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Using the song,
"Build a Word"
Listen to this song
Phonics Time Posters make
teaching reading
to your WHOLE class EASY & FUN!
Phonics Time
can become an essential part of your reading program when used in
conjunction with the giant posters. These posters contain the exact
words to all songs in thick print, making them ideal for whole-class
(or small group) shared reading lessons.
Simply
laminate the posters, punch holes to fit your flip chart, and flip
through the songs in order. Once you've finished the first half of
the songs, turn your chart around and continue flipping.
***Keep reading to find out how the combination of the Phonics Time
CD with posters can help create a fun, manageable, and productive
atmosphere in your classroom.
Posters can
also be a FUN MOTIVATIONAL TOOL in your classroom!
Children LOVE
to point to the posters as the class sings. Use pointing as a reward
in order to motivate your class to focus on learning.
Use posters
when school starts, after recess/lunch, or while transitioning to a
floor activity. Tell students, “If you’re sitting on the floor
quietly, and you’re ready to learn, you may get to point.” Most
children will come right away. Help the few remaining children as
the rest of the class learns with the music.
Before each
song, remind children, "If you sing every word of songs and are
learning something new, you may get to point during the next song."
You'll be surprised at how easy classroom management becomes!
How will posters help me to teach
every student in my class?
Phonics Time songs were designed to help ALL students at ALL levels
in your classroom to learn to read together. Let’s use the example
of the song “Build a Word” to show you how:
Notice that
this song teaches the pre-reading strategy of blending. It contains
emergent reading short vowel words, and goes on to use advanced long
vowel spellings. Every child in your class can learn something new
every time the class sings.
Here is how
you can utilize the poster with this song:
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First,
choose one child to point to the words as you play the song.
Tell children to put up one finger for each sound. Each child is
now reading, singing, listening, and “becoming” a word with
their fingers.
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Next, ask
children to think for 5 seconds as they study the print.
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Last, ask
children to tell you something they learned.
At this point,
you will see that each child gains something different from the
song, depending on his or her reading level.
What pre-readers and struggling will
gain:
Because "musical
intelligence" develops first in young minds, pre-readers can
internalize the beat of the song. They will instinctively know to
move on to a new line with each 4 or 8-count. For these students,
music becomes a NATURAL & FUN way to teach 1:1 correspondence, the
left-to-right format of the English language, and the return sweep.
As pre-readers and
struggling readers move with the sounds of the words, they are
learning the concept of “blending.” After you play the song, these
children may comment on blending letters together. They may also
point out letters that they recognize.
What emergent readers will gain:
Emergent readers
will point out short vowel words in the beginning of the song. Their
comments may focus on changing letters to make new words. For
example, a child may say, “If you change the beginning sound of
‘bat’ to /h/, you get ‘hat.’” Another child may add, “If you change
the middle sound of ‘hat’ to /o/, you get ‘hot.’”
What more advanced readers will gain:
More advanced readers
will discuss spelling aspects of long vowel words at the end of the
song. They may notice the “magic e” in words like “mine” and
“shine.” They may notice that “sh” says /sh/ in “shine.” They may
also point out the “ui” combinations in the words “fruit” and
“suit.”
All
students will benefit from hearing a range of comments
about the print in songs, regardless of reading level.
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