AdditionalLessons/ResourcesAdditionalLessons/ResourcesCONTENTSAdditionalLessonsPhonemicAwareness............................T1Phonics.........................................T2Comprehension.................................T7StructuralAnalysis..............................T10StudySkill......................................T15ClassroomLibraryTradebookLessons.............................T17ThemeBibliography........................T23Author/IllustratorAwards.................T25WordLists.....................................T26High-FrequencyWordList......................T31Index...........................................T33AdditionalLessonsOnsetandRimeIdentificationPhonemicAwarenessObjectives:Identifyonsetandrime;isolateandsegmentphonemesIntervention/RemediationExplain/ModelSomewordshavethesamemiddleandendingsounds.ListenasIsayhotintwoparts:/h//ot/.The/h/isthefirstpartofthewordand/ot/istheendpart.Repeatwithpot.GuidedPractice/PracticeHereisanotherwordthatendslikehot:blot.Blotendswith/ot/.Blot,pot,andhothavethesamemiddleandendsounds.NowlistenasIsayotherwords.Ifthewordhasthesamemiddleandendsoundsashot,raiseyourhand.Say:got,not,slot,rob,shot.ConstructiveFeedbackIfchildrenhavedifficultyidentifyingwordswiththesamemiddleandendsounds,havethemsayeachwordintwopartsafteryou:/g//ot/,/n//ot/,/sl//ot/,/sh//ot/.Allofthesewordsendwith/ot/.Thenhavethemsay/r//ob/.Thisworddoesnotendwith/ot/.Repeatthelessonwithshort/e/,usingthewordsmen,ten,hen,glen,then.AuditoryPhonemeAdditionExplain/ModelIwillsayaword:at.ThenIwilladdthesound/p/tothebeginningoftheword.Inowhavethewordpat.Repeat,addingstothebeginningofpat.GuidedPractice/PracticeHavechildrenaddbeginningphonemesontowordstomakenewwords:lad/glad,lip/slip,lack/black,lot/plot.ConstructiveFeedbackIfchildrenstillcannotaddphonemes,havechildrensegmenttheshortwordfirst.PhonemeIsolationMaterialsPhotoCards:ox,otter,lock,egg,jet,up,busExplain/ModelHoldupthePhotoCardforox.Thisisanox.Sayox.Thesoundatthebeginningofoxisshort/o/:/oooks/,ox.GuidedPractice/Prac...
