By Heather A. Kenny, Laura A. Robbins
A legitimate method provides a logically sequenced strategy for educating analyzing and spelling utilizing phonemic understanding. The publication is predicated on actual school room studies, a synthesis of latest examine, and instructor suggestions. This source presents the data and talents you want to successfully examine and train an important examining talents on your starting and suffering readers. The authors provide: a number of basic, 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 method enlightening research-to-practice sidebars that reply to universal questions and matters reproducible checks, sound playing cards and observe 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
28 A Sound Approach We have heard countless well-meaning teachers lament that they cannot understand why their struggling readers do not pay close attention to words. The teachers’ rationale is that, if their students would only look more carefully at each word (that is, sound it out), then word identification, and hence reading skills, would improve. While there is some truth to this logic (that is, that struggling readers have often been taught to rely so heavily on memorization and initial consonants that they do not bother attending to the medial and final parts of words), it is important to acknowledge that the problem is often far more deeply rooted.
Materials RESEARCH TO PRACTICE Blending categories is one of the first games that Laura plays when she meets a new group of students. It is very effective in introducing them to blending without overwhelming them. After just one week of playing blending categories, students demonstrate increased confidence in blending three-, four-, and five-phoneme words within any given category. This confidence prepares them for blending other, unrelated, words. • a list of categorized words; you may select a category of words based on a theme or a random category from the list on pages 51 and 52, or simply make up a list of your own Instructions Identify a category of words for your students and invite them to blend a word within that category.
Such words as sight words. Just as children memorize the arbitrary symbols that we call letters, so too can they memorize a limited number of seemingly arbitrary letter sequences. In our own teaching, we classify words into three categories: highly decodable words, semi-decodable words, and sight words. Highly decodable words are, simply, those words that contain common spelling patterns and that can be decoded easily. 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).
A Sound Approach: Using Phonemic Awareness to Teach Reading and Spelling by Heather A. Kenny, Laura A. Robbins