27 may. 2012


My suggestion is to work mastering triangles.
Triangle 1
 Children listen to a sound, look at a gesture and identify the previous input to an image: grapheme.
/sssssssss/, waving hands imitating the movement of a snake , S grapheme card.
Once they are able to tell us 2 of the corners when we show them 1, it is time to work on the next triangle.

Triangle 2
Children go on listening to the same sound but now they have to link the sound to a word card and the image of the main word of the sound.
/ssssssssss/, SNAKE, the picture of a snake

Triangle 3
Children still listen to the sound but they have to find the sound in words pronounced and in word cards.
/ssssssss/, /sneik/ /spot/ /s^n/ /sneil/ /spaida/; SNAKE, SPOT, SUN, SNAIL, SPIDER.
Once they master these triangles it is time to start blending.

If we teach and practice phonics, children will have richer reading skills

The order of sounds was selected to make many simple words at the beginning.
set 1: s, a, t, i, p, n
set 2: c k, e, h, r, m, d
set 3: g, o, u, l, f, b
set 4: ai, j, oa, ie, ee, or
set 5: z, w, ng, v, litlle oo, long oo
set 6: y, x, ch, sh, voiced th, unvoiced th
set 7: qu, ou, oi, ue, er, ar

All sounds can be supported by songs that repeat the sounds through the chant. There are teachers who use the same chant for all the sounds and change the lyrics depending on the main word of the sound and the gesture.

Recently, a new organization was proposed. Better results can be taken if sounds that are the same as the children mother tongue are worked firstly and then similar and different sounds to children mother tongue are introduced.

Teacher Suzy

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