LOADING...


Phoneme-onal Puppets: Making and Using Puppets to Learn Phoneme Segmentation, Vowels and Consonants (PK - 2)

Last changed: 08/13/2021 8:04pm
Add Favorite
PK , K , 1 , 2
Theater English
Grade Level Program Integration
3 45 min
In-School Workshop
All year. In-School, Virtual
$10 0
yes Email , Phone
Basic materials for making and decorating sock puppets, Eye puppets for students to use until the puppets are finished. The students will keep the eye puppets. The puppets will remain with the students after the workshop.
None required.
Ordinary classroom setup, with room in the front for presentation. The final program may be videotaped. The school can provide video equipment but I can bring equipment if needed.
I can design a working sock puppet.
I can create, rehearse and perform a spoken word and movement group performance piece using my puppet.
I can synthesize instructions appropriately and work independently and collaboratively.
I can verbally and visually demonstrate understanding of the basics of language sounds such as syllables, vowels and consonants.
I can appreciate how it feels to be part of an arts ensemble.
I can appreciate the importance of preparation.
I can appreciate the value of learning how to speak and communicate clearly.
Session one begins with a demonstration of a sock puppet presentation that includes movement, lip syncing to musical lyrics and a spoken word performance. The students will design colorful individual sock puppets using a variety of materials. Then they will begin to learn the basics of puppetry word formation and puppet acting, using eye puppets. They will learn how to sync the opening and closing of the puppet mouth syllable by syllable, and how the mouth works differently in producing vowel and consonant sounds. They will see a presentation about the world of puppetry. They will collaboratively compose a unison spoken word performance piece. In session two the students will receive the completed sock puppets they have designed and learn the rules for working with puppets. They will learn how to make the puppet come alive and move, practice traditional acting exercises to strengthen appropriate emotional and physical self-regulation and lip sync as a group to song lyrics. They will put together the parts of the performance and begin to rehearse. The students will perform in small groups, utilizing and strengthening their responsibility and self-regulation skills to work together collaboratively and with appropriate self-control. Session three begins with a review session. The students rehearse their completed performance piece and perform it. It is videotaped so they can share with anyone not present, and so they can review it themselves to remember what they have learned. Students will retain puppets for further classroom use, or to take home, as the teacher prefers.
Since the inception of this program I have created and given away over 500 puppets designed by children to Hartford public school students and educators as part of this program. My current goal is to be able to give at least one puppet to every student in Hartford.
Caregivers receive their own adult sized sock puppet to participate along with the students and model proper audience and participant behavior. At the final performance they can take photos and video. One or two volunteers could participate.

Grade PK

Reading standards: Foundational Skills : Phonological Awareness
Connecticut Pre-K Reading.10 Phonological Awareness: Identify the number of syllables in two-syllable words.
PK Theatre: Anchor Standard 1: Generate and conceptualize artistic ideas and work: Standard 1.1. b: Envision/Conceptualize: With prompting and support, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
PreK Theatre: Creating: Anchor Standard 2: Organize and develop artistic ideas and work: Standard 2a: With prompting and support, contribute through gestures and words to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade K

K Reading Standards: Foundational Skills
Kindergarten Phonics and Word Recognition
3. Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one
letter-sound correspondences by producing
the primary sound or many of the most
frequent sounds for each consonant.
b. Associate the long and short sounds with
common spellings (graphemes) for the five
major vowels.
c. Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by
K Theatre: Anchor Standard 1: Generate and conceptualize artistic ideas and work: Creating Standard 1.1. b: With prompting and support, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K Theatre: Anchor Standard 2: Organize and develop artistic ideas and work:
Creating: Standard 2a: With prompting and support, contribute through gestures and words to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

Grade 1: Reading Standards: Foundational Skills: Phonics and Word Recognition:
3. Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Know the spelling-sound correspondences for
common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team
conventions for representing long vowel
sounds.
d. Use knowledge that every syllable must have
a vowel sound to determine the number of
syllables in a printed word.
e. Decode two-syllable words following basic
patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate
irregularly spelled words.
Grade 1: Theatre: Anchor Standard 3: Refine and complete artistic work: Rehearse 3.1. 1. b: Identify similarities and
differences in sounds and movements in a guided drama
experience (e.g., process drama, story drama, creative drama).

Grade 2

Grade 2: Reading Standards: Foundational Skills:
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
Grade 2: Theatre: Anchor Standard 2: Organize and develop artistic ideas and work: 2a: Collaborate with peers to devise meaningful dialogue in a guided drama experience (e.g.,
process drama, story drama, creative drama).

Grade 2: Theatre: Anchor Standard 3: Refine and complete artistic work: 3:
a. Contribute to the adaptation of dialogue in a guided
drama experience (e.g., process
drama, story drama, creative drama).
b. Use and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama,
creative drama).
c. Generate independently multiple representations of a
single object in a guided drama
experience (e.g., process drama, story drama, creative drama.