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
Select four songs, finger plays, word games or poems that you can use to promote phonological awareness. Describe the strategies to promote phonological awareness among children whose home language is other than English.
There are a million adults who cannot read, one in six Londoners is functionally illiterate and people who cannot read or write are excluded from opportunities and may eventually become alienated and turn to crime (Johnson 2010, cited by Gross 2010). Gross (2010) expresses her concern and believes it is not where the children live, it is how they were taught to read and how they were properly motivated to learn to read. She endorses the synthetic systematic phonics approach as opposed to that of the whole word approach and believes we must place our focus on reading as it is indispensable.
There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.
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
Teach relationships of sounds and letters with bingo games. Upon mastery students will learn letter-sound relationships for consonant sounds. 5. Teach how to sound out words through decoding with onsets –rimes patterns in a game of water balloon phonics. Students will throw water balloons that are labeled with rimes and throw them at onsets to make a word.
Phonics is a teaching method that relates phonemes to graphemes and readers use that information to decode words. The student identifies the sounds that letters make and then blend the phonemes into a word. As students learn the sounds of the approximately forty-four phonemes they are able to use additional rules of syllabication to learn longer and more complex words.
I started the lesson by explaining the activity and the purpose of lesson. I modeled how to sound out each phoneme in the word using three model words. I showed students how to push in a token for each phoneme in the word. By the second example, my students were already trying to do it with and following successfully. The third example ended up being guided practiced where we all did the third example as a group. Then students completed the other ten words independently. Each student would push their tokens while saying the word, and then would check their answer with everyone at the table. If a student missed a sound, I would model how it the word was supposed to sound. For example, my two Spanish speaking students did not realize the "sh" in ship was one sound, and then we discussed how in Spanish that phoneme does not exist and we practiced saying it as a group. Some of the students thought the activity was fun, some were a little bored with
In my classroom phonics, would be taught through systematic synthetic phonics. In synthetic phonics instruction, students learn how to change letters or letter combinations into speech sounds and then blend these speech sounds together to pronounce known words (Cooter and Reutzel, 2015. p.153). I would also like to use analogy based phonics instruction where I teach my students a variation of onset and rime instruction that encourages them to use their knowledge of word families to identify new words that have the same word parts (Cooter and Reutzel, 2015 p.153). The 5 Synthetic Phonics game will be a fun way to work on blending, segmenting, and decoding with my students. Playing a board game will also keep my students engaged and motivated.
There are several different types of phonics but the two main types are implicit and explicit (Ruddell, 2009). The implicit approach, or analytic, is when the teacher teaches the relation between sounds and letters in the context of the word it is found in. This means you are looking at the whole word and not isolating sounds. The explicit approach, or synthetic, approach is the opposite of the analytic approach. Instead of looking at the word as a whole, the teacher looks at each individual sound (Ruddell, 2009). From what I know I believe that both of these need to be brought into the classroom. It is important for the child to know each sound so they are able to sound out unfamiliar words in their readings but it is also important for them to be able to recognize a word in context so they can identify words easily and quicker. In my experience in classrooms I have noticed the different ways these approaches were used. In my kindergarten placement the teacher usually used the explicit approach. Each day we would concentrate on two or three letters and the sounds they made. We would practice the pronunciation and read a poem or sing a song with the letter in it. In my second grade class the teacher had a very different way. She would have the children look at the whole
When phonics instruction is not embedded within a curriculum it is still possible to incorporate phonics skills into instruction by pulling in and supplementing with other programs and strategies just like Words Their Way. Along with my study, Singleton also showed that this book’s strategies can help improve student’s phonics awareness which in return can help the students spelling and reading (2013). Most of the time curriculum is more of a suggestion and does not include everything that a teacher needs within their instruction, therefore supplementing with additional materials and strategies is necessary. Words Their Way’s picture sorts is one strategy teachers can pull into their curriculum for orthography study, no matter the grade. I
My strategy will have students match pictures of words that have the same beginning, middle, or ending sound (Freeman & Freeman, 2006). I will spend a couple minutes before class demonstrating and reinforcing correct production of sounds in small groups. Additionally, I will support phonic awareness by using hands on activities to help demonstrate letter sound relationships. To make a connection between their first and second language, I will have students write for sound. For those students in the intermediate phrase in their second language development, I will focus more on vocabulary development, especially in subjects such as in science and social studies. I will preteach words so that students aren’t trying to figure out new vocabulary items out of context component; it is important to give students as much exposure and experience with new vocabulary words as possible before asking students to use them in a lesson or activity. Those in the intermediate or above phase in their first or second language, could benefit from strategies that help with their fluency and comprehension. The key idea is to balance both. Students may read fast, but with insufficient comprehension. I will allow students to practice reading along with taped text to build fluency and can build background knowledge before they read and use questions after reading to build on the comprehensive
There is a battle going on elementary schools across the Globe. This battle is not a malicious battle fought with armies and weapons of mass destruction, but rather a tactical battle where the two opponents are known to us by the simple phrases, phonics and whole language. These two opponents use very different styles, but those who use a certain style swear by it almost religiously. Seriously, though, one might be asking the question which is the best method for teachings young students how to read? Honestly, there is not a simple answer; education specialists have been arguing over the issue of phonics vs whole language for years and a definite answer still has yet to be
Teaching Pronunciation to ESL Students Please provide instructions for exercises that help teach pronunciation to ESL students. Student age may vary. Audience: Teachers.