Enhance Phonological Activities

In order to develop a student’s phonological awareness I would use the following skills and activities to focus on: Sentence segmentation, syllable segmentation, followed by tither onset-rime blending as well as segmentation and finally working on phoneme segmentations themselves. The reason I focused on segmentation it that it teaches the student how to break apart words, as well as differentiate between syllables and phonemes.

As you stated, phonemic awareness is very important to a child's later achievement in reading and also spelling. Rhyming and poetry are great ways in promoting phonemic awareness. In my post, I also mentioned a similar activity, and I think rhyming is very effective when working with children which is why many class incorporate these types of activities in their classroom. Great

Children who are in a nursery aged between 0-5 and 5-11 carry out phonics activities. Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do.

The recommended support to enhance Frank’s phonetics skills is using Nursery Rhymes to develop phonological awareness. First Frank’s prior knowledge would need to be tested. In journal a PowerPoint was put together of 10 nursery rhymes using visual and auditory cues. The beginning sound awareness task is designed to require Frank to detect the beginning phoneme (sound). The test consisted if two practice trials and then ten experimental trails. An example, of a test would be asking Frank to listen to the word milk and then asking him to repeat the work and state the beginning sound. After achieving the beginning sound awareness task Frank would complete the Phonological Awareness Training. In the journal it says, “The phonological awareness training was conducted for 15-20 minuets once per week over a period of ten weeks”

This activity gives them a visual perspective of how small they were and how much they’ve grown. It also gives them a glimpse of what to expect of their siblings size. Have them play designer and choose what clothes they would like to see the baby wear.Talk about how cute they looked when they wore something. While

When students are in the beginning level of phonic awareness, the most effective method of helping students to remember letter sounds or syllables is to attach a song or rhyme. The method of using songs or rhymes is helpful for students, but the teacher needs to take into consideration the academic component of the lesson. Yopp & Yopp (2000) emphasize on the methods that lessons on phonic awareness should be on, appropriate for the child, must have a purpose, and should be broad to other educational lessons (132). Seeing phonic awareness activity are always engaging for students, because they are thought useful rhymes or song that help them remember the sound of a vowel or consonant. I agree with the statement the authors make regarding teaching

As a teacher or parent, I think it is very important during the stage of phonological development to work on the speech sounds that children tend to avoid and become uncomfortable when coming across these sounds. There are many games and activities that can help improve phonological development at home and in the classroom. The activities used would depend on which specific sounds the child is having a difficult time pronouncing and whether that child is struggling with rhyming, syllables, blending, segmenting, onsets and rimes, etc.

As educators incorporate and emergent literacy program involve play-base and child-centred experiences, they will address phonological awareness and explicit and systematic phonics. It is important to note, that commercial phonics programs can be very teacher directed and can require teachers to follow a set script to develop children’s phonemic awareness. They can also be very costly, (Campbell, Torr & Cologon, 2014, p.41). It is imperative teachers are aware of commercial phonics programs and whilst they teach children about phonemes and graphemes, research has raised questions about their effectiveness and appropriateness for children’s individual needs (Campbell, 2015, p.14). The goal of an educator is for children to become independent readers, therefore educators need to have an emergent literacy rich

Children learn from synthetic phonics as they understand how a letter is pronounced such as when reading a story you could explain to the children aaaa – so they know how to say the letter a children also benefit from

Activities that would be suitable for young as sensory experiences as touching and moving. Sounds, visual activities, a variety of forms of communication, and let my students explore their environment.

By learning alliteration, the students could create poems and tongue twisters that begin with the same initial sound. Identification and the manipulation of phonemes must be done successfully so that their poems and tongue twister are accurate. I could model an example of alliteration by saying: Ms. Alder ate Aunt Annie’s apples. In rhyming, the students could hear that certain words have the same ending sound. I could model this too by saying: Ba baa black sheep, have you any wool? Yes sir, yes sir, three bags full. A clear understanding of alliteration and rhyming can also be taught through the use of read aloud texts. If I taught younger students, I could create activities that required them to substitute and or blend sounds. For example, I could say the word “mat” and ask the students to substitute /m/ for /b/. They would then form the new word “bat”. As for blends, I could have the students sound out specific phonemes such as /s/ /a/ /t/ to create words such as “sat”.

40). Phonological awareness should be integrated into daily activities in and out of the classroom. In the preschool classroom, children enjoy engaging in sound, word and language play. Teachers encourage language play by singing familiar sings, fingerplays, and familiar nursery rhymes. Manipulation of language gives children a solid foundation in learning to recognize patterns in words and then the ability to read and build words (Brown, 2014). Reading aloud to children and playing games also supports the foundation of phonological awareness through rhyming and word play. Phonological awareness is needed in order for children to learn to read. Once children understand that each letter had a sound that is associated with it then they can begin to put sounds together to form

Put some animal toys in front of the child. Narrate some basic instructions about animal characters and what they are doing. Have your child listen and move the characters along to the story.

Phonological awareness in auditory perception is an ability that includes identifying and manipulating units of oral language-parts such as words, syllables, and onsets and rimes (Lerner, J.W. , & Kline, W. , 2006). It is needed to transfer the spoken word into written language. Children who are lacking with phonological awareness skill have difficulty in recognizing the letters which have similar sound and in identifying the number of sounds in a word (Georgiou, G. K., Papadopoulos, T. C., Zarouna, E., & Parilla, R., 2012).

One of the interferences that teachers must take into consideration is the student’s phonological awareness. In the book Phonics They Use it states that phonological awareness is “the ability to separate sentences into words and words into syllables.” Whereas, phonemic awareness is “the ability to recognize that words are made up of a discrete set of sounds and to manipulate sounds.” Through the developmental stages of a student’s phonological awareness their knowledge of how words are made up of “individual words, words are made up of syllables, and syllables are made up of phonemes (p. 5).” Some activities that build phonological awareness are segmenting, rhyme, and syllables. An activity that can build phonological awareness is segmenting. Segmenting allows students to break words apart by sounds. This process allows the student to