AdditionalLessons/ResourcesCONTENTSAdditionalLessonsPhonemicAwareness............................T1Phonics.........................................T2Comprehension.................................T7VocabularyStrategy............................T11StudySkill......................................T15ClassroomLibraryTradebookLessons.............................T17ThemeBibliography........................T23Author/IllustratorAwards.................T25WordLists.....................................T26High-FrequencyWordList......................T31Index...........................................T33PhonemicAwarenessObjective:Identifyonsetandrime;segmentandblendphonemesPhonemicIntervention/RemediationOnsetandRimeIdentificationExplain/ModelIftwowordsrhyme,thatmeanstheyhavethesamemiddleandendingsounds.ListenwhileIsaythewordboneintwoparts,/b//ōōōnnn/.The/b/isthefirstpartoftheword.Thesecondpartofthewordis/ōōōnnn/.NowItakeanothersound,/t/,andputittogetherwith/ōōōnnn/tomakeanewword.ListenasIblendthenewword:/tōōōnnn/,tone.Thewordtonerhymeswithbone.Remindchildrenthatwordswiththesamemiddleandendsoundsarerhymingwords.GuidedPractice/PracticeWhatwouldhappenifItookawaythe/t/andput/k/thereinstead?Let’ssaythepartsalone:/k//ōōōnnn/.Nowlet’sblendthemtogether:/kōōōnnn/.Thenewwordiscone.Conerhymeswithtoneandbone.Havechildrenrepeattheroutinewithpole,mole,hole.ConstructiveFeedbackIfchildrenhavedifficultyhearingthemiddleandendsoundsinwords,sayeachwordandthenitsendingsoundsinisolation:rose,/rōōōzzz/;rosehastheendingsound/ōōōzzz/.Havechildrenrepeatafteryou.Aschildrenbecomemorecomfortable,graduallyeliminatesayingthephonogram.Repeatthelessonwithlong/ū/u_e,usingthewordsmule,cute,andrude.AuditoryPhonemeSegmentationExplain/ModelIamgoingtosaythewordcubeintwoparts:/k//ūb/.Sayitwithme:/k//ūb/.Thebeginningpartis/k/andtheendpartis/ūb/.Ifyoulistentotheendingofaword,itwillhelpyoureadthewholeword.GuidedPractice/PracticeSayotherwordswithlong/ū/u_ealoudandhavechildrensaythemintwopa...
