The Yopp and Yopp article did a nice job of defining phonemic awareness. Both this article and the article written by Clark discussed the importance of incorporating differentiated instruction when cuing the children in one's classroom. Having children learn though a combination on oral, auditory, reflective, or kinesthetic cues enhances their learning and provides an universally designed lesson where each child is given the best environment for them to learn. Both articles gave examples of how to further phonemic awareness through cuing and coaching. Ultimately, coaching is using cues to enhance a child's knowledge. One example would be encouraging the children to clap while saying a word to hear the different units of sound. Another example would be to cover part of a word so that children are not overwhelmed by a large word. I really enjoyed reading the saying "take a running start." This was referring to children sounding out a word and then saying all of the letters out loud quickly so they could hear the word.
Have colored pieces of paper on the floor in your classroom and have children jump from one color to the next every time they hear a new sound (phoneme) in a word. For example, if the children are given the word mint, they would jump four times...one for each sound they hear /m/i/n/t/.
I like the activity that you posted! That's a really good idea to teach a child the concept of phonemes without it becoming a boring chore to them. Learning phoneme awareness is something that seems so obvious to us now and it's weird to think that there was a time in our lives when we didn't understand the concept.
ReplyDeleteI like the idea of your activity also! It is a great change to usual clap and chant way of learning phonemic awareness, and it also gets the students up and moving! I, too, liked the running start idea. Telling this to the students sounds a little more motivating than, "Okay, now put all the sounds together."
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