Teaching reading skills is all about patterns, as earlier blogs attest. Introducing the short sounds of vowels is always best with little "tricks" to help the student remember the rules better. When using the short "o" sound, the reader lets his/her jaw drop to produce the appropriate sound of the letter. If the student puts his/her fingers on the side of the face as the short "o" sound is made, feeling the face muscles drop often helps the reader to remember how the face will feel when the sound is made correctly. The resulting sound is most like an "ah" as in the word jaw, which also helps the student to remember the sound. Practicing the sound by repeating words modeled by the teacher, re-enforces the sound for the student. Once again, flashcards will be useful in mastering the skill. Write short "o" words, one to a card, for the reader to practice with the teacher at first, then independently. Start with the basic three letter words, then begin to introduce words with blended sounds at both the beginning and end of the words.
dog-- -mop--- not--- rod--- top--- bog--- lot--- pod--- hop--- fog--- tot--- hog
moss--- pond--- drop--- plot--- frog--- blond--- spot--- stop--- rotten--- prod
Begin to use the words from all the vowel flashcards at this point to make up sentences using as many words as possible in each sentence. If you have a very quick student learner, begin to write those sentences down for the reader to read back to you. After the student feels comfortable with reading the sentences you have written, have the learner begin to write the sentences independently. After working on the vowels to this point, the student should be recognizing the patterns and anticipating what activity will follow. One more vowel to go! Then the reader can really start to explore the way language is developed and reading skills are attained.
Friday, January 28, 2011
Friday, March 26, 2010
Blending with the short "i" sound
Blending with the short "i" sound follows the same patterns and mechanics as the other short vowel sounds. Children are oftentimes able to better remember the sound if it is associated with an action, much like wrinkling up your nose for short "a" and spreading a smile across your upper teeth for short "e". With short "i", have the student hunch up his/her shoulders in a brief shrug for the quick sound of short "i". The sound is not prolonged, so the quick movement reminds the student to be quick with the sound of the letter. Practice saying some of the short "i" words for practice with the shoulder movement, giving an example and having the student repeat the word. A good way to start is with b-i-g, d-i-g, p-i-n, f-i-n. Say each of the letter sounds individually to hear the sounds alone. Then blend the sounds together and get the student to add to the pattern words with words of his/her own.
When the student seems to have the sound of the short "i" fairly mastered, then 3x5 cards with short "i" words printed on them can be introduced. Use the flashcards to practice reading the words with short "i" patterns. When the student is getting very comfortable with the patterns, then bring back the cards with short "a" and short "e" sounds to mix up the sounds. If the student does not seem to be comfortable, continue to practice with one sound pattern at a time until the learner handles the one sound to mastery, before mixing the patterns. A list of short "i" words follows:
fit---tin---dip---bit---win---rip---six---pin---sit---fin---big---pig---nip---tip---fix---pit---sip---fig---then introduce:
flip---grin---slit---trip---drip---brig---spin---spit---snip---slip--- grip---grit---drift---gift---lift---twin
After the learner has been successful with reading the words separately, have the student choose words from any of the flashcards for the vowel sounds and use the words in sentences. Eventually, have the learner take a card and write a sentence using the word on the card. The student will be able to start using more and more of the words correctly in writing. Using the flashcards to build sentences in front of the learner is also a good practice, but requires that you supply articles and prepositions to complete a sentence using the cards, id.est.
I will flip the cap and the nest into the big, wet, drift.
The learner will become more comfortable each time the cards are used, so that when mastery has been achieved, the student will no longer require the flashcards to spark response. Two more vowels, and then the dipthongs will be introduced as well. Hopefully, interruptions to the blog will no longer factor into the consistency of the material.
When the student seems to have the sound of the short "i" fairly mastered, then 3x5 cards with short "i" words printed on them can be introduced. Use the flashcards to practice reading the words with short "i" patterns. When the student is getting very comfortable with the patterns, then bring back the cards with short "a" and short "e" sounds to mix up the sounds. If the student does not seem to be comfortable, continue to practice with one sound pattern at a time until the learner handles the one sound to mastery, before mixing the patterns. A list of short "i" words follows:
fit---tin---dip---bit---win---rip---six---pin---sit---fin---big---pig---nip---tip---fix---pit---sip---fig---then introduce:
flip---grin---slit---trip---drip---brig---spin---spit---snip---slip--- grip---grit---drift---gift---lift---twin
After the learner has been successful with reading the words separately, have the student choose words from any of the flashcards for the vowel sounds and use the words in sentences. Eventually, have the learner take a card and write a sentence using the word on the card. The student will be able to start using more and more of the words correctly in writing. Using the flashcards to build sentences in front of the learner is also a good practice, but requires that you supply articles and prepositions to complete a sentence using the cards, id.est.
I will flip the cap and the nest into the big, wet, drift.
The learner will become more comfortable each time the cards are used, so that when mastery has been achieved, the student will no longer require the flashcards to spark response. Two more vowels, and then the dipthongs will be introduced as well. Hopefully, interruptions to the blog will no longer factor into the consistency of the material.
Tuesday, November 10, 2009
Blending with short "e"
A wonderful autumn to everyone!
It is time to work with blending the short "e" sound in simple words. As always, it is best to review the short "a" sound briefly before starting the new sound. When you are satisfied that the short "a" sound is approaching mastery, introduce the short "e" sound next. Say the sound three times as your student watches your mouth form the sound. Point out to the learner that your mouth makes a little smile when the short "e" is sounded. The top lip of your mouth stretches across your teeth to make the correct sound. Physically push your lip across your teeth to show the learner how it looks without sounding out the letter. If you use your index fingers, the student will see the stretched lip better than if you use one hand. Continue to say the sound of short "e" with your learner until the "little smile" and the appropriate sound are coming together.
Practice saying the sound in simple short "e" words like TEN, RED, MET, MEN, PET, ETC. Take index cards and write one letter on each card to help you form new short "e" words to be sounded out. Put the "t" card down on a table with an "e" card and an "n" card. Sound out the word; sound of "t", sound of short "e", sound of "n". t-e-n Then say the word in its blended form, "ten". Invite your beginning reader to sound out the word with you, and then alone. Continue to sound out short "e" words in this fashion until you observe understanding in your learner.
Using 5-7 words this way should provide the initial practice for sounding out letters that a new reader will need.
Then you are going to show your student words that are written on cards to read by sounding out the letters. The learner will be blending sounds with much success by the time you finish your session. A list of words you could use includes:
sled----bed----step----pet----men----fled----den----bled----set----get
hen----let----fret----pen----bet----jet----wed----wet----fed----best
Don't forget to add review:
clap----snap----grab----glad----plan----hand----drag----trap----slam
All of the flashcards can be used together for practice between sessions with your new reader. If your learner is progressing well, add some sight word cards to the mix and let the student start putting words together in simple sentences to read. Some good sight word additions would be:
I----can----am----the----is----to
With some experience reading, do not be surprised when the reader starts looking for new words to learn or starts recognizing new words without help. Here's to blending success!
It is time to work with blending the short "e" sound in simple words. As always, it is best to review the short "a" sound briefly before starting the new sound. When you are satisfied that the short "a" sound is approaching mastery, introduce the short "e" sound next. Say the sound three times as your student watches your mouth form the sound. Point out to the learner that your mouth makes a little smile when the short "e" is sounded. The top lip of your mouth stretches across your teeth to make the correct sound. Physically push your lip across your teeth to show the learner how it looks without sounding out the letter. If you use your index fingers, the student will see the stretched lip better than if you use one hand. Continue to say the sound of short "e" with your learner until the "little smile" and the appropriate sound are coming together.
Practice saying the sound in simple short "e" words like TEN, RED, MET, MEN, PET, ETC. Take index cards and write one letter on each card to help you form new short "e" words to be sounded out. Put the "t" card down on a table with an "e" card and an "n" card. Sound out the word; sound of "t", sound of short "e", sound of "n". t-e-n Then say the word in its blended form, "ten". Invite your beginning reader to sound out the word with you, and then alone. Continue to sound out short "e" words in this fashion until you observe understanding in your learner.
Using 5-7 words this way should provide the initial practice for sounding out letters that a new reader will need.
Then you are going to show your student words that are written on cards to read by sounding out the letters. The learner will be blending sounds with much success by the time you finish your session. A list of words you could use includes:
sled----bed----step----pet----men----fled----den----bled----set----get
hen----let----fret----pen----bet----jet----wed----wet----fed----best
Don't forget to add review:
clap----snap----grab----glad----plan----hand----drag----trap----slam
All of the flashcards can be used together for practice between sessions with your new reader. If your learner is progressing well, add some sight word cards to the mix and let the student start putting words together in simple sentences to read. Some good sight word additions would be:
I----can----am----the----is----to
With some experience reading, do not be surprised when the reader starts looking for new words to learn or starts recognizing new words without help. Here's to blending success!
Friday, October 23, 2009
Blending sounds
Learning to blend sounds just takes practice to get the "feel" for hearing the individual sounds of letters in words. Once the reader has a fair number of letter sounds under control, the sounds can be blended to produce words. After learning the short "a" sound and practicing it alone and in isolated two or three letter words, putting the short "a" with specific consonants helps the reader to learn how to blend the sounds. By reviewing consonant sounds briefly before endeavoring to combine them with the short "a" , success is built into the activity.
Using flashcards, write three letter words with short "a" sounds, which involve the consonants your reader has just reviewed. A short list follows:
bad ------sat----- had
ran----- cab----- map
ham -----bat----- dad
man----- can----- hat
pan----- lad----- dam
The reader will "sound" out the word by saying each letter sound in isolation to begin with; b-----a-----d-----, s-----a-----t---. Listening to someone else sound out the letters first is a great way to train auditory perception as well. When you are walking in the park, or driving down the street, sound out words using the letter sounds for your reader to identify. Have your learner sound out words for you to try and guess too.
Starting with the three letter words is the easiest approach, but if you have a student that is ready to break apart longer words like flap or crab, just keep letting the student explore new combinations, as long as the learner recognizes the extra letters as indivdualized sounds. Short "a" words can keep you busy for many days. The short sound of "e" when next we meet.
Using flashcards, write three letter words with short "a" sounds, which involve the consonants your reader has just reviewed. A short list follows:
bad ------sat----- had
ran----- cab----- map
ham -----bat----- dad
man----- can----- hat
pan----- lad----- dam
The reader will "sound" out the word by saying each letter sound in isolation to begin with; b-----a-----d-----, s-----a-----t---. Listening to someone else sound out the letters first is a great way to train auditory perception as well. When you are walking in the park, or driving down the street, sound out words using the letter sounds for your reader to identify. Have your learner sound out words for you to try and guess too.
Starting with the three letter words is the easiest approach, but if you have a student that is ready to break apart longer words like flap or crab, just keep letting the student explore new combinations, as long as the learner recognizes the extra letters as indivdualized sounds. Short "a" words can keep you busy for many days. The short sound of "e" when next we meet.
Friday, October 9, 2009
Vowel Sounds
Hello again! At this point in the learner's progress, it is time to review the number and color words for mastery. Flashcards with the words on them and a color square or number on the other side to match the word are good tools. Immediate recognition should be mastery. There is little "sounding out" that can be done with the number or color words. "Sight" words are important to reading development.
Vowel sound introduction is always started with the letter "a". Have your beginning readers say the short sound of "a" by wrinkling up their noses across the bridge of the nose when they say "A-A-A-A" as in apple. If the learners feel the bridge of their noses as they say the sound, it is a concrete way to remind them about the sound. Practice saying other words that have short "a" sounds, touching the bridge of the nose each time. Exaggerated sounds are most effective, and get the point across somewhat faster. Any short "a" words are acceptable, but a brief list follows to get you started:
Vowel sound introduction is always started with the letter "a". Have your beginning readers say the short sound of "a" by wrinkling up their noses across the bridge of the nose when they say "A-A-A-A" as in apple. If the learners feel the bridge of their noses as they say the sound, it is a concrete way to remind them about the sound. Practice saying other words that have short "a" sounds, touching the bridge of the nose each time. Exaggerated sounds are most effective, and get the point across somewhat faster. Any short "a" words are acceptable, but a brief list follows to get you started:
act-- am-- ant-- after-- answer --and --add
bag-- map-- grab-- dad-- clap-- slam-- sand-- fat
Once your reader has an understanding of the short "a" sound, make some more flashcards with two and three letter words that have that sound. Practicing the words in print will build strength for reading the words on a page. In our next segment we will look at starting to blend sounds together. "Sounding out" words is a special skill that must be practiced, and it does not necessarily come naturally. Here's to successful nose "wrinkling"....
Saturday, September 12, 2009
Books for fun at home
Just found a good place to get fun books for learning. Check out Click Here! Your early learner will have a great time with this selection!
Wednesday, September 2, 2009
Letter/sound recognition on the printed page
There have been many weeks since I last wrote about reading skill development. Students should be very comfortable with letter recognition and sound patterns after a month. However, recognizing the letters on printed pages is oftentimes more difficult. While you are sharing reading with your student, now is the time to ask the learner to identify letters on the page you are reading. "Can you point to an S on this page?" "Do you see an M where we are reading?" "Point to an H at the beginning of a word." After several opportunities to practice the skill, it should be fairly clear whether the student is comfortable or not. If more skill development is necessary, it is time to continue to work on isolated letter names and sounds. Make up games using the names of letters and their sounds to provide additional practice for the learner.
Find all the capital A's on this page. Look for lower case P. How many did you find? Go on a letter walk. Find everything you can that starts with the letters G or T. Jump up and down when you see something that starts with W. Raise your hands when you see something that starts with the sound of B. Touch your nose when you see something that starts with the sound of D.
Learners that have already conquered the letter names and sounds will be ready for finding words on the page that start with specific letters or s0unds. "Can you find a word that starts with F?" "Point to a word that ends with a K." If the reader can also say the word, provide the practice time to read words that start with specific letters and sounds. Once the reader is able to handle the letters and sounds at mastery level, it is time to move on to vowel sounds. I will discuss the introduction of vowels to readers in our next visit.
Find all the capital A's on this page. Look for lower case P. How many did you find? Go on a letter walk. Find everything you can that starts with the letters G or T. Jump up and down when you see something that starts with W. Raise your hands when you see something that starts with the sound of B. Touch your nose when you see something that starts with the sound of D.
Learners that have already conquered the letter names and sounds will be ready for finding words on the page that start with specific letters or s0unds. "Can you find a word that starts with F?" "Point to a word that ends with a K." If the reader can also say the word, provide the practice time to read words that start with specific letters and sounds. Once the reader is able to handle the letters and sounds at mastery level, it is time to move on to vowel sounds. I will discuss the introduction of vowels to readers in our next visit.
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