Letter-sound knowledge — Reading Doctor | Apps for teaching kids to read and spell
explore sound–letter relationships by drawing attention to sounds through planned The best letters to start with are those that are meaningful to a child, such. consonant digraphs- letter combinations for a single sound represented by two letters becomes automatic, relies on a knowledge of sound-letter relationships. It is also a good idea to begin instruction in sound-letter relationships by choosing consonants such as f, m, n, r, and s, whose sounds can be pronounced in.
The criteria could include: Was the presentation clear? Did I learn something from the presentation? Did the presentation make me think? Students work in groups to solve a problem or a series of problems.
This could include conducting an experiment in science, solving problems in mathematics, analysing a story or poem in English, or analysing evidence in history. Creating an artefact or product: Students work in groups to develop a story, a piece of drama, a piece of music, a model to explain a concept, a news report on an issue or a poster to summarise information or explain a concept.
Giving groups five minutes at the start of a new topic to create a brainstorm or mind map will tell you a great deal about what they already know, and will help you pitch the lesson at an appropriate level.
Groupwork is an opportunity to allow students of different ages or attainment levels to work together on an appropriate task.
Higher attainers can benefit from the opportunity to explain the work, whereas lower attainers may find it easier to ask questions in a group than in a class, and will learn from their classmates. Students consider an issue and come to a conclusion. This may require quite a bit of preparation on your part in order to make sure that the students have enough knowledge to consider different options, but organising a discussion or debate can be very rewarding for both you and them.
Organising groups Groups of four to eight are ideal but this will depend on the size of your class, the physical environment and furniture, and the attainment and age range of your class. Decide how and why you will divide students into groups; for example, you may divide groups by friendship, interest or by similar or mixed attainment. Experiment with different ways and review what works best with each class. Plan any roles you will give to group members for example, note taker, spokesperson, time keeper or collector of equipmentand how you will make this clear.
Managing groupwork You can set up routines and rules to manage good groupwork. When you use groupwork regularly, students will know what you expect and find it enjoyable.
Letter Names Can Cause Confusion and Other Things to Know About Letter–Sound Relationships | NAEYC
Initially it is a good idea to work with your class to identify the benefits of working together in teams and groups. It is important to give clear verbal instructions about the groupwork that can also be written on the blackboard for reference.
- TI-AIE: Letters and sounds of English
- Letter-sound knowledge
- Early Literacy: Connecting Letters and Sounds
Allow your students to ask questions before you start. During the lesson, move around to observe and check how the groups are doing. Offer advice where needed if they are deviating from the task or getting stuck. You might want to change the groups during the task.
Here are two techniques to try when you are feeling confident about groupwork — they are particularly helpful when managing a large class: Give each group a different task, such as researching one way of generating electricity or developing a character for a drama. Then give them a task that involves collating knowledge from all the experts, such as deciding on what sort of power station to build or preparing a piece of drama. If the task involves creating something or solving a problem, after a while, ask each group to send an envoy to another group.
They could compare ideas or solutions to the problem and then report back to their own group. In this way, groups can learn from each other. At the end of the task, summarise what has been learnt and correct any misunderstandings that you have seen.
You may want to hear feedback from each group, or ask just one or two groups who you think have some good ideas. Even if you want to adopt groupwork in your classroom, you may at times find it difficult to organise because ome students: To become effective at managing groupwork it is important to reflect on all the above points, in addition to considering how far the learning outcomes were met and how well your students responded did they all benefit?
TI-AIE: Letters and sounds of English: View as single page
Consider and carefully plan any adjustments you might make to the group task, resources, timings or composition of the groups.
Research suggests that learning in groups need not be used all the time to have positive effects on student achievement, so you should not feel obliged to use it in every lesson.
You might want to consider using groupwork as a supplemental technique, for example as a break between a topic change or a jump-start for class discussion. It can also be used as an ice-breaker or to introduce experiential learning activities and problem solving exercises into the classroom, or to review topics.
Letter, sound and word games Choose a game and practise it with a colleague. Then try it out with your class. Let them give responses in English or in Hindi. Reading and listening activity: The students must raise their hands if they think the letter or word you say matches the letter on the board.
You can monitor which students are following the lesson. No wonder it takes children two to three years to learn how to match sounds to their letter names! There are plenty of specific activities you can engage children in to help them learn to make letter-sound correspondences.
Try to stay away from workbook-like tasks, as they can make the joys of learning the alphabetic principle seem deadly dull. Here are some activities to try in your own classroom: You can help by pointing to the print as you share picture books.
Alphabet books are especially useful, since they often include pictures of words that begin with the letter name.
Enriching your environment with labels and signs helps children begin to see the connection between words and their corresponding sounds. Create a word wall that emphasizes common sounds children hear. Magnetic letters and alphabet blocks allow children to explore letter-sound connections, arrange and rearrange letters to form words, and become more aware of the sequences of sounds within words.
Display snapshots of every child in your class, then ask them to match up faces to names. This provides experience in letter recognition, naming, and noticing the initial sound or phoneme in a name. Once children start to make connections between letters and sounds, they'll be able to begin to read some very simple texts. First, they'll sound out the words very, very slowly, as if they're "glued to the print.
The alphabetic principle is definitely one of the more important skills for children to develop.