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PNONEMIC AWARENESS SKILLS.
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Importance of oral language to reading.... More...
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Paper Abstract:
Importance of oral language to reading. Uses the Dr. Seuss book "Green Eggs and Ham" to demonstrate the teaching of phonemic awareness, phonics, sight vocabulary and spelling. Emphasis on auditory recognition to help students differentiate sounds in words. Phonemic awareness teaching activities and strategies.
Paper Introduction:
Teaching Phonemic Awareness, Phonics, Sight Vocabulary, and Spelling
Introduction
The following paper will use the book, Green Eggs and Ham, by Dr. Seuss, to demonstrate its use in the teaching of phonemic awareness, phonics, sight vocabulary, and spelling. The question used to guide this discussion is: What decoding skills and strategies do the children need to have to successfully and fluently read this book by themselves?
Children need phonemic awareness skills to successfully and fluently read a book by themselves. Phonemic awareness is described by the International Reading Association and the National Association for the Education of Young Children, as insight about oral language and the segmentation of sounds used in
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The question used to guide thisdiscussion is: What decoding skills and strategies do the children need tohave to successfully and fluently read this book by themselves? Phonemic awareness provides for theawareness of letter sounds in words, rather than the systematicpresentation of these letter sounds in words. For example,on page 16, after reading "I would not like them here or there. Auditory cues such asasking children to clap the number of syllables heard in a word, or visualcues such as using blocks to represent sounds, or kinesthetic cues such asasking children to jump when they repeat a sound, will be used (Yopp &Yopp, 2 ). (2 1). Rimes with a vowel-consonant pattern are presented as a unit, with the notion that if phonicselements are taught in natural clusters, they will be more easilyrecognized as pronounceable word parts, even in difficult words. Despite this ongoing debate, for the teaching of reading, initialemphasis is on auditory recognition since this helps the studentdifferentiate sounds in words. On the other hand, theactivities need to be purposeful; research has shown that while playfulactivities do lead to phonemic awareness, this result is enhanced when thegoal is phonemic awareness. The vocabulary words need to be included in the book. To teach spelling, the same sight words will be used as vocabularywords, and the student will be instructed to spell each word, after it isstated from the flash card. Childhood Education, 77(3), 128-133.Yopp, H. After having read the book more thanonce, the book will be read aloud and children will be asked to makepredictions, thus increasing their interaction with the book. Some argue that this is not the same asphonics (Wasik, 2 1). ReferencesGunning, T. Word Building is used to teach phonics; it is a system thatcapitalizes on the natural tendency for children to seek out pronounceableword parts. Phonemic awareness and young children. This would be followed by afocus on largest units of sound within words, the syllable. The Reading Teacher, 48(6), 484-489.Smith, F. Students will readand copy, in their own writing, the sight words in the book. Instruction strategies that will be used include: asking children tomatch sounds, such as indicating whether two words began the same ("Dothese words begin the same? This book will therefore be used to helpchildren become aware of sounds. It is further noted, that phonemic awarenessmust be considered within the context of comprehensive reading instruction(Yopp & Yopp, 2 ). Thus studies have shown that using rhymes, poems, and jingleshelp children become aware of sounds in words (Wasik, 2 1). and . Why systematic phonics and phonemic awareness instruction constitute an educational hazard. Sight words will include words suchas: I, a, and, his, her, you, in, and, the, was, is, etc. 12). fish fog?"); isolating sounds ("What is thefirst/middle/last sound in fun?"); blending sounds to form a word ("Whatword would we have if we put these sounds together?"); and segmenting wordsinto constituent parts ("Tell all the sounds you hear in the word cat.").Regarding these techniques, studies have shown that matching sounds iseasier, blending sounds is more difficult, and segmenting spoken words iseven more difficult, but this difficulty is dependent on the number ofsounds, type of sounds, and location in the word. The Reading Teacher, 54(2), 13 -143. Thus students build on what they already know(Gunning, 1995). For example, songs, chants, and word-soundgames are suited for the young child. The phoneme is the smallestunit of speech. As the child reads the book, they will write down thesight words; while the word will not be written from memory, the writing ofit, which includes its spelling, will be practiced. Children will build on their awareness ofsounds until they are able to read them fluently. Green Eggs and Ham is a book thatcontains many rhymes, such as "I do not like them, Sam-I-am. Word building: A strategic approach to the teaching of phonics. Studies have shown that time spenton nursery or Dr. Seuss rhymes, word play, and general exposure tostorybooks, contributes to phonemic awareness. (2 ). Children need phonemic awareness skills to successfully and fluentlyread a book by themselves. G. The book willbe shown to the student, in class, so they can read it by themselves, learnthe word, and review the spelling of each word. Sight words need to be first initiated during class. When providing instruction or activities to enhance phonemicawareness, it is important to note that children tend to learn larger unitsof sound before they learn smaller units of sound. Next the students would be asked to namewhat letter is needed to make the word "me," etc. K., & Yopp, R. Then students would be asked what letter needs to beadded to form the word cat. Teaching Phonemic Awareness, Phonics, Sight Vocabulary, and Spelling Introduction The following paper will use the book, Green Eggs and Ham, by Dr.Seuss, to demonstrate its use in the teaching of phonemic awareness,phonics, sight vocabulary, and spelling. Instruction would begin with the core of a word pattern andthe building of words by adding onsets to rimes. I do not like green eggs and ham." Students would beasked to repeat the last line "I do not like them, Sam-I-am." This will beturned into a game in which the student completing the most lines willreceive a reward, such as bringing a prized school item (stuffed animal,game) home for one week. For example, in teachingthe -e pattern, "e" would be presented and students would name the letterand give the sound it represents. Homework will be assigned which asks that theparent say the word, from the flashcard, so the student can then write theword. Homework will be assigned which asks that thestudent be presented with the flash cards, and asked to repeat the word outloud, to increase practice effects. Supporting phonemic awareness development in the classroom. 5, 11). 153). The use ofthis book in class and at home will provide practice and practicalapplication of these techniques. Forexample, the -at pattern would be written on the board and students wouldread it out loud. Next the focuswould be the largest sub-syllabic units- the onset (part of the syllablepreceding the vowel) and rime (vowel and consonants that follow it) (Yopp &Yopp, 2 ). Therefore when dealingwith younger children or older children with little sensitivity to sounds,the initial focus would need to be on rhyme. Word Building includes teaching students how to decode words,with analogy and pronounceable parts; onset and rime are incorporated intothe technique. Studies have also shownthat children who have been exposed to nursery rhymes or had theopportunity to manipulate language sounds, have resulting phonemicawareness. Language Arts, 77(2), 15 -155.Wasik, B. Following this procedure, the book will be used to further practicethe sight words and demonstrate their practical use. I do not likegreen eggs and ham" (p. For example, in the word cat, the three phonemes include k- a - t. . I would notlike them anywhere. Others state that there is no difference betweenphonemic awareness and phonics, that phonemic awareness is a "bogusconstruct, employed solely to explain the frequent failures of phonicsinstruction" (Smith, 1999, p. (1999). Phonemic awareness is described by theInternational Reading Association and the National Association for theEducation of Young Children, as insight about oral language and thesegmentation of sounds used in speech communication (Wasik, 2 1).Phonemic awareness includes the awareness of sounds in words, rather thanthe mastery of these sounds. (1995). An appropriate book for the teaching of phonics or phonemic awarenesswould contain rhymes, poems, or jingles. H. Strategies that will be used to teach sight words include: providing eachstudent with a list of the sight words, asking them to write these each ofthese words down on a flash card, and them practicing recognizing the wordsas the cards are flashed; the card will be flashed and the student willstate the word out loud. Thus thesight words must be contained in the book. The teaching of phonemic awareness needs to include activities thatare appropriate for children. .,") (pp. The use of cues willfacilitate the development of phonemic awareness. . Children need phonics or phonemic awareness, regardless of the methodused to teach reading (systematic phonics, whole language, or both).Studies have shown that a positive relationship exists between the youngchild's phonemic awareness and later reading achievement in first andsecond grades, and the opposite is true as well. The book will be used forhomework as well. A. For example, this book pointsout the frequent use of the words: I, a, you, and, etc. Learning sight words helps children to successfully and fluently reada book by themselves. The book will be used for homework assignments aswell; students will be asked to read the book out loud at home, withparental assistance. . Previous phonic/phonemic awareness instruction, and the learning ofsight/vocabulary words will further abilities to read fluently. The sounds of the letters are determined by the context (Wasik,2 1). Appropriate activities needto be playful and engaging, social and interactive, and need to stimulateexperimentation with and curiosity toward language. Dr. Seuss books are noted for the teaching ofphonics or phonemic awareness. ("I am Sam," "Doyou like .
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