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Sounds Abound Storybook Activities.Qxd Sandy Lachance Skill Area: Phonological Awareness Ages: 4 through 7 Grades: PreK through 2 Copyright © 2002 LinguiSystems, Inc. All of our products are copyrighted to protect the fine work of our authors. All rights are reserved, including the right to reproduce this work or portions thereof in any form, including copying this book to use as another primary source or “master” copy. LinguiSystems, Inc. FAX: 1-800-577-4555 3100 4th Avenue E-mail: [email protected] East Moline, IL 61244-9700 Web: www.linguisystems.com Printed in the U.S.A. 1-800-PRO IDEA TDD: 1-800-933-8331 1-800-776-4332 (for those with hearing impairments) ISBN 0-7606-0413-4 About the Author Sandy Lachance, M.S., CCC-SLP, has worked as a speech-language pathologist for over 25 years in the Baltimore County Public School System in Maryland. Sandy’s experience with students exhibiting articulation, language, and reading difficulties sparked her interest in phonological awareness. Sandy is a strong proponent of integrat- ing phonemic awareness training in daily classroom activities. She regularly incorporates these skills in her therapy sessions with pre- school and elementary-aged students. Sandy has provided staff development and consultation for teachers at her school as well as numerous classroom demonstration lessons. In her spare time, Sandy enjoys amateur photography, gardening, and relaxing with her family beside their beautiful water garden. Sounds Abound: Storybook Activities is Sandy’s first publication with LinguiSystems. Dedications To my husband, Mike, whose support and encouragement during this project have meant so much to me To my daughters, Rachel and Rebecca, whose fond childhood memories of these stories have been rekindled To my mom, my friend . I love you Cover Design by Mike Paustian Page Layout by Lisa Parker and Jamie Hope Edited by Barb Truman Table of Contents Introduction ........................................................................................................................5 A House Is a House for Me ..............................................................................................11 A Pocket for Corduroy ....................................................................................................16 Alexander and the Terrible, Horrible, No Good, Very Bad Day ..................................22 Blueberries for Sal ............................................................................................................28 Bringing the Rain to Kapiti Plain ....................................................................................33 Brown Bear, Brown Bear, What Do You See? ................................................................38 Caps for Sale ....................................................................................................................43 Curious George ................................................................................................................49 Dear Rebecca, Winter Is Here ........................................................................................55 Each Peach Pear Plum....................................................................................................60 Fish Is Fish ..........................................................................................................................65 Frederick............................................................................................................................71 Henny Penny ....................................................................................................................77 I Am Eyes, Ni Macho ........................................................................................................81 If You Give a Moose a Muffin..........................................................................................86 If You Give a Mouse a Cookie........................................................................................91 Ira Sleeps Over..................................................................................................................96 Madeline ........................................................................................................................102 More Spaghetti, I Say!....................................................................................................107 Noisy Nora ......................................................................................................................112 Over in the Meadow ....................................................................................................117 Owl Moon........................................................................................................................122 Peter’s Chair....................................................................................................................127 Pinkerton, Behave! ........................................................................................................132 Pumpkin Pumpkin ..........................................................................................................137 Stone Soup......................................................................................................................141 Strega Nona....................................................................................................................146 Swimmy............................................................................................................................151 The Art Lesson ................................................................................................................156 Sounds Abound: Storybook Activities 3 Copyright © 2002 LinguiSystems, Inc. Table of Contents, continued The Day Jimmy’s Boa Ate the Wash ............................................................................161 The Five Chinese Brothers..............................................................................................166 The Gingerbread Man ..................................................................................................171 The Grouchy Ladybug ..................................................................................................176 The Hat ............................................................................................................................181 The Jacket I Wear in the Snow ....................................................................................187 The Little Red Hen ..........................................................................................................192 The Mitten ......................................................................................................................197 The Seasons of Arnold’s Apple Tree ............................................................................202 The Snowy Day ..............................................................................................................207 The Very Busy Spider ......................................................................................................212 The Very Hungry Caterpillar ..........................................................................................217 Tikki Tikki Tembo ..............................................................................................................222 Where the Wild Things Are ............................................................................................227 Book List ..........................................................................................................................232 Sounds Abound: Storybook Activities 4 Copyright © 2002 LinguiSystems, Inc. Introduction Phonological Awareness Phonological awareness refers to the perception that spoken words are made up of individual sounds that can be manipulated. This terminology is sometimes used inter- changeably with “phonemic awareness.” We know, however, that prior to recognizing the smallest units of speech (phonemes), children first acquire an awareness of word boundaries as they realize that sentences are made up of words. They then develop the perception that words are made up of parts (syllables), and finally the recognition of individual speech sounds. It is this global definition of phonological awareness that is the premise of this text. The importance of phonological awareness in acquisition of early reading and spelling skills has been clearly documented. In fact, phonological awareness (specifi- cally “phonemic awareness”) and knowledge of the alphabetic principle are consid- ered the best predictors of success in early reading and spelling programs. In order to benefit from a structured phonics program which includes processing visual informa- tion, children need to be able to auditorally process oral speech. For example, during phonics instruction related to letters and their sounds, students may look at the word cat and be able to make the corresponding sounds /k/-/a/-/t/, but not have the auditory processing skill of sound blending necessary to blend those sounds into a meaningful word. Conversely, in spelling, a student must be able to segment individ- ual sounds in a spoken word to represent those speech sounds with letters or letter combinations. Developing phonological awareness skills can be accomplished in a very systematic way beginning at the word level, progressing to syllables, and finally to individual phonemes within words. This progression encourages students to perceive increas-
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