By Heather A. Kenny, Laura A. Robbins
A legitimate procedure offers a logically sequenced approach for instructing analyzing and spelling utilizing phonemic information. The publication relies on genuine lecture room stories, a synthesis of latest study, and instructor suggestions. This source presents the information and abilities you want to successfully verify and train the most important examining abilities on your starting and suffering readers. The authors supply: a number of basic, powerful actions that entice visible, auditory, and kinesthetic novices 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, photos pages, words-and-pictures pages, tale starters, and riddles
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Additional info for A Sound Approach: Using Phonemic Awareness to Teach Reading and Spelling
For example: Chapter 3: Activities RESEARCH TO PRACTICE Often the spellings of names can be deceptive. A number of years ago, Heather had a student named Rachel in her kindergarten class. While Rachel never caused any trouble in the classroom, her name caused Heather a month’s worth of grief. 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.
Take, for example, the word friend, which is often treated as a sight word because of its irregular spelling pattern. First, let us segment it into phonemes: /f/ - /r/ - /e/ - /n/ - /d/. Now let us match the spelling patterns to the sounds in the word: f = /f/; r = /r/; /ei = /e/; n = /n/; d = /d/. Four of the five sounds in the word friend are represented by simple, one-to-one mapping patterns. Hence the word is 80 percent regular and only 20 percent irregular. Only the sound /e/ is represented by an uncommon spelling pattern.
And without the ability to decode words, they cannot benefit from phonics instruction. 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.