Consider the following phonemic and phonological awareness activities in either a major studies have shown the benefits of a systematic, explicit instruction in early grades phonetics (; Beck & Juel, 1995; Chall, 1996 Chall and Popp, 1996 Adams, 1990) has shown- on-a part or whole class teaching.
Rating phonological instruction
can be divided phonological awareness is the understanding of the different ways the language spoken in the smallestComponents. Phoneme segmentation tasks include the identification of all the words in the phonological tasks in the following:
1. Segmentation tasks. The students count the syllables and phonemes (tapping tasks, syllable or phoneme)
2. Identify syllables and phonemes. Part of the carpet: Example
3. Students missing syllables and phonemes (c) to about (T)
Blending functions
1. Students syllbles mixture. Example: car-pet.
2. Students blend phonemes. Example:Cat
Rhyming tasks
1. word rhymes with pictures of students
2. Rhyme production. For example, the day and say
3. Odd scored on. Students do not recognize what is rhyme. Example: mad-cap-SAP-Hahn
Editing tasks
1. Deleting phonemes. Students say "cat" without the "c"
2. Adding phonemes. Students say "mee" and "T" (hold)
3. Replacement. Student Parties "c" for "p" in "cat"
Assessment of phonological awareness and phonemic
Teachers can useone of the following activities in particular to support people with dyslexia. Using a test of phonological awareness, the teacher can provide phonemic awareness strategies in a future program.
1. How many letters of the alphabet?
2. Say the alphabet in order - note that the sequence is collapsing.
3. Present in lower case letters randomly. Ask students to name letters and the name sounds.
4. Voice. Ask the students the names and sounds of the vowels. To request the vowelSounds and names from the description or representation of images of words with vowels as an astronaut, an elephant, igloo, olive trees, umbrella.
5. Ask students to write lowercase letters.
Ask students to read three-letter words (CVC). Present each column at a time
Example:
* Sob
* Cat
* Cut
* Mama
Objective: Students should read these words in 30 seconds.
6. Students read words with long vowel words short vowel mixed.
*note
* Type
* Begging
* Received
Again, the travel time of 30 minutes
7. Located in the growing length and difficulty.
8. Students find the missing letters in four different sequences Alphabet
9. Teacher says the sound, the name of the student. Teacher says the name, the student says the sound.
10. Phonic drill. Practice reading of the various combinations for the pupose of automation. Use the same extensions and add different initial sounds. Later combineother end sounds.
-Ad-ag
-Am-an-AP-at-ack
11. Spelling - Dictation.
Dictate the following words. Students have 30 minutes to write in which they operate.
* Nod
* Feel
* Street
* Hug
* Cake
* Zoo
* Only
* Line
* Have
* Six
* Rope
* Mouse
* Work
* Huge
* Quack
Current phonological and phonemic awareness assessments provide teachers with clear information about studentslevels of literacy and progress and, above all, teachers can identify students who need additional phonemic and phonological awareness lesson plans.
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