Module 9 Assignments Essay

***These three improvement ideas on building Andy’s phonemic awareness skills are going to allow him to hear how each letter and word is pronounced. These three techniques also allow Andy to hear how others pronounce letters and words. The more he hears, the better he will he hear and speak.

Speak English, and speak it often, associate words with objects as often as possible. For example, show the child a book and say, "Book." Repeating words and phrases often will train the child to associate certain objects with certain words mentally; and more than that, it will enable the child to pick up on the phonemes of

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

Before 1975, in Woods Loke Primary School in Lowestoft, England, teaching reading was based on whole word approach. Finding a group of children with writing and reading difficulty was a reason to find a method to teach children letter sounds first to see if basic knowledge of sounds and their relation with words is a helpful and practical one. As Sue Lloyd, the author of the method says, later in 1980s, the school introduced some blending structures in addition to the letter-sound activity. Sounds in words were taught first, it helped children to identify them and relate them to the letters. This phonemic awareness made reading and writing much easier for learners. Based on an external research experiment

Also, the struggle of adjusting to a language that is not your and the sensation of shame when pronouncing a word incorrectly. It is a hard situation when suddenly your pronunciation becomes a problem that must be

When the students give a word, ask them to find the word ending on the chart. The students will then tell the class the beginning letter(s) to the word. The teacher (or student) will then write the child ^Os word under the correct phonogram. The class will recall as many words as

To begin, I did the phonological awareness assessments with my three students. Having gotten instruction from Professor Schwarzkopf in class, I felt prepared to conduct this assessment. I appreciated that each form within the phonological awareness section had directions and a practice section where I, as the administrator, could easily explain the directions to each student. The phonological awareness assessments in themselves do not take a long time; however, I noticed as I started to reach the seventh, eighth, and ninth assessment each student started to get bored and frustrated. I really liked how the majority of the assessments were given orally. This helped me to know what they understood phonologically rather than just what a letter

An important learning point entails what is phonological awareness, often many confuse phonological and phonemic awareness. Phonological awareness is akin to metalinguistic skills, it allows a child to examine the sound structure of language. Clients have to discern and discriminate sound structure, such as separating words into syllables, producing rhymes, and identifying words with similar initial sounds. So unlike phonemic awareness, phonological awareness primarily entails spoken

According to our textbook, there are five approaches to phonics instruction. The approaches include synthetic phonics instruction, embedded phonics instruction, analogy-based phonics instruction, analytic phonics instruction, and phonics-through-spelling instruction. Synthetic phonics instruction shows the student how to change letters or letter combinations into speech sounds to form known words, and is commonly referred to as sounding out words. Embedded phonics instruction teaches students by embedding phonics instruction in text reading and relies on incidental learning. Phonics through spelling instruction teaches students to segment spoken words into phonemes and write letters that represent those

I honestly think the only solutions are to either kill my family, or get adopted by a different one. Because I’ve tried to teach them the correct way to pronounce the words, but they honestly do not hear anything wrong with the way they say them, and then they will get mad because apparently, I'm too judgemental. Another story would be that we were at family Thanksgiving and we were staying at a family member’s house. So the next morning when we got up my dad asked “do you want me to help cook brefest?” And my aunt simply goes “yeah sure, that’d be a huge help.” And I just about lost my mind. But I didn’t say anything because I didn't want to start an argument. My dad said brefest about fifteen times that morning before I finally said something. He asked me “Hey Riley, do you want some brefest?” And I had said no. He then asked why and my response was “I will have some breakfast, as soon as you learn to pronounce it correctly.” My aunt looked at me as if I was speaking a foreign

Phonological awareness is being able to distinguish the assembly of isolated sounds that make up words and experiment with adjusting the distinct sounds known as Phonemes to form new words (Emmit, Hornsby & Wilson, 2013). Elements of phonological awareness include practice with separating, manipulating and grouping together sounds of words, in addition to exploring words and sounds in an enjoyable way using rhymes (Matheson, 2005). Phonological awareness provides innovative processes for a broader vocabulary and the ability to sound out new words (University of Oregon, 2009). The decoding process that occurs allows readers the ability to then concentrate on the meaning of what they read and improve their reading development (Reid Lyon, 1998). When teaching phonological awareness to children, teachers should work in small groups that explore only a couple of concepts at a time for instance how the mouth moves when saying a variety of isolated sounds in comparison to these phoneme sounds blended to assemble a word (Learning Point Associates, 2004). In conjunction with the familiarity of phonemes and words in phonological awareness, it is imperative to integrate this fundamental feature of reading development with understanding graphemes, and the link to letters in print to their phonemes sounds with phonics (Fellows & Oatley,

Students may have pronunciation difficulties with linking of ‘should go’ / / as the vowel sound turns from strong to weak when linked to other words. (Ph)

Phonetics is the study of speech sounds and everything can be measured in phonetics. “The science of phonetics attempts to describe all of the sounds used in all languages” (Fromkin, 2014, p.192). Articulatory, acoustic, and auditory are all part of speech sounds. Articulatory phonetics is the way that sounds of language are produced through the vocal tract. Acoustic phonetics is how sound waves of the sounds that we make, and auditory phonetics is the sound waves that are received when we hear sounds. Orthography is the way that words are spelled and not necessarily how they are pronounced. In orthography, there can be many words spelled different, but the sounds may sound the same. The sound of these letters can all