Rica #2

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  1. Lesson for syllable awareness...

    Provide example.
    • Ask children to clap their hands as they say each syllable in a 2-syllable or 3-syllable word.
    • Ask children how many times they clapped & state the number of syllable or word parts in the word.
    • E.g. Hotdog, teacher should say, /hot/ /dog/ & clap for each of the syllables
  2. What can make syllable activities easier?
    If the pronunciation of the syllables is distorted and they are uttered slowly and distinctly.
  3. Word Blending
    A child is challenged to take two single-syllable words and combine them to make a compound word.
  4. How to teach word blending (lessons)
    • Teacher would say, "This is a picture of a cow and this is a picture of a boy. What do you get when you put cow and boy together?"
    • The child should say, "cowboy".
    • The teacher would then display a 3rd picture , one of a cowboy.
  5. Syllable awareness is usually mastered when? As what?
    In kindergarten as an auditory skill
  6. Once students become familiar with syllable awareness what can the teacher begin to introduce?
    Letter tiles and squares and manipulate them to make sounds and words.
  7. Syllable blending
    Children are required to blend 2 syllables into a word.
  8. Syllable blending activity (lesson)
    • Teacher would say "What word do we get if we put sis and ter together?" 
    • The children, we hope, will say sister.
  9. Onset and Rime blending (Task)
    • Teacher would say the onset, such as /b/ and the rime, ank. 
    • The children have to put them together and say bank.
  10. For syllable blending a teacher should choose words that students are?
    familiar with
  11. How to teach phonemic awareness:
    Instructional activities focusing on the phonological awareness of larger units of language, such as words & syllables, should take place before instruction in what?
    phonemic awareness
  12. How to teach phonemic awareness:
    Is it better to focus on 1 or 2 phonemic awareness task at a time, rather than working on several of them simultaneously?
  13. How to teach phonemic awareness:
    It is a good idea to plan some phonemic awareness activities that involve the use of what? Explain
    Letters of the alphabet-because it helps children see the relationship between phonemic awareness and reading.
  14. How to teach phonemic awareness:
    How long should an instruction on phonemic awareness last?
    It should be brief and not exceed 30 minutes for any one lesson.
  15. According to research phonemic awareness is taught most effectively how?
    Less than 20 total hours of instruction (the amount of time devoted to phonemic awareness, however, will vary from child to child.)
  16. Direct teaching of phonemic awareness consists of lessons focusing on one of the tasks defined....
    • 1) sound isolation
    • 2) sound identity
    • 3) sound blending
    • 4) sound subtitution
    • 5) sound deletion
    • 6) sound segmentation
  17. Sound Isolation
    Children are given a word and asked to tell which sound occurs at the beginning , middle, or end of the word.
  18. Sound Isolation: Activity
    • Teacher could have a list of words that all have long vowels in the median position:  cake, day, late, leap, feel, vote, coal, bite, like.
    • To model the desired response, at the beginning of the lesson the teacher would say each word & then say the medial sound (e.g. "leap, the middle sound is /e/"). At this point children have to provide the medial sound.
  19. In sound isolation (activities) it is better to start with which sound -beginning sound, middle sound, or end sound? Than which comes next, and which is last?
    It is best to start with beginning sounds, then go to ending sounds, and then to medial sounds.
  20. Teaching sound isolation (Task)
    • Teacher asks students
    • "What is the beginning sound of nose?"
    • "What is the ending sound of pig?"
    • "What is the sound you hear in the middle of cat?"
  21. Sound identity
    • Teacher will need words that all share the same beginning, middle, or ending sound, but have no other shared sounds. 
    • E.g. Lake, light, low (These words only share one sound, the beginning /L/.
  22. Sound identity activity
    • 1) choose words that share the same beginning , middle, or end (only one sound in common)
    • 2)The teacher says the words out loud such as lake, light, low
    • 3) Teacher asks students, "What sound is the same in each of these words?"
  23. Sound Blending

    • Is the simplest lesson to teach.  The teacher says the sounds with only brief pauses in between each sound. Children then guess the word.
    • E.g.: "Which word am I thinking of? Its sounds are /b/, /a/, and /t/."  The answer should be bat.
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Rica #2
2013-08-15 07:28:19

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