Children who have developed phonemic awareness can manipulate language in 5 ways. List and describe examples of 5 phonemic awareness routines in which teachers should engage young language learners.
What will be an ideal response?
1. Sound Matching: Teachers create matching games using familiar objects and pictures. From a collection, children choose two items that begin with the same sound.
2. Sound Isolation: Children identify the sounds at the beginning, middle, and end of the word, or from a collection of objects they choose the one that doesn't begin with the sound.
3. Sound Blending: Children play the "What am I thinking of?" guessing game. The teacher identifies several characteristics of an object and pronounces its name, articulating each of the sounds separately. Then children blend the sounds together and identify the word using the phonological and semantic information that the teacher provided. Ex. /F/r/o/g What is it?
4. Sound Addition or Substitution: Children create nonsense words as they add or substitute sounds in words in song lyrics and in wordplay books that teachers read aloud. Ex. Instead of ee-igh, ee-igh, oh in McDonalds one might say bee-bigh bee-bigh boh
5. Segmentation: Children slowly pronounce a word, identifying all its sounds. Ex. For coat /k/ is one sound, /o/ is two, /t/ is the last
You might also like to view...
It is recommended that teachers explain to the class that some people function in such a way that they lose control at times, more often than others do
Indicate whether the statement is true or false
Select the true statement:
A.Training program implementers effectively to change their behaviors can often be done through seminars or workshops on ABA. B.Training, inspiration, and initial commitment without follow-up support are usually worthless. C.The most effective intervention should most always be selected and implemented by the contingency managers. D.The behavior analyst should be the one to select the goal for he client because of his or her understanding of ABA and the results of the functional assessment.
How might dramatic play be adapted so that it fosters emergent literacy?
What will be an ideal response?
Sources of curriculum development may be found at which of the following levels:
a. National b. State c. Local d. All of the above