I-CANyons Parent Toolkit for Kindergarten Language Arts (ELA)
Foundational Skills Phonological Awareness: I CAN...
Standard
Count, pronounce and segment syllables in spoken words.
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Core Standard
RF.K.2.b. Count, pronounce and segment syllables in spoken words.
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In Other Words
Words are made up of parts called syllables.
The word SEGMENT means to figure out how many syllables there are in a word, we place our hand under our chin and pronounce the word. Each time our chin touches our hands it is a syllable. The word BLEND means to put the parts together to pronounce the entire word. |
If Mastered
Begin asking students what sound words begin with.
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If Not Yet Mastered
SEGMENT SYLLABLES:
Say a word. Clap with your child as they say the syllables, until they can independently clap the syllables on their own - Example: Parent: Say a word - "apple" Child: clap the syllables - ap-ple OR Have your child put his/her hand under their chin as they pronounce and count the syllables in a word. The number of times their chin drops will be the number of syllables in a word. FCRR activities: Click Here *Clapping Names *Feed the Animals *Syllable Hopscotch *Syllable Graph *Syllable Say |
Standard
Blend syllables.
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Core Standard
RF K.2.b. Count, pronounce, blend, and segment syllables in spoken words.
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In Other Words
The word BLEND means to put the parts together to pronounce the entire word.
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If Mastered
Support students with activities that blend sounds and focus on spoken sounds and words. Activities can be found here.
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If Not Yet Mastered
Blend Syllables: Say a word in syllables -
Example: Parent: all-i-ga-tor Child: will "put the sylllables together" and tell you the word - "alligator" |
Standard
Isolate and pronounce the sounds in CVC words.
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Core Standard
RF.K.2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
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In Other Words
The child identifies the first sound in a spoken word. For example: Parent says "What is the first sound in 'bat'?" Child would respond "/b/". The child needs to pronounce the first sound not the letter name.
Next, the child identifies the ending sound in a spoken word. For example: Parent says "What is the last sound in "hat"? Child would respond "/t/". The child needs to pronounce the final sound not the letter name. Next, the child identifies the middle sound in a spoken word. For example: Parent says "What is the middle sound in 'cup'?" Child would respond "/u/". The child needs to pronounce the middle sound not the letter name. |
If Mastered
If the child has mastered all beginning/first sounds, start working on
ending sounds. (See the standard "Isolate and pronounce the medial
sounds in CVC words".)
If the child has mastered ending sounds, start working on medial/middle sounds. (See standard "Isolate and pronounce the medial sounds in CVC words."). If the child has mastered medial/middle sounds, start working on segmenting words with 3 sounds then 4 sounds. Sound boxes are a fun, easy, way to spatially and visually support your child to understand how to segment the individual sounds in words. The following FCRR sound box game is a great segmenting activity. FCRR Activities: Click Here PA.040 |
If Not Yet Mastered
Beginning Sounds:
Play "I spy". As you are out driving, running errands, doing chores around the house. Have your child spy things and tell you the beginning sound. Ex) Child: "I spy a sidewalk. /s/" "I spy lettuce. /l/" Parent: "Go make your bed. What sound does 'bed' start with?" Child: /b/ FCRR activities - Click Here *PA.025 One Card Out *PA.026 Sound Snacker - Sound Smacker *PA.027 Sound Train *PA.028 Pack-a-Backpack *PA.029 Phoneme Go Fish *PA.030 Phoneme Dominoes *PA.031 Sound it- Bag it Click Here Click Here PA.036 See it - Sound it Click Here *PA.001 Inital Phoneme Picture Sort *PA.002 Match Maker *PA.009 Bag-of-Sounds Middle Sounds: It is easy to practice this skill as you are running errands or working around the house with your child. Say a cvc word (ex - can, nut, yell, sip, got) and have child tell you the medial/middle sound. Help children tap out the sounds for the word. ex) "can" /c/ /a/ /n/ - what is the middle sound? /a/ FCRR Activities- Click Here PA0.38 Ending Sounds: When practicing final/ending sounds with children, make sure that you practice with words that have very obvious ending sounds - for example: land, mit, roof. FCRR activities- Click Here *PA.032 Final Sound Match-up *PA.033 Sound Pie *PA.034 Sound Bags Click Here *PA.037 The Last Sound is... Click Here *PA.003 Final Phoneme Memory *PA.004 Final Phoneme Pyramid *PA.005 Final Phoneme Spin *PA.010 Final Phoneme Find |
Standard
Substitute or add sounds to create new words in one syllable words.
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Core Standard
RF.K.2.e. Add or subsitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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In Other Words
The child can change any sound in a word to produce a new word.
SUBSTITUTING A SOUND - Example: The word is "cat" and the child changes the /t/ to an /n/ to produce the new word "can". ADDING A SOUND - Example: The word is lash. Add a /f/ to the beginning. The new word is "flash" |
If Mastered
FCRR Activities: Click Here
PA.49
■ Teach songs such as “Willoughby Wallaby Woo,” “Oo-pples and Boo-noo-noos,” and “The Name Game,” in which one sound in a word is changed to make a new word. ■ Read a few sentences from a familiar story, but change all the initial consonants to a new consonant. Students will enjoy the silly sentences that are made. Then give them a short sentence or a familiar chant and a new sound, and have them try to say the sentence with the new consonant sound. For example, “I like popcorn” can become “I wike wopcorn” by changing the initial consonants to w. |
If Not Yet Mastered
Play word games like the following: *The word is dog. Change /d/ to /h/. What’s the new word? *The word is like. Change /l/ to /b/. What’s the new word? *The word is met. Change /m/ to /l/. What’s the new word? *The word is bug. Change /g/ to /n/. What’s the new word? *The word is am. Change the /m/ to /t/. What’s the new word? *The word is mat. Change the /a/ to /i/. What’s the new word? FCRR activities - Click Here *PA.049 Drop and Say *PA.050 Names Changes |
