St Aiden's Homeschool – Our Other Blog

June 17, 2011

Phonic Awareness and Teaching Guides For Young Children

In preparation of reading comprehension activity books created for children and then onward transmission/submission to various organisations or for free availability as downloads on various websites an inordinate amount of time is spent researching age-appropriate content for children. This same principle applies to the formal education system.

The public domain resources available on the internet today are an excellent source of materials with which to begin one’s research, and to source age appropriate material with which to educate young children by way of reading comprehension. One soon realises that there is little difference between early education and that of today – schools are man-made. Home Education has been around since the beginning of time!

The words and terms utilised when compiling these books should not be outside the general vocabulary of any child in the normal environment. The content of the books that are supplied to children for educational or leusire purposes should be based on the usual experiences of childhood and prove to be full of vivid meaning for children.

Recognising the eye as a highly important agent in the reading process, it is feasible that in view of studies and research, a plan of presentation of sentences and phrases intended to develop focal fields, wider perception plans, and eye sweeps (from left to right) and to reduce to the bare minimum eye-pauses and eye-regressions.

Much slow, hesitant and uncomprehending reading has been shown to be due to a mechanical distraction or over-emphasis on a word or words or letter units.

It has been demonstrated that these distractions therefore interfere with the formation of correct reading habits, and that they can largely be eliminated or reduced through proper presentation of new material and through carefully constructed exercises which lead the child to first recognise and read the sentence as a whole – afterwards breaking it up into its separate words.

It is suggested that each new step, i.e. learning words, making phrases and then learning the whole sentence, be developed and practiced by the educator first. Further practice may be gained from the development pages in the workbooks, prior to reading the entire “story” in which these preliminary or preparatory steps have their application.

Children should at first be exposed to the “look and say” portions of workbooks, prior to actually reading the story and the preliminary phonic work, i.e. the individual words and phrases, should be developed independently in a child’s first “look and say” primer. In this event we make extensive use of the “220 Dolch words” being the 220 most common used words learnt by children from primer to Grade 3 level. Of course this varies from country to country and culture to culture, but the basics remain the same.

In all activities it is imperative that the child be allowed to develop at their own pace and that the learning activity be a fun and interactive activity. This serves to encourage a more enthusiastic approach to learning in this manner.

Donnette E Davis, single WAHM and mother to 6, passionate homeschooler and author of children’s educational ebooks. Host and webmistress of St Aiden’s Homeschool, South Africa. Our website is updated almost daily with free teacher/parent and student resources, with activities for very little people right up to adults, and includes educational resources for family health and family law. http://www.staidenshomeschool.com

Article Source: http://EzineArticles.com/?expert=Donnette_E_Davis
Phonic Awareness and Teaching Guides For Young Children

Visit Currclick Publishers for extremely affordable Homeschool Curriculum covering Phonetic Awareness and every other conceivable educational topic 🙂

A Few Examples sure to delight any learner:

This book has been created with a focus on a specific letter of the alphabet, or in the case of “soft” and “hard” letters i.e. a, c, g etc. a specific sound. It is ideally suited to very early learners, those just commencing their educational journey Since I am a firm believer in each child developing at his or her own pace I have not specified a typical age group within which to introduce this kind of activity book. Some learners will grasp concepts at a faster pace than others, while others will be comfortable with some of the exercises and may find others a little more challenging. I have aimed to incorporate activities suitable for young children from very young to around Grade 3. Again there is no hard and fast rule. This book includes Teacher/Parent notes, handwriting practice, letter, picture and word identification, dictionary work, wordsearches, puzzles, mazes, colouring in pages, rhymes, crossword puzzles and quizzes. The child will ideally begin to recognise both the lower and upper case letter, while recognising the sounds attached to pictures, such as in the exercise “Where’s that sound?” Sight word cards are included as per the Word List, as are training lines for word practice. Cutting and pasting pictures is another excellent way for your child to identify the sound that the letter makes. A section has been included for this purpose, as has another section where your child is asked to draw the picture that the sound (word) makes

 

Children need to first develop a strong listening awareness of the sounds in words. They need to be able to:

  • hear rhyming words
  • hear the different individual sounds in words
  • blend individual sounds into words
  • play with sounds in words [If I take away the “K” sound in cat, what word will be

left? If I add the “b” sound, what new word will I have?]

Children should also name and recognize the sounds of letters in the alphabet.

This Book focuses on letter Hard C and includes vocabulary, phonics, dictionary work, picture/word association, puzzles, handwriting practice and tracing and a teaching guide for parents.

 

Children need to first develop a strong listening awareness of the sounds in words. They need to be able to:

  • hear rhyming words
  • hear the different individual sounds in words
  • blend individual sounds into words
  • play with sounds in words [If I take away the “K” sound in cat, what word will beleft?  If I add the “b” sound, what new word will I have?]

Children should also name and recognize the sounds of letters in the alphabet.

This Book focuses on letter blend Ch and includes vocabulary, phonics, dictionary work, picture/word association, puzzles, handwriting practice and tracing and a teaching guide for parents.

 

For more information and loads of free products and links to exceptional resources, please visit our page on Squidoo.

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