By Heather A. Kenny, Laura A. Robbins
A valid method provides a logically sequenced procedure for instructing examining and spelling utilizing phonemic wisdom. The publication relies on genuine lecture room reports, a synthesis of up to date examine, and instructor suggestions. This source presents the data and abilities you must successfully examine and educate the most important analyzing talents on your starting and suffering readers. The authors provide: various basic, potent actions that attract visible, auditory, and kinesthetic rookies attractive, easy-to-follow lesson plans applicable for whole-class, small-group, or person guide that simply healthy right into a readers-workshop or literacy-centre technique enlightening research-to-practice sidebars that reply to universal questions and issues reproducible checks, sound playing cards and notice playing cards, short-vowel cue playing cards, photos pages, words-and-pictures pages, tale starters, and riddles
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Integrated activity: Reading/Listening/Speaking (Campus-based) 14
Integrated activity: Listening/Reading/Speaking (Academic subject) 22
Integrated activity: Listening/Speaking (Campus-based) 29
Integrated activity: Listening/Speaking (Academic subject) 35
Phrases and Vocabulary for the talking part as regards to ability and function 41
Speaking ability improvement 51
Websites for making improvements to Listening talents 51
The Writing part 53
Description of projects 55
Independent job 55
Integrated activity 61
Phrases and Vocabulary for the Writing part on the subject of ability and function 73
Writing ability improvement 83
Suggestions for the self sufficient job 83
Suggestions for the built-in activity 85
Vocabulary improvement 87
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Increasing Vocabulary via analyzing 89
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Grammar Pretest 97
Grammar principles and routines 101
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Additional resources for A Sound Approach: Using Phonemic Awareness to Teach Reading and Spelling
The difference between phonemic awareness and phonics can be summed up in a single word: letters. As soon as we attach visual symbols (letters) to sounds, the activity is no longer phonemic awareness; it is phonics. Look back at our first scenario in chapter 1 (pages 11 and 12): the teacher was sitting in front of a blank chalkboard looking into the faces of her students. 3: Reading Skills and Requisite Phonological Skills Reading Skill Phonological Skill Required Decoding simple words Phonemic Awareness Fluency in recognizing simple orthographic (spelling) patterns Onset-rime blending Decoding multi-syllabic words Syllable blending directed them to blend and segment words.
At the beginning of the school year, when she first started using taking attendance as in variation 6, Heather would sound out her name as follows: /r/-/ae/-/ch/-/e/-/l/. She knew that wasn’t quite right, and could tell by the faces of her students that it didn’t sound right to them either. Finally, after of month of frustration, Heather marched down the hall to Laura’s classroom and demanded that she segment the name Rachel. Laura responded, “/r/-/ae/-/ch/-/l/”. ” Heather asked. ” was Laura’s response.
For example, a child such as Arturo, whose name begins with a vowel, would not be able to substitute a / w/ for the first phoneme in his name; it would not be phonetically legitimate. Instead, he could add the sound /w/ to the beginning of his name. Similarly, a child with a name like Claire would not be able to substitute /w/ for the first sound in her name. She could, however, substitute the /w/ for the adjacent consonants c and l. Thus, Claire would become Waire. Variation 7: Instruct students to count the sounds and provide the final sound in each name.
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