Phonological Awareness
Fox in Sox Appendix
Intervention Portfolio
Lesson Plan for group school setting and Video Demonstration of application to naturalistic settings
Phonological Awareness
Fox in Sox Appendix
Intervention Portfolio
Lesson Plan for group school setting and Video Demonstration of application to naturalistic settings
About Fart (on D'art)
This case history pertains to a fictional kindergarten student named Fart. Fart is a 5-year-old boy who attends Davis public elementary school. He comes from a supportive family with a literate home environment and has shown a keen interest in print from a young age. His parents report that he loves being read to and frequently engages in pretend play centered around storytelling. However, Fart's teachers have noticed that he struggles with phonological awareness, particularly in identifying and manipulating individual sounds within words. While he can recognize letters and some sight words, he needs additional support to strengthen her phonemic awareness skills. Fart's parents are enthusiastic about helping him succeed in school and are supportive of interventions to boost her phonological awareness.
Fart is a bright and imaginative kindergartener who demonstrates strong early literacy skills in some areas. His vocabulary is advanced for his age, and he exhibits enthusiasm for storytelling and reading. Though Fart has made recent breakthroughs in phoneme isolation and segmentation, he sometimes has difficulty identifying and manipulating individual sounds within words, which affects his ability to decode and spell words accurately. Fart benefits from a supportive home environment and parental involvement.
Fart's strengths lie in his strong vocabulary, enthusiasm for storytelling and reading, and a supportive family. He is curious and eager to learn, which can be harnessed to improve his phonological awareness skills. He has a solid foundation in letter recognition and some sight words. These strengths provide a valuable base upon which to build his phonological awareness and early literacy skills.
The below goal was extracted from the original IEP of Fart (a ficticious kindergartener) two years ago and aligns with the Common Core Standard for Kindergarten Language Arts CCSS.ELA-LITERACY.RF.K.2.C or California Common Core State Standard RF.K.C:
Common Core Standard:
RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.
Goal:
By 5/15/2024, when given a single-syllable spoken word, Fart will demonstrate, independently, the blending and segmenting of its onsets and rimes of improving from 25% accuracy, to 80%, accuracy, independently, as judged by a speech language pathologist.
Objectives:
Objective 1: By 12/15/2023, Fart will correctly blend the onset and rime of CVC words with 80% accuracy during teacher-led activities and assessments.
Objective 2: By 2/30/2023, Fart will demonstrate the ability to segment the onset and rime of CVC words with 80% accuracy during teacher-led activities and assessments.
Objective 3: By 5/15/2023, Fart will successfully blend and segment onsets and rimes in words with consonant blends and digraphs with 80% accuracy during teacher-led activities and assessments.
Invervention
Adult reads the book aloud
The adult provides the students with a polished reading of Fox in Socks, drawing their attention to rhyming character names, such as Mr. Socks Fox, or those with alliteration, like "Goo-goose." The adult facilitates knowledge of words by pointing out the difference between long and short words on a page, drawing attention to frequent words, and showing how each printed word represents a spoken word.
Lesson Plan
The primary aim of this lesson plan is to show a diverse range of techniques and activities that promote deep phonemic awareness in order to develop emergent and early literacy skills in children using Dr. Seuss' Fox in Socks.
The plan moves along a "speech-to-print" continuum of development which is designed to prevent the child from becoming immediately overwhelmed by tasks beyond their capability while progressively introducing more complex elements that leverage the connection between early oral skills and later reading, writing and spelling abilities.
Throughout the lesson, it's important to appreciate the scaffolding techniques demonstrated by the clinician which foster the transition from manipulating phonemes to writing spelling. The pre-literacy period is shaped by the presence of accessible material and adult modeling of activities to enhance young children's literacy experiences. This lesson acknowledges the leading role of meaningful experiences at home and the synergy between the child being in a literate home environment and the adult being in the zone of proximal development.
The following activity explanations, for practical reasons, contain sample scripts for delivering therapy in a small group session in school and thus are unrelated to the foregoing videos demonstrating the same techniques in a naturalistic setting:
Name Play
Name play is a flexible activity that requires no special materials but children enjoy making connections to self from stories they are read. Names can be enhanced with individualized prepositional phrases like the ones attached to names main characters in Fox in Socks.Clinician: In Fox in Socks, the main character's named Fox. That starts with /f/, like fish. Can you think of other animal names that start with [f]"?
Student: Fish!
Clinician: Great! Fish [f]...[ɪ]...[ʃ]
Student: Frog!
Clinician: Got it! Frog [f]...[r]...[ɑ]...[g]
Student: Fish!
Clinician: Got that one already. Let's move on
As animal names beginning with /f/ are exhausted, the clinician will transition to an activity which adopts Dr. Seuss' naming conventions for main characters in Fox in Socks by attaching with a preposition to the end of a name, a rhyming noun.
Before the kindergarten students are encouraged to add rhyming words to the animal names they came up with earlier, the clinician provides a model: "I'll go first, how about Fish in Dish."
Clinician: Now, is there a word we can add to Frog to make it rhyme?
Student: Log!
Clinician: That's right frog [frɑg] rhymes with log [lɑg].
In unison: Frog on Log!
Next, the adult asks the children to isolate the initial sounds in their own names. "Can you say the sound your name starts with?"
Anne: [æ] in apple:
Then, student create rhyming names for themselves like those of the characters based on the rime (Jerry on berry, Ken in ten, Oscar over saucer). Can you think of your own rhyming character name like those of the main characters in the book we read?
Clinician: [æ] in apple: "That would make a good alliteration, like the name Goo-Goose. That's because your name, Anne, and the word, apple start with the same sound. However, that's more like a side character, main character names in Fox in Socks rhyme, right? Let's see if we could find a word that rhymes with [Student interrupts]
Student: Van!
Clinician: Van [væn] does rhyme with Anne [æn]. Let's give you a hand!
The rest of the students take turns revealing their name and identifying the first sound, using characters or objects from the story.
Single Skill Picture Activities
The following exercises focus on the student's ability to identify and manipulate individual sounds within words. Several engaging exercises make use of picture cards of words from Fox in Socks. The primary focus is on the phonemes within the words rather than graphemes or the pictures on the cards.
Phoneme Isolation and Matching
Concentration:
Spread face-down picture cards, players take turns selecting two cards, identifying the pictures, isolating the phonemes, and determining if the two phonemes are the same or different.
For example, they may choose a "socks" card and a "box" card, and after isolating the phonemes, they conclude that they are different and return the cards to the table. The winner is the one with the most pairs.
Go Fish!:
In this familiar card game, one player asks another for a card that begins with the same sound as one of the cards in their hand. These cards might include such words as sock [sɑk] brick [brɪk] and box [bɑks].
The game requires the child to coordinate multiple components, which typically includes choosing a specific card to inquire about, which was eliminated from the game to provide Fart additional scaffolded support. Additional demands on the child include isolating the phoneme, and then request a card starting with that sound. For example, they may ask for a "sock," focusing on the /s/ (Fart was permitted to ask for any card beginning with a requested phoneme). The adult would then examine their cards to determine which starts with that sound and then give the card.
The recipient must judge that the two sounds match. If there's no matching card, they say "Go Fish!" and the other player selects a card from the face-down pile, which might be broom [brʊm], clock [klɑk], or pig [pɪg]. If that card matches a card in the hand, it is kept; otherwise, it is discarded. This game should involve no more than six different phonemes, like sock [sɑk]. , to provide numerous matching opportunities. The winner is the one with the most pairs.
Phoneme Blending and Segmenting
Listen to the Whole Word:
In this word blending game, four picture cards corresponding to words from the wordlist are spread face up on the table.
Words with the same starting sounds and similar lengths are used to prevent guessing based solely on the first sound or word length.
Students are asked to guess which word the SLP is saying based on the wordlist that may include words like broom [brʊm], box [bɑks], pig [pɪg], and clock [klɑk].
Phoneme Segmentation
Fill in the Blanks:
The children are given a board with various spaces for markers. The child listens to a word and places a chip in each square for each sound. For example, they may listen to the word chicks [tʃɪks] and place a marker in each square for /tʃ/-/ɪ/-/k/-/s/.
The clinician demonstrates the segmentation and marker placement for several words and the child emulates the segmentation and marker placement. Initially, the clinician may place the markers as the child segments a word.
Finally, the child says each phoneme as they place the marker on a tile. The activity can provide points based on performance or the knowledge of which is a longer word.
Sound Talks Through Verse Books
For this activity, the clinician controls complexity by choosing to only talk about preselected words with particular word shapes. The rhyming verses of Fox in Socks provides many natural stopping points which allow sound talk with the kindergarteners. The clinician utilizes basic sound talk episodes to highlight rhyming words of the book and their individual sounds in order to
Identify the rhyming words
Isolate the first phoneme of each word
segment the sounds in the words
judge which is the longer word
The clinician begins by reminding students the focus is still on the spoken words and not the graphemes printed on the page. For instance:
Clinician: Remember, we are still talking about sounds [points to ear] not letters [points to eye].
Clinician: Do socks and fox rhyme
Student: Yes
Clinician: "That's right, they both have the same ending "ocks" [ɑks].
Clinician: "What is the first sound in socks?"
Student: "[s]"
Clinician: Let's separate it from the rest of the word
Student: [s]...[ɑks]
Clinician: Very good! Now, what is the first sound in fox? Let's separate it from the rest of the word, just like you did with socks.
Student: [f]... [ɑks].
Clinician "Now let's separate all of the sounds in these words. Use your digits to count each sound we make..."
In unison: [s]-[ɑ]-[k]-[s]
Clinician: Now let's do fox.
In unison: [f]-[ɑ]-[k]-[s].
Clinician: Which one of those words has more sounds?
Student: Same
Clinician: You're right, socks has the same number of sounds as fox! Socks is no longer a word than fox is! Now, Let's try bricks and chicks. Do bricks and chicks rhyme?
Student: Yes
Clinician: Why?
Student: Bricks and chicks rhyme because they both have the same ending
Clinician: What's that?
Student: [ɪks]
Clinician: That's right! Now, what is the first sound in bricks? Let's separate it from the rest of the word.
Student: [b]...[rɪks]
Clinician: Right! Now, what is the first sound in chicks? Let's separate it from the rest of the word.
Student: [tʃ]... [ɪks]
Clinician: Very good! Now, let's separate all the sounds in these words, use your fingers to count each sound we make on your hand
In unison:[b]-[r]-[ɪ]-[k]-[s].
Clinician: Now let's do chicks
In unison: [tʃ]-[ɪ]-[k]-[s]
Clinician: Which one of those words has more sounds?
Student: bricks has more sounds!
Clinician: So that means-[student interrupts]
Student: bricks is a longer word than chicks.
Clinician: That's right!