Status message

Dear LOR user,

Thank you for being a big part of this community. To better support the initiatives around open educational resources in the state of Michigan, all resources on the Michigan Virtual Learning Object Repository (LOR) are being moved to #GoOpen Michigan on September 30th, 2018. During the transition, our LOR will be moved to an archived state, not allowing new user registration or new content to be added. An email with more details was sent to registered users of the LOR in September. To make use of the great resources on the platform, we encourage you to create an account and add your own new resources to the #GoOpen Michigan platform.

Enhancing Foundational Reading Skills Through Music and Technology

Description: 

Students will learn ways to enhance foundational reading skills using online blended learning activities, music videos, songs, stories  and center activities.

Learning Targets: 
Students will know the sounds consonant letters represent
Students will know the sounds short vowel letters represent
Students will know long vowel sounds
Students will recognize and read c-v-c words (consonant-vowel-consonant)
Students will recognize and read short vowel words using a-e-i-o-and u
Link: 
Enhancing Foundational Reading Skills Through Music and Technology
https://docs.google.com/document/d/1wLaogguITY-RnfqxpxxiOv35u3wKg1R1It0ePhje7vs/edit
Author: 
amborders
Content Area: 
Language Arts
Reading
Language: 
English
Resource Type: 
Unit
Licensing: 
Creative Commons Licence
Grade: 
K
Common Core Language Arts
Common Core Language Arts: 
CCSS.ELA-Literacy.RF.1.2a
Tags: 
phonics
music
online songs and stories
literacy apps

How are the standards/objectives assessed?

Most of my daily assessment is done anecdotally. I record student successes as they participate in small group reading and center activities. I list differentiated needs and move students fluidly into different center groups or reading groups weekly. There are also guided reading assessments, NWEA tests and district assessments that help guide my practice. Other resources are listed below.

Handouts, writing, fill in blanks formative assessments

 

Beginning sound activities and printables

 

Learning letter sounds printables

 

Free letter and sound games

 

District reading skills assessment

Student prerequisite skills and knowledge

Kindergarteners often come from a variety of school experiences. Some children attend formal preschool, some play school and some have little or no social or academic experiences. It takes a while for students to learn "the rules" pf school. Once I am confident they can follow simple directions, focus on the activities, and use materials respectfully we move into centers for short periods of time. We establish a routine and direction so students can assist each other in completing activities and moving from center space to center space.

The reason this unit contains so many resources is because of the wide range of skills and abilities incoming students have early in the year. Add to that, the needs of my English language learners and it becomes essential that there be enough wide ranging, well planned and engaging activities to maintain student interest at all levels. 

How is the concept or procedure explained or demonstrated?

Whole group:

Play and sing “Phonics Song 2” A is for Apple…

 

Mini Lesson: Review focus letter B

What sound does B make?

Who can think of a word that has b in it?

List words on chart paper. Us a different colored pen for the letter B.

Read and review words as you write them.

 

Uncover secret message at bottom of page. Read sentence aloud.

Can anyone see a word that has a b in it? Choose students to come a circle the word. Read the word as they point and circle the word. Count the number of b words at the end.

 

Move to 10 minute center groups

 

Sample ideas:

Group 1:

Guided Reading Group with teacher

Group 2:

Matching moveable alphabet magnet letters with b words

Group 3:

iPads with phonics songs, either letter sounds or c-v-c words

Group 4:

Listening center with thematic or leveled storybooks

Group 5:

Writing/copying the mini lesson b-word sentence and drawing illustrations

Group 6:

iPad phonics literacy or music apps

Subsequent lessons would follow the differentiated needs of each student based on anecdotal records and Guided Reading groups, adding additional songs, games and activities as needed. Our school tries to introduce a letter a day at the beginning of the year. This varies by teacher and student needs.

 

What concepts or procedures are being explained or demonstrated in this lesson object?

Basic literacy skills, letter identification, letter sounds sung together as a whole group followed by the same  in a simple mini-lesson. The lesson is reinforced in centers by online literacy songs, phonics apps, games and activities.

What was your experience, both successes and challenges, using this lesson object with your students?

I have the benefit of currently being an elementary vocal music teacher integrating literacy through music following a twenty year career as a K-1 educator. I work closely with all grade level teachers and help develop lessons Reinforcing literacy skills through online songs, center games and activities takes little time in either the grade level or music classroom but makes learning specific skills fun and easy for young children to remember. These multi-sensory songs, while appearing little silly to adults are loved by the students and requested often. Adding musical nursery rhymes and stories allows students the freedom to be creative (while using felt pieces or puppets) to recreate, expand and grow their essential reading skills.

It's always challenging when the range of needs is so widespread. I often match a learning student with a knowing student or choose a daily "student teacher" others can talk with if they have questions, especially during guided reading time. One of my colleagues calls it "Ask 3 then me."

Respect for classroom materials seems to be the biggest challenge for some young children. I just need to remember that it takes time, patience and a solid routine before adding delicate materials like the iPads to our centers.