93-99.

Turan, F., & Gul, G. (2008). Early precursor of reading: Acquisition

of phonological awareness {Electronic version]. Educational

Sciences, Theory and Practices, 8(1), 279-284.

References (cont.)

Appendix

Title of the Lesson: Phonics Olympics

Overview of the Lesson: This is a continuation of

phonics review and reinforcement. The children

play various games geared to review current

phonics in curriculum, or the abilities of the

students. I have over-planned activities to keep the

children’s interest. It can be reconvened and

played later with different sounds and words.

Time Frame: 20 minutes. A teacher may continue

these games on other days as needed.

Appendix (cont)

Lesson Targets: Maryland Content Standards: Standard 1.0 General

Reading Processes (Reading/ELA)

A. Phonemic Awareness:

Discriminate sounds and words: b. Identify initial and final sounds in a

word

Discriminate and produce rhyming words and alliteration

Repeat and produce rhyming words

Identify and repeat sentences that use alliteration

B: Phonics:

Identify letters and corresponding sounds

Identify letters matched to sounds

Generate the sounds associated with individual letters and letter

patterns, such as s-, st-, -at, -ack, -ed {Obviously can be changed

for desired targets)

Decode words in grade-level texts

Blend letter sounds in one-syllable words (CVC) (some will, some

just cv)

Use onset and rime (word families) to decode one-syllable words

Appendix (cont)

Lesson Objectives:1. Students will recognize the sounds of short

vowels and certain consonants by participating

properly in a variety of games at a level that

meets and challenges their abilities

2. Students will repeat alliteration and return

appropriate sounds by participating properly in a

variety of games

3. Students will decode the letter symbols on

various props throughout the room by

participating properly and to the best of their

ability in a variety of games

Appendix (cont)

Lesson Activities:Hook: Idea of Olympics and being a phonic team,

PowerPoint presentation capitalizing on them as star

players. (2 minutes)

Organization Warm Up: Vowel and consonant review; Pass

the Torch: alliteration

Sound Building: /p/ /i/ /g/ Rhyme Time; Other games as time.

Direct Instruction Will only occur as student cannot attain

goal without assistance

Essential Questions (Why, what):

These questions are imbedded in the games themselves.

Ones I will be asking not imbedded are rhyming, alliteration,

creation of words from sounds.

Appendix (cont)

Knowledge and Skills:1. Must know all the vowel sounds

2. Must know the consonant sound

3. Must know how to blend consonant sound to

vowel

Adaptations and Accommodations (Tailor):

At this point that is all that is required. However,

other students know more and they will be

challenged to participate at an appropriately

challenging level. When someone might not be at

the level, I provide additional scaffolding. I have also

differentiated what is expected in all the games.

Appendix (cont)

Performance Task:I have developed games and challenges that

continuously ask for an answer that is

immediately assessed for validity. These

assessments take the form of games needing

correct responses.

Performance Prompt: Prompts are available throughout the room

and have been devised for immediate use.

Prompts take the form of questions or

challenges in the game.

Appendix (cont)

AssessmentChildren are given a scorecard. Stamps

are indicating successful completion.

Scaffolding will be provided for ones

needing it so they, too, can receive a

stamp. More challenging tasks are provided

students at their level, but they still play the

same games. However, mental note is kept

of students not initially reaching goal

performance levels.

Appendix (cont)

Learning Experiences and Resources

Sequence of Activities: In reality a review of phonics

sounds is started from day one, and will probably be

continued through the second grade. In the Beka

system, vowels are taught first, then when a

consonant is added, the consonant is blended with all

short vowels. After short vowels are introduced, long

vowels and long vowel patterns are introduced.

Grapheme and phoneme representation of all letters

are slowly introduced and reinforced. Grapheme and

phoneme connections are reinforced through

skywriting, bodily-kinesthetic activities, ladder walking

in charts and books, and through various games

Appendix (cont)

Differentiated Instruction: More scaffolding is

provided for those needing it, and words that are more

challenging and sentences for those who can perform

at that level are given.

Conclusion and Assessment (Evaluate, reflect):

This activity does not end at the end of the session.

Students will complete enough of the scoreboard so

they can take it home and display what fantastic

Phonics Olympics players they are.

Technology Resources Here I only used technology

in the classroom to introduce the team. Programs

exist on the Internet, and for purchase for stationary

computers that can reinforce this type of content.

Songs are also available that will help.

Other Resources: I have produced and laminated

many of the props used for the games

Appendix (cont)

Metacognitive Reflection: Once I started thinking

about the importance of play in kindergarten and the

need for activities to keep their motivation, the concept

just evolved. I was particularly worried about one girl

who made no connection between phonemes and

graphemes and blending. I adapted a technique from

Project Read to make her focus on what she was

saying. It was also beneficial to other students who

were shaky in their initial exploration of the sounds. One thing I was surprised about is there were only 5 hits

for Phonics Olympics when googled before agreeing to

do this presentation, and none were geared along these

lines. I have more fun doing something like this, the

students seem more motivated and actively engaged in

the sessions and therefore I feel my efforts are

worthwhile in this endeavor.