Embedded Files
TSG ODL 15c - Concept of Word (level 2)
Concepts of Spoken Word webinar CMS Pre-K department June 2020
Concept of Word - ODL 15c level 2
Sorting Big and Little Words
Sorting Big and Little Words
This prerequisite to syllable work allows children to apply their concept of word knowledge through repeated practice for deeper mastery. Little words have one mouth drop. Big words have more than one mouth drop. Teach this sorting task first as a whole group, then move the chart to the library area:
Little Words - Big Words sort (see photo example to left)
Concept of Word/Syllable -
ODL 15c - level 2/3
Introduce Syllables
Introduce Syllables
Students who can sort big and little words consistently and independently are ready to be introduced (or reintroduced) to syllables. This should be done in a small group until the whole class has a firm grasp of concept of word. Show a picture of a big word like caterpillar or elephant. Tell children we see one elephant, but the word has three mouth drops. Words can be divided up into each part, or each mouth drop. Model then practice with several big words: 1) pound the word 2) put hand under chin to feel the mouth drops 3) clap with each mouth drop. (As we all know, children are very literal thinkers, so this approach ensures understanding that the size of a word has to do with its sound, not the literal size of the object. ~WTW for Pre-K)
Concept of Word - ODL 15c level 1, 2
Concept of Word - ODL 15c level 2, 3
Concept of Word - ODL 15c level 3/4
Concept of Word - ODL 15c level 2
Procedure Review -
Procedure Review -
“Pound it”…
”Count it” (hold up a finger for each word)…
”How many?” …
“Check it” (touch each finger to your forehead as you count out loud)
Concept of Word - ODL 15c level 2
Variation of the “pound & count” words strategy
RC - ODL 15c - concept of word - pound & count strategy.MOVRC - ODL 15c - concept of word 'pounding'.MOVConcept of Word -
ODL 15c
Concept of Word Mid- Trimester Check:
You do not need to complete every prompt with every child. Use your ongoing data and observations to inform your starting point. Children could move chips to practice the actual task during this check, or you may check for understanding through pounding words, counting words, jumping words, etc.
This would be an easy transition check.
NOTE: If a student can respond correctly to three sentences in a category without support you can assume they have mastered that level.
M=modeled
#=how many times they pounded
Decoding - Alphabet Knowledge
Decoding - Alphabet Knowledge
Alphabetic Principle
Spelling-sound correspondence
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