March 16, 2018

A Sound Approach: Using Phonemic Awareness to Teach Reading by Heather A. Kenny, Laura A. Robbins PDF

By Heather A. Kenny, Laura A. Robbins

ISBN-10: 1553791452

ISBN-13: 9781553791454

A legitimate strategy provides a logically sequenced approach for instructing examining and spelling utilizing phonemic information. The ebook relies on genuine lecture room reports, a synthesis of up to date learn, and instructor suggestions. This source presents the data and talents you must successfully verify and train an important interpreting abilities in your starting and suffering readers. The authors provide: numerous easy, powerful actions that entice visible, auditory, and kinesthetic rookies enticing, easy-to-follow lesson plans acceptable for whole-class, small-group, or person guideline that simply healthy right into a readers-workshop or literacy-centre technique enlightening research-to-practice sidebars that reply to universal questions and matters reproducible checks, sound playing cards and be aware playing cards, short-vowel cue playing cards, photos pages, words-and-pictures pages, tale starters, and riddles

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Extra resources for A Sound Approach: Using Phonemic Awareness to Teach Reading and Spelling

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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.

Whose name is it? ) Continue with remaining names. Do this activity several days a week, or even daily, throughout the entire first term. At the beginning of the academic year, there will likely be several students in your class who struggle with this activity. That is why, for the first few weeks, we recommend that you invite the entire class to call out the names rather than put individual students on the spot. It will become quickly apparent which children can hear the sounds of their names and which children have to rely on the responses of their classmates to cue them.

Ready? 2: Blending Categories Blending categories is a game that is very effective for students who are just learning to blend and for students who are struggling with the concept of blending. This activity can be used with large groups, small groups, or pairs. 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.

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A Sound Approach: Using Phonemic Awareness to Teach Reading and Spelling by Heather A. Kenny, Laura A. Robbins


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