Download Having Fun with Vocabulary Sound Devices Such as Alliteration

Grade Kindergarten
Module 2-3
Lesson C: Having Fun with Vocabulary Sound
Devices Such as Alliteration
Content Overview for Lesson
Students have phonemic awareness. Kindergarten students need to develop
an understanding for the way sound devices enhance reading for
understanding
In this lesson we will begin to make students more word conscious as we
explore vocabulary, play with sound devices and take a closer look at how
details build comprehension and understanding. We will continue to work
with decoding and encoding in reading and writing.
Teacher Preparation
Most kindergarten students have developed phonemic awareness. With this
awareness students are ready to explore the relationships between oral
language and the sounds represented by letters, as well as the letters.
Key Vocabulary and Concepts
Alliteration: The repetition of the initial sounds or stressed syllables in
neighboring words (for example, she sells seashells).
Onomatopoeia: The formation and use of words to imitate sounds (for
example, rattle, murmur, crash, bog, buzz, boink, and grr).
Decoding: using letter sounds to decipher or read a word.
Encoding: Going from the sound analysis of a letter to the symbol.
Chorally: performed by a chorus of voices.
Objective for Lesson C
Objective: The student will be able to find examples of alliteration and
onomatopoeia in texts read aloud.
Materials Needed
Quality literature to read aloud, chart paper, markers, books for book basket,
a variety of paper, pencils, whiteboard
Suggested Resources
Hooway For Wodney Wat By Helen Lester.
The Awful Aardvarks Go To School. By Reeve Lindberg.
Piggy in the Puddle. By Charlotte Pomerantz.
The Baby Uggs Are Hatching By Jack Prelutsky.
Technology Connections
http://www.naeyc.org
Teaching Lesson Introduction to the lesson
Read Aloud Read a book, such as Alligators All Around by Maurice Sendak.
After you have read several pages aloud to the students, ask if they notice
anything special about the language of the book. Point out how the author
uses alliteration in word pairs to describe the activities of the alligators. Use
explicit language to describe how alliteration works. As you read have
students put a thumb up when they hear alliteration. If you have a document
camera, use it so show students how words look after they heard the
alliteration.
Mini-lesson On a white board use student names to create sentences using
alliteration. For example, Barbara was a beautiful baby.
Have student read the sentences chorally. As they read be sure to point
under the first letter of each word slightly exaggerating the first letter with
the pointer. This puts the students’ eyes moving from left to right and
focusing at the beginning of each word.
Independent Reading Give students sticky notes to mark new word
discoveries. As students spend time reading, confer with them about the new
words they find. Ask students to notice any instances of alliteration in their
stories or poems.
Share Time Allow two or three students to share a book title, examples of
alliteration or a new word. Give students time to discuss meaning of new
word.
Shared Writing Using the mini-lesson on alliteration, compose several
examples from student names.
Independent Writing Give students time to write with the direction to think
carefully about word choice. During this time confer with students on word
choice.
Share Time Have a student or two share their pieces with the class,
especially if a child crossed out a word and replaced it with a better word.
Comment on the why the new word is a better word choice.
Assessing
the
Lesson
Formative
Assessment
and
Summative
Assessment
Formative Assessment
Use the following as a guide for developing a checklist for student
assessment to make instructional decisions.
 Recognizes unknown words in books read aloud.
 Recognizes unknown words in books read independently (includes
books on tape).
 Uses context to figure out word meaning.
 Uses text features such as bold print in informational text to figure out
word meaning.
 Gives a simple meaning for a new word.



Recognizes alliteration with read orally.
Recognizes alliteration in a text.
Uses alliteration in writing.
Summative Assessment
Teacher or district created assessments to be used as needed.
Extending the Learning
Differentiation
Learning centers provide time to engage in literacy experiences. They
provide opportunities for students to engage one another in new learning
experiences. They also provide a place for students to work at their own level
and pace. Young children need many opportunities to engage in the learning.
Learning centers provide that experience.
K-3.4 Recognize high frequency words.
K-3.3 Use vocabulary acquired from a variety of sources.
In a book center, provide sticky notes for students to record new words.
K-3.1 Use pictures and context to construct the meaning of unfamiliar words
in texts read aloud.
In a listening center, provide recorded books with new words. Instruct
students to stop the tape when they hear a word they don’t know. Write the
word on a sticky note. Rewind the tape and listen again to find out what the
word might mean. Draw a picture that represents what the word might mean
from the book.
In a word study center, place vocabulary games, such as Pictionary Junior.
Place word sorts related to simple synonyms.
In a pocket chart center, have students match vocabulary to a simple
definition and picture.
K-3.14 Identify beginning and ending sounds in words.
K-3.8 Use beginning sounds, ending sounds, and onsets and rimes to
generate words orally.
K- 4.4 Use letters and relationships to sounds to write words.
K-5.2 Use symbols (drawings, letters, and words) to create narratives (for
example, stories and journal entries) about people, places, or things.
In a writing center, provide lots of small books stapled together for students
to make their own stories. Provide a variety of paper, markers and pencils.
K- 4.9 Use uppercase and lowercase letters.
K-3.8 Use beginning sounds, ending sounds, and onsets and rimes to
generate words orally.
In a word work center, provide magnetic letters, both lower case and capital
and picture cards such as cat, turtle, and banana. Place the pictures in a
pocket chart on the top row.
A student selects a card and says the word and claps it. Students respond by
saying the number of syllables in the word or showing with fingers. Using
additional picture cards have students clap the number of syllables. Place the
card under the corresponding card on the top row, cat, turtle or banana (this
was introduced in the mini-lesson, but may need to practiced together before
it becomes an independent learning center activity).
K-6.5 Follow one- and two step oral directions.
In a block center, provide paper and pencils for students to create structures
before they begin to build. Provide a variety of texts that provide
architectural models or large machines.
Enrichment
Provide opportunities in small group for students to enrich their vocabulary
by selecting books for small group instruction that have rich vocabulary. Be
explicit when prompting for meaning. For example, “You sound so grown up
when you use those words. Be sure to try that out at home.” “What a great a
word choice! That helps the reader picture what you are saying.”
Intervention
Some students’ need more time and explicit instruction before becoming
word conscious. Work with these students in small group or one-on-one
using a Shared Reading technique. Use explicit language such as, “What can
you do to figure out what that word means?” or “Asking about a word can
help you learn what it means. Give the student the definition and sentences.