Transcript Handouts_Class9

Copy, Cover, and Compare (CCC):
Method of teaching sight words
• Divide paper into 3 sections.
• In Section 1, write out list of target words.
• In Section 2, write out the words with
dotted (dashed) lines.
• Leave Section 3 blank.
CCC, continued
• Student looks at first word, traces it in
Section 2 while saying letter names.
• Then covers the first 2 sections and writes
word independently in Section 3, while
saying letter names.
• Say name of word and then repeat sequence
with second word.
• Then check acquisition of word in isolation
and within a sentence.
And the Research says. . .
• Ability to decode is NOT strongly linked to
intelligence
• Working memory (short-term) IS a factor in
being able to decode, as is development
of phonological awareness
Connors et al. (2001)
And the Research says
• Children with cognitive disabilities do
develop PA and it is linked to later reading
development.
• Children with cognitive disabilities may not
develop PA in the same sequence as
typically developing peers.
• Research supports explicit teaching of
application of PA skills to literacy tasks.
Phonological Awareness
Recognizing that
• speech is made up of words;
• words are made up of syllables,
• syllables are made up on individual
sounds (phonemes)
Phonological Awareness
• Is influenced both by heredity and by experience
and instruction
• Is an oral and aural skill
• Helps students understand the alphabetic
principle
• Has a reciprocal relationship with development
of reading skills
• Children develop PA in the language they first
acquire.
• Phonemic Awareness: “understanding that
spoken words are made up of individual
sounds” (101, Ruetzel & Cooter, 2003)
• Phonemes – smallest unit of SOUND in a
language
• PA is an oral language activity
• PA is not phonics
Individuals with well-developed
phonemic awareness can:
•
•
•
•
•
•
Isolate individual sounds in words
Identify common sounds in words
Segment sounds in words
Categorize sounds in words
Delete sounds within words
Blend separately spoken sounds into words
• Substitute sounds within words
Assessing Phonological
Awareness
• Formal assessments
• Informal assessments
Instruction
• Begin with easier tasks and move to more
difficult ones.
• Make PA instruction a part of the regular
school day – no more than 10-15 min a day,
even for more intensive instruction.
• Practice both analytic and synthesis activities
• Keep it active and fun!
• Be sure YOU know and articulate sounds
correctly and carefully
Possible Sequence of PA
Activities/Instruction
•
•
•
•
•
Rhyming*
Sound matching
Blending
Segmentation
Manipulation
When you’re old
and think you’re sweet,
Just pull off your shoes
and smell your feet!
Learning to rhyme can be fun and age-appropriate!
Word Box
Word by Word Bingo (Initial Sounds)
/m/
/s/
/t/