• Print Awareness

    October 4, 2016

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    Print Awareness

    Print awareness is the first key component of resources of Adventures of Scuba jack about learning how to read successfully. Children notice print all around them, on signs, billboards, posters and of course, in books! However, it takes modeling and guided instruction for children to realize that print conveys meaning. By introducing your child to print awareness through regular activities such as those mentioned below, you are setting your child up to be a successful reader.
    Children will learn that print serves a function and is connected to oral language. Words are made of letters, and spaces separate words. When reading with your child, track each word with your finger or a pointer. This helps children recognize individual words, and also models that we read from left to right, and top to bottom. Children will learn that print follows this specific organizational pattern, which will aid their reading abilities later on. Model how to identify the front and back of a book, and how we turn pages when reading.
    Discussing the different functions of print is another key component of print awareness. For example, when reading a book with your child, point out the author, illustrator and title. Explain what information this tells you about a book. Make sure to explain that books can tell us stories, or they can give us information about something. Introduce your child to other forms of print and the functions each serve. Menus, flyers, letters and posters are great examples of different print functions. Placing labels on household or classroom items is another great way to help children recognize that print conveys meaning.
    Print awareness is not a skill that children are able to develop on their own. It takes regular, interactive practice and modeling with your child. However, simple activities such as reading with your child and exploring different forms of print as you come across it will help to ensure your child grows into a successful reader.

  • Phonemic Awareness

    October 12, 2016

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    Phonemic Awareness

    Phonemic awareness is an understanding that a word is made up of individual sounds, also called phonemes. A phoneme is the smallest unit of sound that influences a word’s meaning. For example, the phoneme /l/ changes the meaning of “sip” to “slip”. When a child develops phonemic awareness, they are able to manipulate and break down phonemes in a word.
    A phoneme can be one letter, such a /d/, or more than one letter /ch/. An important skill for children to learn is identifying phonemes in a word. For example, the word “ten” has three phonemes: /t/, /e/, and /n/. The word “chip” also has three phonemes: /ch/, /o/, and /p/.
    Phonemic awareness involves blending, substituting and breaking apart sounds. Blending is when you take individual sounds and blend them into a word. For example, /b/ /e/ /d/ can be blended into the word “bed”. The reverse of blending is breaking apart, such as taking the word “bed” and breaking it into the individual phonemes /b/ /e/ /d/. When we substitute phonemes, we change a sound in a word. For example, when we substitute the initial sound in “bed” (/b/), to /r/, we make the word “red”.

  • Letter-Sound Correspondence – Resources of Adventures of Scuba jack

    October 4, 2016

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    Letter-Sound Correspondence

    Ebook-13The next step towards becoming a successful reader is learning letter-sound correspondence. During our last unit on print awareness, children learned that print corresponds with oral language. Now, children will learn the specific sounds that letters make.
    When introducing new sounds, make sure to break it down so that children are only learning 2-3 new sounds at a time. The following is a suggested order for teaching sounds:
    t, b, f, n, m, c, a, i, r, o, g, d, s, e, u, l, h, k, p, j, v, w, z, qu, y and x

    Use visual alphabet cards when introducing a new letter. Model the sound that the letter makes and have your child practice the sound as well. Listen closely to ensure accuracy. Also, be careful to correctly model sounds yourself. For example, s says “sss”, not “suh”. Many times the “uh” sound is added incorrectly at the end.