So the first activity I clicked on was Phonological Awareness, which was focused on phonemes. The grade level that the activities were focused on was kindergarten and first grade. The activities that were throughout the website focused on the initial sounds. The first couple of activities had pictures of different objects or animals and the students had to determine if they had the same initial sound. In these activities the student was focused on finding the first sound. As the activities continued they got a little harder, but still focus on the initial sound. One of the activities had sounds cut out magazine pictures and put their initial sound in labeled bags. This activity was very useful because it focused on the initial sound and students …show more content…
One of the activities was where students had a pile of students' pictures and they would pull one picture out a name and finger tap how many phonemes were in the word. As a pair the student build Unifix towers, then decide which student has the largest name. This activity is based on peer evaluation, and as a teacher, you could mix these into the classroom activities so the student have more practices with segmenting words. There were many activities that were based on evaluation done by peers, which is good because the teacher cannot always be there and these activities would allow the students to still work with segmenting words. One of the activities that was teacher evaluated was having the student use pirate puppets would say and segment the word. Student two would have to guess the word and if so that students would get a coin and record the amount of coins each student get at the end of their turn. This activity would be beneficial because the student would be trying to figure our the word segmented. Overall, the activities presented in the phonemes for kindergarten and first grade were useful. I think a lot of these activities could be presented in the classroom while student did centers. By adding phoneme centers into the classroom it would be beneficial to …show more content…
So, the first couple of activities were more for kindergarten student they were activities that had the students match letters of the alphabet. For example an activity included having the student pull a card with a letter on it, then the student would name the letter and find its match. The student could check themselves by putting the letter on top of the card and the letters should match up. This activity would be useful in kindergarten to give students practice time one learning letters name and shape. Another activity that focused on student identify letters was an activity where the student wrights the target letter on a sheet of paper and then identifies and cut out letters from different print resources. These activities would be evaluated by the
The article “Hands-on and Kinesthetic Activities for Teaching Phonological Awareness” is the study of language being composed of sounds and sounds that can be manipulated. Phonics is one of the primary building blocks of reading and learning. Phonics teaches children to listen more carefully to the sounds that make up each word. The study was performed in two before school programs, both with students in primary grades. The study contained 1 object box and 5 environmental print card games. The environmental game cards consisted of the Stepping Stone Game, Syllabication Object box, Vowel-Change Word Family, The Four-Letter Long Vowel Silent-e Words, and Sorting Words by Vowel Sound Game. This article I chose to write about was written by Audrey C. Rule, Jolene Dockstader, and Roger A. Stewart. The article provided 3 table graphs, 5 examples of Phonics Games, and 6 pages of the data collected to better account for how the experiment played out. This article was published in the Early Childhood Education Journal, which really proved to me that it was an excellent way to learn more about Hands- on Learning and Kinesthetic Activities.
Accordingly, phonological awareness can be developed before reading mastery to facilitate the subsequent attainment of reading skills. Effective phonemic awareness instruction educates participants to identify, think about, and manipulate sounds in spoken language. Phoneme segmentation and Phoneme blending are two essential elements of this instruction. Different researchers have conducted numerous studies on the effectiveness of this technique. The studies show that children who utilize this technique are able to hear sounds in words, divide words and show an understanding of letter-sound correspondence. Elkonin Boxes" are easy to create by simply drawing squares on a flat surface or a piece of paper. The use of the templates with manipulative to represent each sound makes the task both multisensory and concrete. Words with consonant-vowel-consonant patterns can be stretched out to make it easier for the beginner. However, the technique equally works well with more advanced readers. This segment discusses three primary types of research conducted to determine the effectiveness of this technique in
Kindergarten students spend all year struggling with their phonological awareness skills. A large portion of time should be spent on how to teach children how to rhyme blend sounds, substitute sounds, and recognize onset and rhime. Students should be coming into kindergarten possessing at least the basic phonetic skills of rhyming. These basic skills are lacking when entering the classroom in the fall. Without these essential skills children have a much more difficult time becoming fluent readers. When students lack phonological processing skills children are often times predisposed to reading disabilities (Institute for Education Reform, 1997). These sk...
Kindergarten children are energetic. They have a lot of energy, and they want to use in physical activities such as running, climbing, and jumping. Their desire to be involved in physical activities makes kindergarten an ideal time to involve children in projects of a building, for example, making learning centers to be like a store and post office.
Phonological awareness is the ability to be aware of the sounds certain letters in words make. Sue Bredekamp and Carrol Copple explain, “Another strong predicator of phonological awareness; that is, noticing the sounds of spoken language- beginning speech sounds and rhythms, rhyme and other sound similarities, and, at the highest level, syllables and phonemes (the smallest units of speech that make a difference in communication)” (Bredekamp & Copple, 2009, p. 147). An example of something I can use in the classroom will follow standard LAFS.K.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. By teaching children to listen to the ending sounds of a word, I can use a felt board to hang up pictures of a cat, bat, rat, hat, mat, and images showing pat, sat, and splat. I will ask the class to listen for ending sounds and find the similarities. I can assess them by adding pictures of a dog, chair, fan, and pen on the mat and see if they can match the rhyming words and omit the non-rhyming
Groups read individually, then did kinetic activities, worked on pads and then had small group interventions with the teacher. Some of these pulled on what appeared to be learning styles in which different types of learners needs were met with auditory, visual and kinetic the most prevalent. These groups assigned by skill level, attention level, and similar needs primarily. Each varying in instructional style; a possible background in Piaget’s theory most relevant to the operation of this system. Students would be responsible for a series of steps - none of which would be too long - but there was often too many processes for the student to keep track of them all. This was often where the students would step up to remind each other of the rules or ways to operate during certain tasks. Though the activities were generally simple all tasks were self-paced, more work available if the student worked
In 1837, Froebel set up a school for young children which was known as ‘kindergarten' this symbolized a protected and safe environment (Bruce, 2008). He emphasized the importance of outdoor play and activity (Pound, 2006 ). His beliefs on play led Frobel to create educational materials for children which were known as ‘gifts ‘they were intended to stimulate childre...
Looking upon my time here at Central Michigan, I recall in previous courses that phonemic awareness is how we interpret the sounds in a word. Essentially, being able to hear and identify these sounds of our language. After deeply focusing on Phonological and phonemic awareness over the course of a few weeks, it is clear that my prior knowledge isn’t far off. Both of these skills involve sound and can be processed with eyes closed—no printed material. After much research, these skills are vital to a child and their development; they aid in spelling, alphabetic principle, and letter-sound correspondence. If this skill is not obtained by a child, he or she will have a difficult time with reading and comprehension in addition to poor spelling.
By doing these activities with the children, one the teacher will be able to show kids other everyday activities they might not get exposed to regularly and have better understanding of what goes on in their lives. Once the
The relationship between phonological awareness and reading development of D/HH children was discovered in the early 1970s (Nielsen & Stahlman, 2002). Research found that D/HH children who read better often have phonological awareness skills. Moreover, some research asserts that D/HH students will not be able to read if they do not have phonological awareness (Nielsen & Stahlman, 2003). Some studies explicitly indicate that the D/HH students' low reading achievements refer to the lack of phonological awareness skills. Adams, as reported by Nielsen and Stahlman (2002), emphasize in his book Beginning to read: Thinking and learning about print, that phonological awareness is necessary for deaf children to understand words and text that they read. In addition, Paul (1998) points out the importance of the use of phonological awareness in short term memory to develop the comprehension skills of D/HH children. Furthermore, many studies assert that phonological awareness plays a significant role in developing the abilities of D/HH children to unlock unknown words. Narr (2006), indicates that phonological awareness, in specific phonemic skills, assist D/HH children to improve their skills and abilities of sound identification, sound blending, and sound manipulation. Deaf and hard of hearing children who lack phonological awareness struggle reading because reading requires children to be able to map sound to the letters that they read (Nielsen and Stahlman, 2002). Even though some deaf children can use their visual memory of words to read, they still need to improve their phonological awareness to develop their reading proficiency (Miller and Clark, 2011). In general, phonological awareness skills are important, but it cannot...
The four key interaction patterns that can be used by kindergarten teachers are linguistic scaffolding, questioning, verbal mapping, and mediation. Through the teacher’s use of linguistic scaffolding in an activity such as show and tell, they may support and expand a child’s participation in personal conversations and in their classroom discussions. Questioning strategies are another key interaction and can be applied in the classroom by asking your students questions that incorporate literal and inferential questions, which can provide them the knowledge of questioning that is asked for information, recitation, or for clarification purposes. Verbal mapping is another key interaction pattern and may be applied through the teacher’s use
Take a minute and stop and think what you do every day. If you were to make a list of five things that you do every day would communication be one of them. Sure it is something that many of us do not think about. But have you ever stopped to wonder how we learned what letters made what sounds. How to pronounce certain words? For most it is easy we just taught them it in school. But have you wondered how students who are hearing impaired learn it? The major difference is that students who are hearing impaired would not hear the sounds that are associated with letters the same way a hearing person would. The majority of individuals with normal hearing hear the words of their own language spoken to them thousands of times before, they are able to speak their first word. Not being able to hear the sounds of a language creates a problem for some individuals when it comes phonemic awareness. Every teacher should know how to teach phonemic awareness and phonics to hearing impaired students.
Music plays a predominant role in the part of learning. Singing songs rhythmically with actions could help children pronounce
One thing a teacher can do is gather activity ideas into a resource file. This can include activities that have been successful in the past, and new ideas. The file should be organized with classifying headings, adding additional headings as needed. The file can then be used to assist with lesson and activity planning. Secondly, carefully planned activity centers can be a wonderful source of language learning. Centers for pretend play, construction play, motor play, and a games center all provide many opportunities for language and literacy development. Finally, outdoor play can also provide many chances for literacy development. Outdoor reading – under a tree or on a blanket – is an enjoyable way to share the love of books. Offering sidewalk chalk for games or to practice writing is another fun activity for young children. (Machado,
Entering my kindergarten teaching experience in the last quarter of school year I had to quickly become familiar with kindergarten content standards and the school’s curriculum. To do this I observed my mentor teachers instructional time with the children and gained as much information as I could about the children’s educational standing by developing a professional relationship with the my mentor teacher and the children. I learned that the majority of my kindergarten children had not previously attended preschool and that this was their first year of school. I found that interacting with the children in social activities provided me with great insight to their literacy, math, science, and social studies development. In reviewing the children’s class projects, school displays, and an array of their work sample along with my mentor teachers year-long assessments I was able to recognize challenging, emerging and advanced content areas of the children’s core curriculum. These emerging and challenging content areas is what I centered my curriculum planning around. “Information about each child’s learning and development is used to evaluate teaching effectiveness. This may lead to changes in schedule, curriculum and teaching strategies, room set up, resources, and so on.” (Bredekamp and Copple, p. 249)