j oll y - jacdor community pre-school · the j oll y jumps into lit e ... h e a r ing rhy thm in...

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JELLYFISHThe JOLLY jumps into literacy

jollyjellyfish2_5th_PROOF 24/1/07 9:01 am

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Introduction

This booklet is aimed at parents, carers and all practitioners working insettings with preschool children.TThhee aaiimm iiss ttoo iinnccrreeaassee uunnddeerrssttaannddiinngg ooff tthhee lliinnkk bbeettwweeeenn tthhee aabbiilliittyy ttooddiissccrriimmiinnaattee ddiiffffeerreenncceess iinn ssoouunnddss,, ppaarrttiiccuullaarrllyy ssppeeeecchh ssoouunnddss aannddllaatteerr ssuucccceessss iinn lleeaarrnniinngg ttoo rreeaadd.. It provides practical ways to developimportant language skills.

An independant review of early reading (Rose Report 2006) makesclear the importance of imaginative and active, multi sensory pre-reading activities.

The booklet is based on the analogy of a jellyfish, the “body” of whichprovides a brief developmental model of listening, attention andmemory, the fundamental building blocks of language. The three“tentacles” use a developmental approach to provide activities topromote the sorts of language skills thought to be crucial for the laterdevelopment of reading and writing.

This resource was compiled by a multi agency group of professionalsworking together to help support the Every Child Matters agenda.Representation included:

Lincolnshire South West (teaching) PCT – Speech and LanguageTherapy: Sue Martin

Lincolnshire Early Years Support Service: Kathryn Kilby, Jayne Rose

Lincolnshire County Psychology Service: Sue Taylor, Natalie Wilkins

Illustrations provided by Year 4 at Welton St Mary’s Primary School.

We acknowledge the authors listed in the bibliography for theirinformation and ideas.

LincolnshirePrimary Care Trust

jollyjellyfish2_5th_PROOF 24/1/07 9:01 am Page 1

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Promoting Early Reading Skills

The Importance of Phonological AwarenessPhonological awareness is about the ability to listen to and recognisedifferent sounds and patterns in the words of our spoken language. Itinvolves auditory discrimination, the ability to recognise sequences ofsound and also holding and storing sound sequences in memory. Theability to attend and listen carefully to sounds is fundamental to thedevelopment of phonological awareness.There is a large body of research which shows that preschoolchildren’s awareness of phonemes, of the speech sounds thatcorrespond roughly to individual letters, can account for as much as50% of the variance in their reading ability at age six.The evidence suggests that a child’s level of phonological awarenessskills on entering school is the strongest single determinant of thesuccess he or she will experience in learning to read. This has beendemonstrated widely, not just in England but in many other countries.Working from this evidence base, it would appear to be morebeneficial to focus on the development of phonological awarenessprior to school entry rather than introduce phonic based activitieswhich link sounds to written letters.

The Difference betweenPhonological Awareness andPhonicsPhonological awareness is concernedwith listening, paying attention to thedifferences in speech sounds and theholding and storing of sequences ofsounds in memory, without access toprinted letters. In contrast, phonics isthe system by which symbols (writtenletters) represent the individual speechsounds (phonemes) to form writtenwords and sentences, for example f-l-a-g.Before children can make sense of analphabetic principle they need tounderstand that the sounds which arepaired with the letters are exactly thesame as the sounds in speech.


The Structure of LanguagePhonemes are the basic building blocks of spoken language. They arenot spoken as separate units however but are fused together intosyllables and words. Think about when someone says bat andcompare it with pat. The differences between the sounds of the twoinitial phonemes are very subtle: compare /b/ with /p/. These subtledifferences result in a dramatic difference in meaning. Babies become attuned to the phonemes of their native language inthe first few months of life. This sensitivity to the differences betweensounds is “built in” and not consciously attended to. In order todevelop reading and spelling skills, this sensitivity to the subtledifferences in sounds needs to become explicit and actively reflectedupon.

Teaching Phonological AwarenessFor various reasons many childrenhave difficulty with the developmentof phonological awareness skillswhich are critical in learning to readand write. However, parents andcarers of preschool children andpractitioners in early years settingscan promote and teachphonological awareness in fun andinteresting ways. This bookletexplains how to do this and can beused as the basis for developingyour own good ideas. These sortsof activities will provide a soundbasis for achieving success withreading and writing. There is plentyof time for young children to linkwritten letters with sounds whenthey learn phonics at school andwhen they have the prerequisiteskills and understanding to do so.

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Locating sound Exposure to rhyme

Playing with simple rhyming patterns

Production of rhyme

Rhyme judgement

Adult Directed:Moving to sound

Copying & keeping a beat

Hearing rhythm in single words

Child initiated:experiencing &experimentingwith rhythm

Recognising sounds

Introducing speech sounds

Listening to initial sounds in easy words

SOUND MOVEMENT RHYME

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The Jolly Jellyfish Model

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Locating sound Exposure to rhyme


Production of rhyme

Rhyme judgement





Recognising sounds





Listening & Attending to Speech Sounds

Very young babies present a range of listening and attendingbehaviours linked to human speech. They are soothed by, and smileat, the carer’s voice and give eye contact in their interactions. Babiesbecome sensitive to tone and rhythm and their arm and legmovements often match the rhythm of the carer’s voice. They reactdifferently to the tone of a voice by smiling, becoming still, or crying.Babies learn very quickly to attend to, and discriminate between, allkinds of sounds and to associate them with activities, for example,running a bath. They enjoy music, particularly when it has a strongbeat. They begin to discriminate between fast/slow, loud/quiet and todevelop a preference for a particular song or rhyme. They continue todevelop the ability to discriminate between different voices and torespond to different tones, for example, sing song, questioning,soothing and playful. As babies develop they continue to enjoy listening to talk, especiallythe ups, downs and rhythm of language. They respond to music andsinging by swaying and bouncing and begin to copy the rhythm andactions of rhymes and songs. Contrasting melodies, rhythm and tonebecome a major feature of a child’s understanding and form the basisof their own utterances. By around one year old a child has usually learned to respond tomany words, sounds and phrases by listening. He or she will enjoylistening to a simple story over and over and will respond when anadult makes symbolic vocalisations, for example, to point to a toy,animal or picture. As the child continues to develop language skills, heor she may try to copy much of what is heard, attempt to join in with asong or rhyme and begin to fill in a familiar missing word when anadult leaves a pause. Children continue to fine tune their skills largely through imitating thespeech sounds of others, including the ability to copy the correctnumber of syllables. They also learn, through imitating, the intonationand rhythm of what they hear. By the time they attend an early years setting, children are usuallyquite vocal and their development of vocabulary, attention andunderstanding of spoken language is developing daily. The followingactivities build on this, encouraging further the ability to discriminatebetween sounds, respond to rhythm and appreciate rhyme. These areimportant language skills in their own right but are also fundamentalwhen the link to later reading skills is considered. All of the activities suggested in this booklet build on the developmentof these early skills and, as such, it is important to consider a child’sdevelopmental profile to determine their suitability.So.......Lets go on a journey with the Jolly Jellyfish....


Locating sound Exposure to rhymeExposure to rhyme


Production of rhyme

Rhyme judgement





Recognising sounds





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Sound

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Hide and seek with soundChoose a toy which the child canhear such as a loud banging toyor a quiet musical toy. Give this tothe child and let him play with itfor a while. Explain that you aregoing to hide yourself in the roomwith the toy. From your hidingplace make the sound and see ifhe can find you.

Find the musical toyWind up the musical toy andlisten to the sound together. Hidethe toy somewhere in the room.Encourage the child to listen andlocate the sound.Now experimentwith louder and quieter toys.

Who has the bell?Sit one child in the middle of asmall circle of children. This Childcloses their eyes while you giveanother child in the circle a bell,small enough to hide in theirhand. Tell the children in the circleto shake their clenched hands inthe air. The child in the middle isasked to open their eyes andpoint to the one who has the bell.

Locating Sound

Helping children to locate sound in developing their listening andattention skills starts at an early stage, but some children, may needextra practice and support.


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Sound lotto (available to buyor better still – make yourown)Everyday sounds are recorded onaudio tape. Pictures of theobjects are presented in the formof a lotto card. The child has toplace a counter on the picturethat matches the appropriatesound on the tape.Old MacDonald had a FarmSing this song. Encourage thechildren to join in with the animalsounds. Show them pictures ofthe animals when you make thesounds. Can they point to theappropriate picture when youmake the sound?

Lost animalsYYoouu wwiillll nneeeedd sseevveerraall ttooyy aanniimmaallssffoorr tthhiiss aaccttiivviittyy.. Explain to thechildren that they are going to bezoo keepers and that severalanimals have escaped. Their jobis to round up the lost animalsand collect them in the bag forreturn to the zoo. Place severaltoy animals around the room andtell the children to listen verycarefully. Make an animal soundnear to the children, when thechild hears the sound he mustfind the animal that is making thenoise. If the child is incorrect, theanimal is released again. (Startwith a few familiar animals.)

Recognising Sounds

This section is designed to develop the child’s ability to recognisesound and give meaning to it.


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Recognising Differences in Sounds

These activities are designed to develop the child’s ability to make simplediscriminations between sounds. Here the child must decide whethertwo sounds are the same or different. These activities are alsodesigned to improve concentration and memory.

Butterflies and ElephantsShake a tambourine and thechildren run like butterflies. Bangthe tambourine and the childrenstamp like elephants.

Spot the DifferenceIntroduce a shaker and a drum tothe child one at a time. Talk abouthow they look and sound. Let thechild have a turn at playing withthem and comparing the sounds.(Point out to the child how thesound is different.)Explain to the child that you aregoing to play a listening game.Place a similar shaker in front ofthe child but out of reach. Placethe original shaker and drumbehind the screen. Make sure thechild is ready and then tell them

to listen carefully. Make a soundwith the shaker in sight and thena second sound behind thescreen using either the originalshaker or the drum.Ask the child if the sounds arethe same or different. Show thechild which instrument made thesound. Let the child have severalturns. To increase the complexity of theactivity:Introduce instruments that soundincreasingly similar;Introduce a delay before makingthe second sound. N.B. remember the child willneed to have the concept ofsame and different for the gameto be successful.


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Introducing Speech Sounds

Children can learn by watching others speak and by listening toclear models of single sounds. Listening to speech sounds,associating the sounds with an object or picture and talking aboutthe characteristics of speech sounds helps a child with later linksbetween sounds and letters.

It is important to work on sounds that sound different (e.g. p/s), moving over timeto those which sound more alike (e.g. f/s, p/t, p/b.) When the adult is producingthe sound it is important that the adult makes the pure sound “p” not “puh”.

Introduce sound pictures cards that are very different (e.g. /p/ and /s/.) The adultmakes the pure sound and the child is encouraged to select the sound picturecard. You could make this a game by posting it. Over time widen the range ofsounds. When they are secure you can do these activities.

Magic wandThe adult introduces the magicwand, which moves round thecircle, stopping occasionally andpointing at one of the children.As the wand moves “it” makes ahumming sound. Warn thechildren that when it stops it willmake a speech sound and theywill have to listen and find thecorrect sound picture card.Learners can just repeat thesound.

Puppet saysAsk a child to pick a sound cardout of a bag. Practise making thesound together. Make up anaction for the sound. Forexample, move your arm like along snake for the /s/ sound,pretend to bang a drum for the/d/ sound, etc. Any actions canbe used or you can use JollyPhonics symbol-related actionsbut not use any written letters. Dothis for a number of soundspulled from the bag. The moresounds, the harder the game so

start with three and work up.Now introduce the puppet to thechildren and say that he is goingto be ‘leader’ in a game.

The puppet says a sound and thechildren have to do the action.You can try to catch the childrenout by making the puppet sayother sounds too (some speechsounds and some silly non-speech sounds). Remember thatthe more similar the distractionsounds are to the target ones,the harder it will be for thechildren to discriminate, e.g. /sh/when the target is /s/ would bevery difficult.

Sound BasketAllocate sounds to individualchildren, e.g. if /p/, /f/ and /s/ areused, the first child has toremember /p/, the second /f/, thethird /s/, the fourth /p/ and so on.Follow the format of the game"Fruit Basket" - the children haveto swap places when their soundis said. Here the "All change"


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command is "All the Sounds".The circle leader could pass therole of leader to children who arelistening particularly well. Watchout for sounds that some childrencan't say as leader.

Hide and SeekMake three copies of each soundpicture. Hide them around theroom or out in thegarden/playground. Say a soundand the child has to find thecorresponding picture.If the child cannot copy your

articulation of the target sound(s)Give visual information by workingin front of a mirror and watchingeach other. Give tactileinformation by explaining how tomake the sound.


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Listening to Initial Sounds in Words

Start with simple beginning sounds in words for examplecat and dog, instead of spoon and flower.

Magic BoxThis is a useful activity toreinforce one sound. Collectobjects which begin with thetarget sound. Use a speciallydecorated box put one objectinside. Pass the box around theroom and sing "Magic box,what's inside? What's the soundyou're trying to hide?"(to the tuneof "This old man he had one, heplayed nick nack ...."). When thesong stops, open the box, namethe object and talk about thesound it starts with.A variation of this game couldinclude objects which start withtwo or three sounds. The childrencan then sort the objects.

Postman gameMake two distinct areas of theroom into two shops. Use twolarge cards with a picture on each(or real objects) and explain thateach shop only sells things whichbegin with the same sound. Forexample, this is the “s” shop andthis is the “b” shop. Collecttogether objects which start withthe two sounds. Using apostman’s bag and perhaps a hattake it in turns to hand each childa bag which has an object inside.The “postman” opens the bagand delivers the object to thecorrect shop.


Final Sounds

Once children are thoroughly familiar with the idea of identifyingsounds at the beginning of words, similar games can be used to helpthem identify sounds at the ends of words e.g. peg doll ccaat

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Production of rhyme

Rhyme judgement





Recognising sounds





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Movement

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Adult Directed: Moving to Sound

Moving to music helps a child to hear and discriminate rhythmicpatterns in language. For example, Stop/Start, Silent/Quiet/Loud,Fast/Slow.

Action and movement gamesUsing a musical instrument askthe children to perform an actionor movement when theinstrument is played. Actionscould include clapping theirhands or raising their arms in theair. Movements could includestanding up or sitting down,taking a large stride, a hop or askip.

Musical statuesThe children move around to thesound of a musical instrument ortaped music and freeze into astatue when it stops. Make theperiods of silence betweensounds longer and longer so itbecomes more and more difficultfor the children to stay still.

Musical bumpsThis is a variation of musicalstatues but in this game childrensit down as soon as the musicstops.Musical chairsA group of children can play

musical chairs. They must movearound to the music and then siton a chair when the music stops.The catch is that a chair is takenaway each time and one child is“out” when they lose their seat.

Vice versaTry playing musical chairs andstatues with the child movingaround when there is no sound,and stopping when the music isplaying.

Sound in everyday routinesUse the start or the end of asound to signal an activity; forexample, the children have towait until you finish ringing a bellbefore they line up for outsideplay.

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Child initiated: Experiencing andExperimenting with Rhythm

Now the children are used to moving to music, let them try it out bythemselves!

Let them play!Here are some suggestions for ways the child can generalise theirskills once you have shown them.

Show the child how to use bothhands to beat out a rhythm thenhow to use different parts of theirbody to beat out a rhythm, suchas tapping their foot, clickingfingers, clapping, stamping,drumming fingers, knocking. Nowleave them to experiment.Encourage games that integrate anumber of different rhythmicactions. Examples include “Pat-a-Cake” and other clapping games;skipping games; action songs,such as “Wind the Bobbin up”;finger rhymes, such as “Two LittleDicky Birds Sitting on a Wall”.

Use musical instruments so thattwo hands are beating out therhythm; for example, holding twomaracas, banging two cymbalstogether or clicking castanets ineach hand.Let them try dancing/moving todifferent types of music. One dayuse a slow, ponderous tune thenext a fast tune. Don’t forget touse current popular music.Provide lengths of ribbon orchiffon scarves for the children touse whilst they are dancing.


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Copying and Keeping a Beat

This ability to copy a rhythm and recall the order of sounds presentedin sequence is an important aspect in the development of the child’slistening skills. The activities in this section help the child to practicememory skills and ordering through the use of non-speech sounds.

Me then youIn small groups practise clappingloudly, softly, quickly and slowly.Introduce the idea ofclapping/tapping patterns, e.g.three short sounds followed bytwo loud sounds. Talk about thepattern as you areclapping/tapping it. Encouragethe children to repeat or echo thepattern.

Instruments are a good idea forthis activity. The adult can use atambourine while another one ispassed around the circle for eachchild in turn to try to echo thepattern. Talk about the patternsto reinforce the language.


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Stepping the syllablesWhen carrying out this activityuse vocabulary familiar to thechild.Place hoops in a row on the floor,one child is given an object e.g.teddy and jumps from hoop tohoop with each syllable of theobjects name. Extend this game by asking thechild to put out the number ofhoops they need before “jumpingthe word”.

In a group situation this providesexcellent learning opportunitiesfor all the children as this involveslooking, listening and doing. Extend this game by putting out arow of two hoops and threehoops. Provide the child withobjects of two or three syllablesand the child decides which rowto jump.

Hearing Rhythm in Single Words

it is important that children become aware that words can be brokendown into chunks.




Production of rhyme

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Rhyme

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Exposure to Rhyme

Nursery rhymes are a valuable introduction to rhyme. It is never tooearly to sing or say rhymes to a child. Don’t forget playground ringgames

Nursery rhymesUse finger rhymes e.g. IncyWincy Spider, 5 Currant Buns,Tommy Thumb.Use whole body movementrhymes e.g. “Row, row, row yourboat.”Use certain rhymes to fit in withthe routine of the day e.g. “This isthe way we wash our hands” tothe tune of “Here we go roundthe Mulberry bush” every timehands are washed.Eventually, practise rhymes butleave off the last word of therhyming line. E.g. “HumptyDumpty sat on the wall, HumptyDumpty had a great...”

Rhyming booksThere are many rhyming storybooks and exposure to a widevariety of these books is helpfule.g. The Gingerbread Man, EachPeach Pear Plum, Duck in aTruck, Chicken Licken.


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Playing with Simple Rhyming Patterns

Children are able to play with simple rhyming patterns from an earlyage without understanding the concept of rhyme.

Rhyming Pattern PlayIn a small group the adultproduces simple rhyming soundpattern, ba, da, and children thencontinue round in a circle addingto the string, e.g. ba, da, fa, la sa,ta Yummy MummyYou will need:Sound cards with no writtenletters, and a list of easy rhymesthat all (or most) of the childrenwill be able to say. Two syllableforms are often easier tohear/remember initially, e.g.‘abby’, ‘oppy’, ‘icky’, ‘ummy.’

Say the one you have selectede.g. ‘ummy’ three times and thenget the children to join in.Explain that you are going to adda sound to the start of the word,for example /m/. Showing thesound card at the same time. Saymummy three times and then getthe children to join in.Demonstrate that the end bit isnot changing, e.g.” Mummy...ummy.” and the end bits arerhyming.Continue with a few differentsounds — it doesn’t matter if thechildren produce a nonsenseword.


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\Production of Rhyme

When the child is confident with playing with simple rhyming patterns,begin to talk about “rhyme” and use these activities to encourage anawareness of rhyme.

Hickory Dickory DockDevelop the number of times theclock is struck to encourage thechildren to find a rhyme forexample “the clock struck two,the mouse went... boo”, “theclock struck three, the mousewent... whee.”

Rhyming PairsMake up some rhyming coupletswith children:> I like rice — it’s very nice.> I like fish — on a dish.> I like jelly — it wobbles in my

belly.Encourage children to add someactions to the rhymes. Snacktime is often a good opportunityfor this activity as you often talk

about this food at this time.Stepping StonesUse number cards 1-5 and placethem around the floor. With agroup of four children ask themall to stand on a number. Theythen take it in turns to suggest aword which rhymes with thenumber name e.g. one-sun, two-shoe, three-bee. See how manyyou can find.

SkittlesMake a set of cards usingpictures that the child is familiarwith. Attach one to each skittle.Throw a ball at the skittles. When the child knocks a skittleover they have to give a wordwhich rhymes with the attachedpicture.


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Rhyme Judgement

These activities use spoken words or pictures to help childrendevelop their awareness of the way auditory patterns in words canrhyme.

Hide and seekUse pairs of pictures that rhyme.Give each child one of therhyming pairs of pictures, and askthem to name the picture toensure they have the correctword. Hide the other picturecards around the room. Eachchild has to find his matchingpair, and then say the rhymingpair together for reinforcement.

Feely bagPlace a selection of objects in afeely bag. Place paired objectswhich rhyme on a tray. Ask eachchild to take out an object andmatch it with the rhyming objecton the tray, This can be madeeasier by only putting two orthree objects out on the tray.

I Spy!Play I Spy as in the traditionalgame but then instead of askingfor a word that begins withcertain letter the players mustselect an object that they can seewhich rhymes with it. Place aselection of objects on the tableand say for example: “I spy withmy little eye something thatrhymes with cat.” The child picksup the hat.

Catch me outUse a puppet to deliberately saya word wrong in a rhyme and seeif the children spot the mistake,e.g. “Jack and Jill... went up theroad” and “Little Miss Muffet... saton a chair.” Tell the children that itdoesn’t sound quite right and askthem to help


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A Cautionary Tale

There are other ways to promote reading!

These activities should be used as part of the broad and balancedcurriculum that is offered to all children. There should be lots ofopportunities for child initiated multi sensory interactive play with chancesto practise new skills and games.While phonological awareness is important in developing reading andother literacy skills and is the focus of this booklet, it should be used inassociation with a variety of other experiences. Young children learn about language and learn to love stories by beingread to. It is never too early to start reading to a child. Sharing books andreading together is a fun and positive experience.Children learn book handling skills by sharing books with others. Forexample, they learn which way up books go and that print goes from leftto right.Gaining meaning from texts is fundamental to the reading process andbegins in the early years. For example, discussing the pictures, askingand responding to questions and developing prediction skills about whatmight happen!Young children are aware of, and recognise, many signs and symbolsfrom the local environment. This experience of early reading should bepromoted. It is another important part of the knowledge and experiencesa child brings to school.

Over the page you will find a chart to record when you do the activities.


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A page for you to jot down your own good ideas!

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Bibliography

Rose, J. Independent Review of the reaching of early reading 2006)

Adams, M. J., Foorman, B. R., Lundberg, I. & Beeler, T. (2003) Phonemic Awareness in YoungChildren: A Classroom Curriculum. Paul H. Brookes Publishing Co.

Burnett, A. & Wylie, J. (2002) Sound Around: Developing Phonological Awareness Skills in theFoundation Stage. David Fulton Publishers

Elks, L. & McLachlan, H. (2004) Early Language Builders: Advice and Activities to EncouragePre-school Children’s Communication Skills. ELKLAN.

Lynch, C. & Kidd, J. (2001) Early Communication Skills. Speechmark Publishing Limited.

Williams, D. (2001) Early Listening Skills. Speechmark Publishing Limited.

DfES (2004) Playing with sounds: A supplement to progression in phonics

For Information about further copies please contact:

Lincolnshire County Psychologgy Service

T: 01522 554673 E: [email protected]


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j oll y - jacdor community pre-school · the j oll y jumps into lit e ... h e a r ing rhy thm in...

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