By Heather A. Kenny, Laura A. Robbins
A valid procedure offers a logically sequenced approach for instructing interpreting and spelling utilizing phonemic wisdom. The publication relies on actual lecture room reviews, a synthesis of up to date examine, and instructor suggestions. This source presents the data and abilities you must successfully verify and train an important examining abilities for your starting and suffering readers. The authors provide: numerous easy, potent actions that attract visible, auditory, and kinesthetic inexperienced persons attractive, easy-to-follow lesson plans applicable for whole-class, small-group, or person guideline that simply healthy right into a readers-workshop or literacy-centre strategy enlightening research-to-practice sidebars that reply to universal questions and issues reproducible tests, sound playing cards and note playing cards, short-vowel cue playing cards, photographs pages, words-and-pictures pages, tale starters, and riddles
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Extra resources for A Sound Approach: Using Phonemic Awareness to Teach Reading and Spelling
Sample text
Words such as mom, dad, dog, and cat fall into this category, as do words such as cake, book, and snore (provided that students have learned the accompanying spelling patterns). Strong decoders are able to recognize such words based on their spelling patterns alone. They do not need context to aid them in word identification. We use the term semi-decodable to refer to words that are decodable within the context of a story. We consider the word his to be one such word. If a child were reading the text “Sam and his dog went home,” the child might initially pronounce the word his as hiss.
But, just because they are crucial does not mean that they have to be taught through boring, drill-type exercises. In fact, quite the opposite is true. Our experiences have demonstrated that learning these skills can be fun and engaging for students. In this chapter, we include a variety of easy and effective activities designed to develop or reinforce your students’ phonemic awareness, decoding skills, and encoding skills. Some of the activities are auditory and do not include any reference to letter symbols.
Laura repeated this phrase several times. Her students were so enchanted by this new approach that they began taking turns at giving these instructions. They even added hand signals to reinforce their messages. First they put up a hand (stop), then they cupped their fingers, forming a circle around their eyes (look), and finally they cupped their hands around their ears (listen). 42 Extension 3: Increase the level of difficulty by rhyming with four- or fivephoneme words. 8: Following Directions by Blending Following directions by blending is a fun and easy game that helps students improve their listening skills and their blending skills.
