Bubble Gum Method

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

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In the video, Marty, the 1st grade instructor, talks about the extension level book for the 1st graders. His methods includes the different reading methods we went over, phonetic cue reading, true alphabetic reading and orthographic reading. At around 2:30, words written on whiteboard are held up, and the children repeat what their instructor say, the sound of orthographic patterns in the beginning and end of the word to help them pronounce the word. This practice includes the phonetic cue reading and true alphabet reading. This can easily be used for orthographic reading as well. The kids were most likely older for his extension level book to have logographic reading. Marty has focused on inflectional ending, short vowel sounds, e.t.c. The

Children love eating candies. On the other side, adults know that these treats are dangerous and not healthy for the figure and the longevity. However, people often cannot avoid gummy candies even though they know the health risks. The video in this article will help you stop being addicted to gummy candies.

The synthetic approach is becoming widely accepted as a highly proficient method. It is a part-to-whole approach, which involves synthesising individual phonemes to make whole words (Fellowes & Oakley, 2014, p. 228). The synthetic approach promotes the use of letter tiles, magnetic letters or moveable alphabets to teach word blending and segmenting. The physical act of pushing together letters and taking apart words has a powerful effect on children’s understanding of these language processes (Konza, 2016, p. 158). Additionally, children should learn some common letter combinations and whole words, to the point of automaticity and immediate recognition. These are referred to as sight words as they can not be decoded or sounded out. Teachers should aim to increase students repertoire of such words and pursue rapid word recognition. Fellowes and Oakley, (2014, p. 243) suggest various strategies for teaching sight words, including: sentence strips where children write, cut and reassemble sentences; word shapes where children draw ‘frames’ around words; and tracing activities which involve children writing words with a variety of different materials, such as sand trays, chalk or clay. Also, games such as word dominoes, word bingo and matching activities can be

The workbooks that you use for the letter and sounds shows the phonemic awareness. Phonemic awareness means the workbook should help your child in the learning and being able to understand the sound of the letters that help to form words and segment the letters in the words. Phonological awareness helps in the decoding and the child’s spelling abilities which will help in later reading and spelling. (Diane M Barone/Marla H. Mallette, 2013). An example is a child that has phonemic awareness will identify rhyming words in the workbook. Children can build phonemic awareness by practicing the sounds. I like to sing an ABC rap it does the letter, sound, and a word that starts with that sound. Making sure to have the right workbook the child can

Phonemic Awareness refers to the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. We learned about two levels of PA, one is auditory-you can do this in the dark and the other is matching sounds to letters. Reading to children at home—especially material that rhymes—often develops the basis of phonemic awareness. Not reading to children will probably lead to the need to teach words that can be broken apart into smaller sounds. Correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first 2 years in school. This evidence suggests the potential instructional importance of teaching PA to

Although chewing gum isn’t an amazing invention I like chewing gum and I wondered who made this wonderful invention. The first chewing gum was called resin made from the sap of spruce trees. The New Englanders settled and found this chewing gum and want to make it more.

We learn literacy through phonological practices prompted in reading development to increase fluency and comprehension (Konza, 2006). Phonological awareness concerns itself with manipulation of sound patterns related to speech and intonation and has a relationship to phonemic awareness, being the smaller components of language such as individual letter sounds (Hill, 2012). Rose recommends that synthetic phonics are needed for ‘letter-sound correspondence’, learning how words are blended and broken up for spelling and finally being able to recognize words in print, as well as singularly (2006, p. 18). Understanding of these literacy components culminate to skills required to read (National Reading Panel, 2000). Oral language is casual and elusive in syntactical meaning, so in order for children to become effective readers they need to have exposure to formal and ‘decontextualized’ language properties (Konza, 2006, p. 35). Students will not be able to associate speech to written language

I found that on an experiment being the same as mine that chewing gum does help you concentrate. 53 students chewed gum and 58 didn’t chew any gum. Craig Johnston of the Baylor College of Medicine in Houston, Texas, led the study of this experiment. A man named William Wrigley Jr issued a press release, which stated “The researchers found that students who chewed gum showed an increase in standardised math test scores, and their final grades were better compared to those who didn’t chew gum,” (Abrahams). These details were discovered in 2008 on the US government’s ClinicalTrials.gov website, for everybody- scinetists and the public. ClinicalTrials.gov’s records show the differences in the grades of the test scores to be a very small difference. Also, in 2009 Uwe Tanzer of the University of Oldenburg. Two of his colleagues had 8-9 year old students. They had some students chew gum and others chew gum while taking a 16 minute concentration test.

Letters are taught with a mnemonic device so your child can remember the shape easily. Groups of letters are taught together, so after just a few lessons your child knows 6-7 letters.

Have you ever wondered who invented bubble gum, or why it's pink? How do you go about getting the answers to these questions? Easy. Think way, way back, not to prehistoric times but close, 1928.

In the begging there was only one, but they soon multiplied. For a good 6 years Joel was an only child and was happy the way things where. Until one day he notices his mother’s belly pocking out more than usual. “Mama, why do you look fat? Have you’ve been eating my gummies again?” Joel questioned his mother. She stared for a second and then smirked at his remark. “Oh sweetie, I’m expecting! “Joel looks at his mother with the most confused face. He held the toy in his hand a bit tighter as he was making up suctions in his head on what expecting could mean. “Ma, what do you mean, I’m confused.” He told her. She giggled at his adorable expression. You’re going to have a new brother or sister!” She said while coming in for a hug. Joel’s face

Goal: To gain knowledge of letters of the alphabet through sensory play during small group time in the classroom.

In the first stage, called the Emergent Stage, children are able to convey his/her message by scribbling, drawing shapes, writing mock letters, and/or random strings of letters/numbers. In some cases, one letter represents an entire word or the most salient sound of a word. Some Emergent children confuse letters, numbers, and letter-like forms and substitute letters and sounds that feel and look alike (e.g., the sounds /v/ and /f/, the letters d and b)