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Phonics Olympics
ACSI Convention November 22-24, 2009
Linda A. Loring, Ph.D.
Seminar Description
Inspired by the Olympics, these activities
require movement, thought, and can even
motivate learners challenged by phonics.
Ideas can be adapted to different levels and
individually personalized. Come pass the
torch of alliteration, play sound hopscotch,
use the slide, or climb ladders. Come find
creative ways to get your class actively
engaged, have fun playing games, and
proud of their own accomplishments.
“Researchers have found that phonemic
awareness and letter knowledge are the two
best school-entry predictors of how well
children will learn to read during the first two
years of instruction”
(Ehri, 2003 March, p. 3)
“Children whose early literacy experiences
include pleasurable activities are more
motivated to pursue the challenging tasks
associated with learning and are more likely
to develop a life-long love of reading and
writing” (Scully & Roberts, 2002, p. 93)
Organization
• Theoretical Research Basis
• Integrating activities with informal formative
assessments
• Assessing Student Attainment
• Idea Development
• Phonics Events for Olympics
• Building up their confidence and making them feel
special
• Detailing the Events
• References
• Appendix
Theoretical Research Basis
• Reading is Important
• Research phonological approach
• Many factors contribute to the
development of this skill.
Movement for all the Vowels
Class saying vowel sounds with motions
Student using a Memory Box
Some students might benefit from a sand box to make the
letters. I also have sandpaper letters for a more kinesthetic
approach.
Students practicing Sky Writing
And Writing on Each Others BacksHelps reinforce sound and motion
Crafts Activities stressing letter Sounds
Forming a consonant and vowel
sound together
Ladder from A Beka
Changing vowels to produce other
words
Assessing Student
Attainment
• Primarily formative assessments
• Can develop motivation
• Usually considered difficult to
develop formative assessments
• Based on student response, I
think this is a good approach and
you can easily adapt it to your
situation.
Phonics Olympics
Team Loring
Maia Ramos-Nogueron
Ideas for Different Olympic Events
• Warm Up
• Light of
Alliteration
• Sound Build
• Rhyme Time
• Phoneme
Push
• Sound Hop
• Word Walk
• Vowel
Weights
• Javelin
Thrust
• Slide Vault
• Ladder Climb
Score Cards
Event
Warm Up
Light of Alliteration
Sound Build
Rhyme Time
Phonics Push
Sound Hop
Word Walk
Vowel Weights
Javelin Thrust
Slide Vault
Spell Put
Ladder Climb
Let us also lay aside every encumbrance, and the sin which so easily entangles us, and let us run
with endurance the race that is set before us, fixing our eyes on Jesus, the author and perfecter of faith,
who for the joy set before Him endured the cross, despising the
shame, and has sat down at the right hand of the throne of God.
Hebrews 12:1b-2
P
r
o
g
r
a
m
Phonics Olympics
Phonics OlympicsNovember 25, 2009
Event
Vowel Song 1
Presentation of Players 2
Warm Up 3
Light of Alliteration 4
Rhyme Time 5
Phoneme Push 6
Sound Hop 7
Word Walk 8
Vowel Weights 9
Javelin Thrust 10
Slide Vault 11
Spell Put 12
Ladder Climb 13
Discus Throw 14
Name of ChildChild comes to us from Capital Heights, MD. He is 5 years old and enjoys reading.
Include a Picture of the child, With digital cameras and the ease of publisher, it is not hard, even if you can’t afford a color printer.
Detailing the Events
•Warm Up This is a review, all vowel
sounds some recent consonants
•Light of Alliteration Here I am passing
the torch. I play the game enough they
can do it, too. Fun way to get them all
excited
•Sound Build This is a little more serious
and can be adapted to each child’s level.
•Rhyme Time: “I say cat, you say”
•Phoneme Push I say tu, and the student
asks for two balls, and puts /t/ and /u/ to
me
Detailing the Events (cont)
• Sound Hop this is set up like
hopscotch with sounds or words,
depending on the student.
• Word Walk: A student has to walk on
top of sounds or words
• Vowel Weights consonants are put at
the end of a bar and the students lifts
the vowels and says the word
• Javelin Thrust: The student can
throw words into a target
Detailing the Events (cont)
Slide Vault: making words from three
letters
Letter Climb: Different words or sounds
are on the rungs of a ladder
References
Armstrong, T. (2003). Multiple intelligences of reading and writing : Making the
words come alive. Alexandria, VA: Association for Supervision & Curriculum
Development.
Connelly, V., Johnston, R., & Thompson, G. B. (2001). The effect of phonics
instruction on the reading comprehension of beginning readers [Electronic
version]. Reading and Writing" An Interdisciplinary Journal, 14, 423-457.
Ecclestone, K. (2006). Making formative assessment work [electronic version].
Adults Learning, 18(4), 12-13.
Ehri, L. C. (2003 March). Systematic phonics instruction: Findings of the National
Reading Panel. Paper presented at the Standards and Effectiveness Unit
Department of Education and Skills, ED479646 London England.
Frey, B. B., & Schmitt, V. L. (2007). Coming to terms with classroom assessment
[electronic version]. Journal of Advanced Academics, 18(3), 402-423.
Haycock, R. C. (1993). Encyclopedia of Bible truths for subject subjects:
Association of Christian Schools International.
References (cont.)
Hurry, J., & Sylva, K. (2007). Long-term outcomes of early reading intervention
[Electronic version]. Journal of Research in Reading, 30(3), 227-248.
International Reading Association. (2002). Evidence-based reading instruction:
Putting the National Reading Panel Report into practice. Newark, DE:
International Reading Association.
Lambert, D., & Lines, D. (2001). Understanding assessment. New York: Taylor
& Francis, Incorporated.
McTighe, J., & O'Connor, K. (2005). Seven practices for effective learning
[electronic version]. Educational Leadership, 63(3), 10-17.
Pressley, M., Gaskins, I. W., & Fingeret, L. (2006). Instruction and
development of reading fluency in struggling readers. In S. Samuels & A. E.
Farstrup (Eds.), What research has to say about fluency instruction (pp. 47-
69). Newark, DE: International Reading Association.
Runge, T., & Watkins, M. W. (2006). The structure of phonological
awareness among kindergarten students [Electronic version].
School Psychology Review, 35(3), 370-386.
Scully, P., & Roberts, H. (2002). Phonics, expository writing, and
reading aloud: Playful literacy in the primary grades [Electronic
version]. Early Childhood Education Journal, 30(2), 93-99.
Turan, F., & Gul, G. (2008). Early precursor of reading: Acquisition
of phonological awareness {Electronic version]. Educational
Sciences, Theory and Practices, 8(1), 279-284.
References (cont.)
Appendix
Title of the Lesson: Phonics Olympics
Overview of the Lesson: This is a continuation of
phonics review and reinforcement. The children
play various games geared to review current
phonics in curriculum, or the abilities of the
students. I have over-planned activities to keep the
children’s interest. It can be reconvened and
played later with different sounds and words.
Time Frame: 20 minutes. A teacher may continue
these games on other days as needed.
Appendix (cont)
Lesson Targets: Maryland Content Standards: Standard 1.0 General
Reading Processes (Reading/ELA)
A. Phonemic Awareness:
Discriminate sounds and words: b. Identify initial and final sounds in a
word
Discriminate and produce rhyming words and alliteration
Repeat and produce rhyming words
Identify and repeat sentences that use alliteration
B: Phonics:
Identify letters and corresponding sounds
Identify letters matched to sounds
Generate the sounds associated with individual letters and letter
patterns, such as s-, st-, -at, -ack, -ed {Obviously can be changed
for desired targets)
Decode words in grade-level texts
Blend letter sounds in one-syllable words (CVC) (some will, some
just cv)
Use onset and rime (word families) to decode one-syllable words
Appendix (cont)
Lesson Objectives:1. Students will recognize the sounds of short
vowels and certain consonants by participating
properly in a variety of games at a level that
meets and challenges their abilities
2. Students will repeat alliteration and return
appropriate sounds by participating properly in a
variety of games
3. Students will decode the letter symbols on
various props throughout the room by
participating properly and to the best of their
ability in a variety of games
Appendix (cont)
Lesson Activities:Hook: Idea of Olympics and being a phonic team,
PowerPoint presentation capitalizing on them as star
players. (2 minutes)
Organization Warm Up: Vowel and consonant review; Pass
the Torch: alliteration
Sound Building: /p/ /i/ /g/ Rhyme Time; Other games as time.
Direct Instruction Will only occur as student cannot attain
goal without assistance
Essential Questions (Why, what):
These questions are imbedded in the games themselves.
Ones I will be asking not imbedded are rhyming, alliteration,
creation of words from sounds.
Appendix (cont)
Knowledge and Skills:1. Must know all the vowel sounds
2. Must know the consonant sound
3. Must know how to blend consonant sound to
vowel
Adaptations and Accommodations (Tailor):
At this point that is all that is required. However,
other students know more and they will be
challenged to participate at an appropriately
challenging level. When someone might not be at
the level, I provide additional scaffolding. I have also
differentiated what is expected in all the games.
Appendix (cont)
Performance Task:I have developed games and challenges that
continuously ask for an answer that is
immediately assessed for validity. These
assessments take the form of games needing
correct responses.
Performance Prompt: Prompts are available throughout the room
and have been devised for immediate use.
Prompts take the form of questions or
challenges in the game.
Appendix (cont)
AssessmentChildren are given a scorecard. Stamps
are indicating successful completion.
Scaffolding will be provided for ones
needing it so they, too, can receive a
stamp. More challenging tasks are provided
students at their level, but they still play the
same games. However, mental note is kept
of students not initially reaching goal
performance levels.
Appendix (cont)
Learning Experiences and Resources
Sequence of Activities: In reality a review of phonics
sounds is started from day one, and will probably be
continued through the second grade. In the Beka
system, vowels are taught first, then when a
consonant is added, the consonant is blended with all
short vowels. After short vowels are introduced, long
vowels and long vowel patterns are introduced.
Grapheme and phoneme representation of all letters
are slowly introduced and reinforced. Grapheme and
phoneme connections are reinforced through
skywriting, bodily-kinesthetic activities, ladder walking
in charts and books, and through various games
Appendix (cont)
Differentiated Instruction: More scaffolding is
provided for those needing it, and words that are more
challenging and sentences for those who can perform
at that level are given.
Conclusion and Assessment (Evaluate, reflect):
This activity does not end at the end of the session.
Students will complete enough of the scoreboard so
they can take it home and display what fantastic
Phonics Olympics players they are.
Technology Resources Here I only used technology
in the classroom to introduce the team. Programs
exist on the Internet, and for purchase for stationary
computers that can reinforce this type of content.
Songs are also available that will help.
Other Resources: I have produced and laminated
many of the props used for the games
Appendix (cont)
Metacognitive Reflection: Once I started thinking
about the importance of play in kindergarten and the
need for activities to keep their motivation, the concept
just evolved. I was particularly worried about one girl
who made no connection between phonemes and
graphemes and blending. I adapted a technique from
Project Read to make her focus on what she was
saying. It was also beneficial to other students who
were shaky in their initial exploration of the sounds. One thing I was surprised about is there were only 5 hits
for Phonics Olympics when googled before agreeing to
do this presentation, and none were geared along these
lines. I have more fun doing something like this, the
students seem more motivated and actively engaged in
the sessions and therefore I feel my efforts are
worthwhile in this endeavor.