RIC-6976 Phonological awareness skills Book 5 p1-23

More documents

Recommendations

Info

SKILL 10: PHONEME SEGMENTATION What is the best way to support children as they learn about phoneme segmentation? • As always, the most effective instruction method for any reading skill is modelling. Model segmenting in a number of different ways, always being slow, clear and correct. Increase the speed of the sounds delivery until the children become proficient. • Always provide plenty of practice segmenting sounds orally before introducing the letters that represent the separate sounds articulated. • Revise segmenting sentences into words, segmenting compound words, segmenting words into syllables and segmenting words into onset and rime, before introducing the skill of segmenting words into phonemes. This ensures children move from breaking down larger units to the smallest units of sounds. The unit on segmentation and syllabification provides an abundance of activities to practice these skills. • Always use plenty of visual support, pointing to pictures when learning segmenting. Visual representations aid memory of sounds. • Introduce letters for sounds only when you feel the children are ready to grasp the concept. • When slowly sounding out a word such as ‘rrrruuunnnn’, point to each letter as each sound is pronounced. • Ensure that all senses are engaged, as most children benefit from hands-on activities. Counters and markers should be used, or the children can ‘run’ a small plastic car over the letters on a card as they say the sounds slowly. • The use of phoneme segmentation boxes such as Elkonin boxes, like those above, provide a good visual representation for children as they learn to segment words into phonemes. 2 PHONOLOGICAL AWARENESS SKILLS (Book 5) ISBN 978-1-925698-56-5 www.ricpublications.com.au
PHONOLOGICAL AWARENESS PRE-TEST Phoneme segmentation Say these instructions to the child: I’m going to say a word slowly. I want you to tell me the sounds you hear in the word. Use the following as an example: Say: in What sounds do you hear? /i/ /n/ Say the following instructions: 1. at What sounds do you hear? /a/ /t/ 2. up What sounds do you hear? /u/ /p/ 3. is What sounds do you hear? /i/ /s/ 4. go What sounds do you hear? /g/ /o/ 5. off What sounds do you hear? /o/ /f/ Comments Total: www.ricpublications.com.au ISBN 978-1-925698-56-5 PHONOLOGICAL AWARENESS SKILLS (Book 5) 3
Page 2 and 3: Phonological awareness skills (Book
Page 4 and 5: TEACHER BACKGROUND INFORMATION The
Page 6 and 7: CURRICULUM LINKS The phonological a
Page 8 and 9: ASSESSING PHONOLOGICAL AWARENESS SK
Page 12 and 13: PHONEME SEGMENTATION GAMES AND ACTI

RIC-6976 Phonological awareness skills Book 5 p1-23

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?