a feast of rhyme, rhythm, and song · a feast of rhyme, rhythm and song : developing phonemic...

A FeAst oF Rhyme, Rhythm, And songdeveloping Phonemic Awareness through music

nancy Lee Cecil and Carol W. mcCormick

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Portage & Main Press

© 2009 by Nancy Lee Cecil and Carol W. McCormick

Portage & Main Press gratefully acknowledges the financial support of the Province of Manitoba through the Department of Culture, Heritage, Tourism & Sport and the Manitoba Book Publishing Tax Credit and the Government of Canada through the Book Publishing Industry Development Program (BPDIP) for our publishing activities.

All rights reserved. Except as noted, no part of this publication may be reproduced or transmitted in any form or by any means – graphically, electronically, or otherwise – without the prior written permission of the publisher.

Printed and bound in Canada by Friesens Book & cover design: Relish Design Studio

Permission Acknowledgements

p. 10: “Happiness,” from When We Were Very Young, by A.A. Milne, illustrations by E.H. Shepard, ©1924 by E.P. Dutton, renewed 1952 by A.A. Milne. Used by permission of Dutton Children’s Books, a Division of Penguin Young Readers Group, a member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014.

p. 24: “One of These Things (Is Not Like the Other).” Music by Joe Raposo, words by Bruce Hart and Joe Raposo.

p. 89: “The Name Game.” Words and music by Lincoln Chase and Shirley Elliston. ©1964 (renewed) by Embassy Music Corporation (BMI) and EMI/Galico Music. All Rights for the USA administered jointly. All rights for the world outside the USA administered by EMI Al Gallico Music Corp. (Publishing) and Alfred Publishing Co., Inc. (Print). All rights reserved. International copyright secured used by permission.

p. 103: “Moses” (from “Singin’ In the Rain”). Words by Betty Comden and Adolph Green. Music by Robert Edens. ©1952 (renewed) Metro-Goldwyn-Mayer, Inc. All rights controlled by EMI Robbins Catalog, Inc. (Publishing) and Alfred Publishing Co., Inc. (Print). All rights reserved. Used by permission of Alfred Publishing Co. Inc.

LIBRARY AND ARCHIvES CANADA CATALOGUING IN PUBLICATION

Cecil, Nancy Lee A feast of rhyme, rhythm and song : developing phonemic awareness through music / Nancy Lee Cecil and Carol W. McCormick.

Includes more than 50 musical compositions and 180 picture cards. Includes bibliographical references. ISBN 978-1-55379-226-0

1. English language––Phonemics––Study and teaching (Early childhood). 2. Language arts (Early childhood). 3. Music in education. I. McCormick, Carol W. II. Title.

LB1139.5.L35C43 2010 372.46’5 C2009-907039-1

100-318 McDermot Avenue Winnipeg, MB Canada R3A 0A2

Tel. 204-987-3500 • Toll-free: 1-800-667-9673 Toll-free fax: 1-866-734-8477 Email: [email protected] www.pandmpress.com

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Calculations based on research by Environmental Defense and the Paper Task Force.Manufactured at Friesens Corporation

Portage & Main Press saved the following resources by printing the pages of this book on chlorine free paper made with 100% post-consumer waste.

TREES

FULLY GROWN

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6,243

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379

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1,296


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Introduction ix

1. Awareness of Words 1 Lesson 1A: Who Says What? 1 Lesson 1B: Sounds of Our World 2 Lesson 1C: Sounds: One, Two, Three! 4 Lesson 1D: The Piano/Forte Game 6 Lesson 1E: Musical Copycats 7 Lesson 1F: Beep! 8 Lesson 1G: High and Low 10 Lesson 1H: Doggy, Doggy 12 Lesson 1I: Pitch Pattern Play 13

2. Rhyming 17 Lesson 2A: Rhyme Time! 17 Lesson 2B: Rhyming Stories 19 Lesson 2C: Move to the Beat! 21 Lesson 2D: Color Clues 22 Lesson 2E: Which One Does Not Rhyme? 23 Lesson 2F: Silly Rhymes 26 Lesson 2G: Rhyming Riddles 27 Lesson 2H: What Is in the Bag? 28

3. Blending Words and Syllables, Onsets and Rimes 31 Lesson 3A: Come Sit With Me 31 Lesson 3B: I Want a Snack! 33 Lesson 3C: My Grandma 33

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Contents

Lesson 3D: Two for One 35 Lesson 3E: Can You Do This? 37 Lesson 3F: Guess Whose Name 38 Lesson 3G: Name Chant 40 Lesson 3H: Robot Talk 41

4. Segmenting Sentences into Words and Syllables 45 Lesson 4A: Yes, Yes! 45 Lesson 4B: Word Beat 48 Lesson 4C: Sing Those Words! 49 Lesson 4D: Long and Short 51 Lesson 4E: What Is It? 52 Lesson 4F: One Plus One 53 Lesson 4G: Bumblebee 55 Lesson 4H: Guess My Name 56 Lesson 4I: The Special Box 57 Lesson 4J: I Spy 58

5. Identifying Beginning and Ending Sounds 61 Lesson 5A: Whose Name Is That? 61 Lesson 5B: Food Fun 63 Lesson 5C: Pigs ’n’ Pancakes 64 Lesson 5D: What Is the Sound? 66 Lesson 5E: Find Your Partner! 67 Lesson 5F: Going On a Trip 68 Lesson 5G: Grandma’s House 70

6. Segmenting Words into Phonemes 73 Lesson 6A: What Did She Pick? 73 Lesson 6B: Singin’ Sounds 75 Lesson 6C: Count the Sounds 77 Lesson 6D: Chant Challenge 78 Lesson 6E: Give Me a Cheer! 79 Lesson 6F: Word Chains 80 Lesson 6G: Jump Rope 82 Lesson 6H: Who Has These Sounds? 84

7. Substituting and Manipulating Beginning and Ending Sounds 87 Lesson 7A: What Is Left? 87 Lesson 7B: The Name Game 89 Lesson 7C: The Hungry Thing 90 Lesson 7D: Diggity Doggity 91 Lesson 7E: Diggity Doggity in Color 93

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Contents

Lesson 7F: Old MacDonald 94 Lesson 7G: The Camel Is Looking at YOU! 96 Lesson 7H: Shout Out! 97

8. Substituting and Manipulating Medial and Other Sounds 99 Lesson 8A: I Like to Eat! 99 Lesson 8B: One Potato, Two Potato 101 Lesson 8C: Moses Supposes 103 Lesson 8D: Do You Like Chocolate? 104 Lesson 8E: Baseball 105 Lesson 8F: Take Off the “N” 106 Lesson 8G: Seems to Me… 108 Lesson 8H: Sneeze 109

Appendix A: Songs 113

Appendix B: Picture Cards 153

Appendix C: Phonemic Awareness Assessment Tool 161

Appendix D: California Music Content Standards for Preschool to Grade 1 167

References 169

vii


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]&Introduction

Many different skills must come together for children to experience the heady thrill of learning to read. Physically, emotionally, intellectually, socially, and psychologically, children must be primed to encounter this extraordinarily difficult task, which requires them to simultaneously decode letters into words, understand the meaning of those words, and relate the author’s message to their own background of experiences. But before any of this can take place, children must first have had many experiences with the sounds of the English language.

Children must have a strong understanding of spoken language before they can understand written language. This precursory knowledge of how language works is called phonemic awareness. Cunningham (2000) defines phonemic awareness as “…the ability to recognize that words are made up of a discrete set of sounds and to manipulate sounds” (p. 3). Phonemic awareness is not a skill. Rather, it is the ability

• to examine language independently of meaning

• to hear the sounds that make up words

• to see the relationship of sounds in the context of a word

• to manipulate and rearrange sounds to make new words

A child’s path to attaining phonemic awareness is sequential, beginning with the awareness of spoken words, then the awareness of individual syllables, followed by the ability to identify all the sounds before the first vowel (onsets), as well as the sounds that include the vowel and all the sounds that follow it (rimes). The final step in phonemic awareness occurs when children are able to hear and repeat all the individual sounds within a word. As children progress through these different phonemic-awareness levels, they become proficient at listening for and being able to reproduce the sounds they hear. It is as if they can suddenly hear “inside” words.


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Introduction

Why teach Phonemic Awareness?A vast body of research underscores the importance of phonemic awareness in helping children to acquire the fundamental knowledge of the sounds necessary for later reading success (Byrne, Fielding-Bansley and Ashley 2000; Cunningham 1990; Stanovich 1994). Marilyn Adams, a leading authority in the literacy development of young children, emphasizes that, “…faced with an alphabetic script, the child’s level of phonemic awareness on entering school may be the single most powerful determinant of the success he or she will experience in learning to read” (1990, p. 304; italics added). However, research indicates that, without direct instructional support, approximately 25 percent of middle-class first-graders, as well as substantially more who come from less literacy-rich backgrounds, will probably experience problems sequencing sounds in words (Stahl and Murray, 1994). Often a word is heard as “just one big sound,” as young children’s understanding of the alphabetic principle – the understanding that letters represent sounds – is limited. It is critical, then, that children be taught to hear sounds and the patterns used to make up words. Before children can identify a letter that stands for a sound, they must first be able to hear that individual sound within a word. This is quite a task for many youngsters, as sounds – or phonemes – are essentially abstract by nature, whereas young children tend to think in concrete terms.

Here is an example: When we say the word man, the three discrete sounds that form the word are not heard separately – that is, the phonemes are not auditorally divisible. The only way the sounds /m/ /a/ /n/ are heard is by thinking about them separately, one at a time. This sort of “thinking about sounds” is, again, difficult for young children. It takes much modeling and practice before children become capable of listening to, and repeating, the separate sounds within a word. Once children are able to identify specific sounds in words, they are able to break words into their phonemic elements and manipulate them within the context of a word.

But it is not enough for children to simply be able to hear the sounds within words. To be successful at later decoding (reading) and encoding (spelling), they must be able to apply these skills to real reading and writing situations. There is a high correlation between children who have not mastered phonemic awareness and those who have failed to learn to read (Hoffman, Cunningham, Cunningham, and Yopp 1998; Juel 1991; Lundberg, Frost, and Petersen 1988; Scarborough 1989; Stanovich 1986). Therefore, it is important to provide adequate phonemic awareness training in preparation for literacy – that is, learning to read and write.

how Is Phonemic Awareness taught?The goal of phonemic-awareness instruction has been to help children develop an “ear” for language – to hear specific sounds, identify the sequence of sounds in words, and understand the role sounds, or phonemes, play in word recognition. Although it can have visual overtones, phonemic awareness is basically oral in nature and is most appealing to and memorable for children when embedded in meaningful, interactive games and activities.


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Introduction

Phonemic-awareness skills have a hierarchy and progress through a series of sequential stages. Before starting instruction, it is important that teachers assess children and determine their awareness level. This helps the teacher decide where instruction should begin and what areas to emphasize. The Phonemic Awareness Assessment Tool (Appendix C) is a comprehensive evaluation device that can be used to assess the general phonemic awareness performance of each child in the class. This assessment should be administered orally and individually to each child. (Parent volunteers or instructional aides may help to administer the assessments.) Additionally, each activity in the book has an attendant assessment to evaluate each child’s success with that particular subskill, which is to be used as a formal assessment when all the activities have been completed.

After assessment, phonemic-awareness activities are used to develop in young children an awareness of the sounds in English, beginning with the most rudimentary awareness that sounds exist and have importance, and increasing in complexity to a final insight that sounds within words can be manipulated or deleted, replaced or added.

In a review of the literature on the role of phonemic awareness in beginning reading, Hempenstall (2003) suggests a developmental sequence for teaching phonemic awareness that begins with an awareness of the word as a unit of analysis and ends with awareness of the individual phonemes, or sounds, that make up a word. Since phonemic awareness concerns the structure of words and not their meaning, the analytical ability required at the phonemic level is thought to originate in the auditory discrimination of similarities and differences in sounds.

Research suggests that phonemic awareness lessons should last no more than thirty minutes in length daily. In a meta-analysis of 96 studies conducted by the National Reading Panel (U.S. Department of Health and Human Services, 2000), most sessions were found to last an average of 25 minutes. Those studies in which only one or two skills were taught in a session produced larger gains than sessions in which multiple skills were taught in a single session.

music Activities and Phonemic AwarenessCurrent educational practice tends to value and target mostly the math and verbal abilities of students. Gardener’s (1993) theory of multiple intelligences offers many valid reasons for educating the whole child, including the child’s musical ability. Children grow socially by learning to collaborate in the production of a chant. They grow emotionally through the opportunity music provides to express and appreciate feelings in a powerful mode. They develop coordination and control by responding physically through experiences such as clapping to rhythms and moving to a beat.

Many published articles have promoted music as a way to enhance reading comprehension by having children read print while singing (Ericson and Juliebo 1998; Fetzer 1994; Fountas and Pinnell 1999; Hansen and Bernstorf 2002; Smith 2000).

Children benefit tremendously from experience with the words and music that go with a song. With appropriate guidance and extensions provided by a caring teacher, children are introduced


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Introduction

to new concepts and vocabulary that lead to musical knowledge, language development, and an awareness of the pattern of cadences in English. For children who have special language needs, or for children for whom English is an additional language, songs, with their rhyme, rhythm, and repetition, are particularly potent pathways to language competence and literacy (Cecil and Lauritzen 1997).

Research conducted by Gromko (2005) supports the conclusion that when children learn to discriminate fine differences between tonal and rhythmic patterns and to associate their perceptions with visual symbols, they benefit not only musically but in skills related to the processing of sounds – that is, the phonemic awareness necessary for success in beginning reading.

Finally, phonemic-awareness activities that use chants, rhythms, songs, and the like take advantage of a highly motivational, experiential path to learning. Such activities provide young children with an exciting and authentic context in which to experience and explore the sounds of the English language. Music is found universally in all human cultures and can be an integral part of the academic lives of young children.

how to Use this BookThe sound, music, and rhythm activities in this book focus on helping young children develop an awareness of the sounds of English, beginning with the most rudimentary awareness of the fact that sounds exist and increasing in complexity to the final insight that sounds within words can be manipulated or deleted, replaced or added. Lessons are structured sequentially along the hierarchy of phonemic awareness understandings suggested by Adams (1990). Each is designed to be no more than 30 minutes in duration.

The book is organized into eight sections, with the phonemic-awareness activities ranging from the simplest insight – that the English language is composed of words of varying lengths that are sequenced into meaningful groups, to the most sophisticated insight – that individual phonemes, or sounds, within words can be manipulated, added, or deleted. The first page of each subskill section lists the behaviors that can be observed when a child has achieved that particular facet of phonemic awareness.

Each activity selected for the book is ready to teach and contains both observable behaviors and a learning objective. These tell the teacher why the lesson has been chosen and what the children will be expected to learn.

Next is an inventory of the necessary materials teachers need to gather before beginning the activity. Also included is a motivation, or a way to engage learners with the lesson, and after that are easy-to-follow, step-by-step procedures.

The lesson design then contains an Extending the Lesson section that offers variations or suggestions about revisiting the lesson at a later time. These variations may be more challenging than the original lesson, or they may simply provide a slightly different way to revisit the activity if it seemed to be one that the children particularly enjoyed.


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Introduction

Finally, each activity provides a way to assess the lesson so that the teacher can clearly identify those children who have attained the targeted phonemic awareness and those who may need more practice with the particular subskill. Many activitities recommend the use of a checklist for determining which children have mastered which subskills. It is suggested that a file be created for each child in the class where such information can be conveniently stored.

At the back of the book, you will find four useful appendixes. Appendix A includes the notation and lyrics for all the songs recommended in this book, presented alphabetically. Appendix B provides a full set of picture cards that correspond to lessons, also arranged alphabetically. These are provided on the CD (included at the end of the book) and can be printed out. Appendix C is the Phonemic Awareness Assessment Tool. Appendix D outlines music-content standards for the targeted grade level. These are from the state of California but will transfer to most other states and provinces and are included as an example of how curricular standards can be addressed.

The activities in this book are designed mainly for children in preschool (junior kindergarten in Canada), kindergarten, and grade 1. Since the activities integrate oral language, music, and literacy, they can be used several times a week to supplement prescribed basal materials. Most teachers of early-years youngsters can readily use or adapt the exercises suggested in each chapter. If this is the case, the lessons and assessment activities will automatically become integrated into the overall literacy program. However, should it be a music specialist who delivers the program, regular communication with the classroom teacher – sharing curriculum, anecdotal notes, and other assessment information – will be crucial.

Although some research suggests that phonemic awareness is enhanced when the letters (graphemes) are introduced at the same time as the sounds (phonemes), other research supports an opposing view: that many children are confused when both the auditory and visual are presented at the same time. This book was created, therefore, for use specifically with children unaware of the subtleties of the sounds in the speech stream, or that sounds represent letters in words. Such children may be overwhelmed by the addition of letters – the visual element – when the true focus of phonemic awareness is on the significance of sounds in language. After children have experienced the activities in this book, a natural next step would be to add the introduction of letter and sound correspondences, or phonics. Children who have experienced the joyful phonemic awareness and music activities contained in this book will be primed and ready for this next step in the remarkable journey of learning to read.


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]AWAReness oF WoRds

&Chapter 1Children appear better able to capture and gain control over larger units of sound before smaller units of sound. Thus, with younger children, such as preschoolers, or older children who have little sensitivity to the sound structure of the English language, teachers may initially want to focus on whole words and sounds in general.

The activities in this section focus on students’ ability to discern shorter words from longer words, and to identify specific sounds in their environment. They will also have an opportunity to echo a variety of rhythms and sound patterns.

Observable behaviors: Children who have awareness of words can discern shorter words from larger words and identify a number of contrasting sounds from their environment.

Lesson 1A: Who Says What?(Listening for specific aural information)

Objective: Children will listen for a particular animal sound and match it to a picture of that animal. English learners will acquire the vocabulary associated with common animals.

Materials: The song The Animals On Uncle Lou’s Farm (in Appendix A); picture cards for duck, dog, sheep, cow, donkey, and cat (in Appendix B).

Motivation: Show the pictures of the animals. Discuss the various animals children have seen, including the seven used in the lesson, and the sounds they make. Invite children to make the sounds these


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A Feast of Rhyme, Rhythm, and song2

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animals make. Then, tell children you will now sing a song that does not mention the animals by name, but it does include the sounds they make.

Procedures:1. Sing the song through once or twice before passing out the picture cards. Teach the song to

children by having them echo each phrase after you sing it.

2. Pass out the picture cards of animals to children (Note: there will not be enough for all

children.)

3. Challenge the children who have pictures to stand up with them held up high for all to see

when that animal’s sound occurs in the song and to sit down immediately when the next

animal is mentioned. Caution: the order of the animals changes in the second verse.

4. Have children who participated in the first game give their animal pictures to other children

in the class. Sing the song a bit faster this time.

5. Repeat until all children have had a chance to participate.

6. Encourage children from other language groups to tell what the animals say in their languages.

Have their classmates repeat the new sounds and tell, in their own words, how they differ.

Extending the Lesson:Extend this activity to a story read to the class that features an animal cast, such as The Little Red Hen or Are You My Mother? Obtain duplicate copies of pictures of each animal so that each member of the class has one. Review the sounds made by the animals. As you read the story and say the name of the animal, the children holding that picture card should make the sound the animal makes and hold the picture up for all to see. Eventually, as sounds for letters are learned, have children help you sound out the nonsense words that stand for the sounds the animals make, writing the words, sound by sound, on the chalk- or whiteboard.

Assessment:Assess each student individually by placing four pictures of familiar animals used in the song in front of the child. Alternately request the child to produce the sound the animal makes and to identify which animal makes this sound as produced by the teacher. For English learners, ask them to also name each animal.

Lesson 1B: Sounds of Our World(Listening to and identifying sounds)

Objective: Children will be able to attentively listen to and identify specific sounds from their environment. English Learners will acquire new vocabulary that corresponds to common sounds from the environment.


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]&Appendix A

songs

x

The Animals on Uncle Lou’s FarmBibbity Bobbity BeeBippity Bippity BumblebeeCall to the HunterCome Sit With MeCompound Word SongDo You Like Chocolate?Doggy, Doggy, Where’s Your Bone?Find Your PartnerGive Me a WordGoing On a TripGuess Whose NameHere Is “Name”Here Is “Seem”How Many Sounds?The Hungry ThingI Can Count the SoundsI Like To Eat Apples and BananasI Spy With My Little Eye (initial/ending sounds)I Spy With My Little Eye (syllables)I’ll Give You Two WordsI’m a Little TeapotI’m Going to Grandma’s HouseIf You Give a Pig a PancakeLet’s Take “Hill”Let’s Take “Sneeze”

Let’s Take “Baseball”Making RhymesMilkshake Starts With MMoses Supposes His Toeses Are RosesMy Bag Is Filled With…My Favorite ColorMy GrandmaName ChantName GameOh, A-Hunting We Will GoOh, Come and PickOld MacDonald Had a SackOne of These ThingsOne Potato, Two PotatoRhyme GameRiddle SongRobot Talk’Round In the ClassroomShe Picked…Segmentation CheerSnack SongSong for the HunterTeam SegmentationWhat’s the Sound? (initial/ending sounds)Word ChainsYou Had Better


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114 Appendix A

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C. W. M.


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Songs 115

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The following picture cards can be found as PDF files on the CD at the back of this book. Cards are set up two to a page, and each card is designed to fit on a card 8½ by 5½ inches. They may be printed on the card stock of your choice and reduced or enlarged as you see fit.

PICtURe CARds

x Appendix B


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154 Appendix B

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

appleapricots

apronathlete

babybag (sack)

ballbanana

batbear

bedbee

bellbike

birdblock

boat bone

bookboots

bow bowl

boxboy

bugbus

butterflybuttons

cakecalf

cancandies


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SUBSKILL 1:

a) Awareness of sounds: “List any four sounds you hear within or outside the classroom.”

b) Longer vs. shorter words: “I’m going to say two different words, and I want you to tell me

which one is longer”:

tarantula or bus Jim or Anastasia

cute or beautiful elephant or ant

SUBSKILL 2:

a) Rhyming: “Give me a rhyme for”:

mop came fight

bit book Pam

SUBSKILL 3:

a) Blend onset and rime: “I’ll say two parts of a word slowly; you put them together”:

/m/ - op /tr/ - ip

/s/ - ock /ch/ - eese

b) Blend compound word parts together: “I’ll say two little words; you put them together to make

a bigger word”:

shoe / lace out / line

rest / room in / to

c) Blend syllables together: “I’ll say the syllables or word chunks; you put them together”:

kangaroo (3) Alexander (4)

janitor (3) baby (2)

PhonemIC AWAReness Assessment tooL

x Appendix C


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a feast of rhyme, rhythm, and song · a feast of rhyme, rhythm and song : developing phonemic...

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