Jessica Fox's List: Reading Lesson Plans and Assessments

Reading Street, Dibels nonsense words, songs, pacing guides, printables, math stations, popcorn words

Auditory Sensitivity to Sounds

Listening for sounds. Have the children close their eyes and become auditorily sensitive to environmental sounds about them.Sounds like cars, airplanes, animals, outside sounds, sounds in the next room etc., can be attended to and identified.
Recorded sounds.Sounds can be placed on tape or records and the child is asked to identify them.Planes, trains, animals, and typewriters are some of the sounds that may be recorded.
Teacher-made sounds.Have the children close their eyes and identify sounds the teacher makes.Examples of such sounds include dropping a pencil, tearing a piece of paper, using a stapler, bouncing a ball, sharpening a pencil, tapping on a glass, opening a window, snapping the lights, leafing through pages in a book, cutting with scissors, opening a drawer, jingling money, or writing on a blackboard.
Food sounds.Ask the child to listen for the kind of food that is being eaten, cut, or sliced: celery, apples, carrots.
Shaking sounds.Place small hard items such as stones, beans, chalk, salt, sand, or rice into small containers or jars with covers.Have the child identify the contents through shaking and listening.
Auditory Attending

Attending for sound patterns. Have the child close his eyes or sit facing away from the teacher. Clap hands, play a drum, bounce a ball, etc.Have the child tell how many counts there were or ask him to repeat the patterns made.Rhythmic patterns can be made for the child to repeat.For example: slow, fast, fast.
Sound patterns on two objects provides a variation on the above suggestion; for example, use a cup and a book to tap out sounds patterns.
Discrimination of Sounds

Near or far.With eyes closed, the child is to judge what part of the room a sound is coming from, and whether it is near or far.
Loud or soft.Help the child learn to judge and discriminate between loud and soft sounds.
High and low.The child learns to judge and discriminate between high and low sounds.
Find the sound.One child hides a music box or ticking clock and the other children try to find it by locating the sound.
Follow the sound.The teacher or a child blows a whistle while walking around the room.The child should try to follow the route taken through listening.
Blindman’s bluff.One child in the group says something like an animal sound, sentence, questions, or phrase.The blindfolded child tries to guess who it is.
Auditory figure-background. To help a child attend to a foreground sound against simultaneous irrelevant environment noises, have him listen for pertinent auditory stimuli against a background of music.
Awareness of Phonemes or Letter Sounds

For success at the beginning stages of reading the child must perceive the individual phoneme sounds of the language, and he must learn to discriminate each language sound that represents a letter shape from other sounds.Such abilities are essential for decoding written language.

Initial consonants. Have the child tell which word begins like milk.Say three words like “astronaut, mountain, bicycle.”
Ask the child to think of words that begin like Tom.
Find pictures of words that begin like Tom, or find pictures of words in magazines that begin with the letter T. Find the word that is different at the beginning: “paper, pear, table, past.”
Consonant blends, digraphs, endings, vowels.Similar activities can be devised to help the child learn to auditorily perceive and discriminate other phonic elements.
Rhyming words.Learning to hear rhyming words helps the child recognize phonograms.Games similar to those for initial consonants can be used with rhyming words.Experience with nursery rhymes and poems that contain rhymes is useful.
Riddle rhymes.Make up riddles that rhyme.Have the child guess the last rhyming word.For example: “It rhymes with book.You hang your clothes on a _________.”

"I'm Going on a Picnic." Play games that involve auditory memory, such as "I'm Going on a Picnic." The first person says, "I'm going on a picnic, and I'm going to bring an ___________" (e.g., apple, armadillo, albatross, etc.-anything that begins with "a.") The second person repeats what the first person says and adds something that begins with the letter "b" (e.g., "I'm going on a picnic, and I'm going to bring an apple and a banana.") The next person repeats what the second person has said, and adds something that begins with the letter "c." The game continues until no one can remember all of the previous items. The alphabet provides a memory clue. When the children can remember all 26 words, vary the game by removing the alphabetical order, using various categories of words or any nouns. This is a good game for a classroom, since it can be played with any number of players. It is also great for families to play in the car. Invent similar games.
"Silly Steps." Each day each member of the family gets to give one of the others a set of silly directions to follow. Begin with two-step directions, such as, "Go get a spoon from the kitchen and bring it back to me on your head." Gradually increase the number of directions, elaboration of the directions, and complexity, such as "Bring me the ruler in the back of the third drawer of my desk, come back into the kitchen, and turn around three times." 
Eye contact. When giving your child or a student in your class directions, have him or her look at you and repeat what you just said. One parent practiced this consistently for a year and her son's auditory processing skills jumped from the disabled to the superior range. 
Cumulative Verse Songs. Sing songs that involve repeating previous verses, such as "Old MacDonald Had a Farm," "The Twelve Days of Christmas," "There Was an Old Lady Who Swallowed a Fly," "The Green Grass Grows All Around," etc. 
Going on a Lion Hunt (Bear Hunt). The leader chants each line, which is then repeated (R) by the group while walking in place and alternately slapping knees in cadence. There are movements that accompany each section. "Let's go on a lion hunt." (R). "OK!" (R) "Here we go!" (R) (Start walking action). "Oh look!" (R) "There's a gate." (R) "Can't go around it." (R) "Can't go under it." (R) "Have to go through it." (R) (Opening gate with creaking motion.) This sequence continues with each obstacle in their path. Next, the group encounters a bridge, a field, then some mud, then a river, then a cave. Then they see two eyes, a nose, and fur, and shout, "IT'S A LION!" They walk very fast, pretending they are running, and then retrace their steps as quickly as they can, making the sounds that accompany each part and end with "Whew! We made it!" There is a book available describing the activity as a bear hunt. New obstacles can be added as the children become proficient at it. 
See and Say; Simon; Computer Sequencing Games. There are a number of toys available that require a child to repeat a series of sounds, lights, numbers, directions, etc. Some games of this nature are available on the computer.