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Reading Skills-Elementary-Gaston

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					                     Reading Skills-Elementary
                                 SPED 6112
                             Gaston College Site
  Presented by Mary Beth Barrett, Jane Blackwood, Elizabeth Harris, Christy Jones
                                  and Penny Pope
  Our group prepared different strategies and activities that could be used
  to teach reading skills to children with learning disabilities at the
  elementary level. We realize that not all children learn phonetically, so
  we also included an activity for teaching whole words.


• Introduction -
  - Phonemic Awareness - The ability to recognize and manipulate
  individual sound units (phonemes) in spoken language: to examine
  language independent of meaning, to see relationships between sounds in
  words, and to rearrange sounds to create new words. Students who are
  phonemically aware should be able to master the following skills in order
  to become successful readers: Letter/Sound recognition, Phoneme
  Addition/Deletion, Phoneme Segmentation/Phoneme Blending
  (Telescoping), and Syllable Counting/Syllable Splitting.
  - Whole Words/Sight         Words- Memorizing whole words to increase
  reading fluency.
• Letter/Sound Recognition - Mary Beth Barrett
  -The ability to name and recognize the individual sounds of the letters of
  the alphabet.
       - Activity: Letter Boogie
                   ( to the tune to of “Hokey Pokey”)


• Phoneme Isolation- Mary Beth Barrett
  -The ability to identify the beginning, middle, and ending sounds in words.
       -Example:           What is the beginning sound in toe? /t/
                           What is the middle sound in cat? /a/
                           What is the ending sound in dog? /g/


       - Activity:         Name That Sound
                           Beginning Sound (Tune of “Bingo”)
• Phoneme Addition - Jane Blackwood
  - The ability to add a beginning, middle, or ending sound to a word.
       -Examples:          -What word would you have if you added /b/ to
                           the beginning of low? blow
                           -What word would you have if you added /r/ to
                           the middle of bed? bread
                           -What word would you have if you added /s/ to
                           the end of how? house


• Phoneme Deletion - Jane Blackwood
  - The ability to omit the beginning, middle, or ending sound from a word.
       -Examples:          -What word would you have if you took out the /f/
                           in flake? lake
                           -What word would you have if you took out the /l/
                           in play? pay

                           -What word would you have if you took out the /t/
                           in meat? me

       -Activity- Spelling Volcano
• Phoneme Segmentation- Penny Pope
 -The ability to break apart a word into individual sounds.
       -Example:          Which sounds do you hear in these words?

                          mud          /m/ /u/ /d/
                          play         /p/ /l/ /a/
                          strike       /s/ /t/ /r/ /i/ /k/


• Phoneme Blending(Telescoping)- Penny Pope
 -The ability to orally blend individual sounds to form a word.
       -Example:          What word do you have when you join these
                          sounds together?

                          /m/ /a/ /p/                map
                          /j/ /a/ /k/                jack
                          /ch/ /ee/ /p/              cheap
                          /b/ /r/ /o/ /k/            broke
       -Activity: Fan Words
• Syllable Counting- Elizabeth Harris
  - The ability to identify the number of syllables in spoken words.
        -Examples:         How many syllables do you hear in these words?

                           Ticket             2
                           dog                1
                           bicycle            3
                           pencil             2

• Syllable Splitting-                Elizabeth Harris
  -The ability to identify onsets and rimes. An onset is all the sounds in a
  word that come before the first vowel. A rime is the first vowel in a word
  and al the sounds that follow.
        -Examples:          What word do you have when you join these
                           sounds together?

                           j-ump              jump
                           t-an               tan
                           cl-imb             climb
                           str-eet            street
        -Activity:         Syllable Counting
                           Syllable Creature
• Whole Words/Sight Words- Christy Jones
   - The ability of memorizing whole words to increase reading fluency.
          - Activity:          Sight Word Scramble
                               Sight Word Baseball
Relevant Web sites:
Information links--
http://www.kidsource.com/kidsource/pages/dis.physical.html
http://unr.edu/homepage/maddux/splinks.html
http://dir.yahoo.com/Education/Special_Education/

Activities and Teaching/Parenting Tips-
http://kidbibs.com/home.htm
http://readingpath.org/
http://www.toread.com
http://www.psy.utexas.edu.psy/klarson/recife.htm
www.familyeducation.com

Impact:
   We feel all the activities including in our presentations will impact the
   children by improving their basic reading vocabulary each time they do an
   activity. Phonemic activities will improve basic skills such as reading
   fluency and writing. Sight word activities will increase word recognition
   and reading fluency. When teaching any activity involving reading skills,
   consistency and repetition are the keys in achieving reading success.
                           Activity Resources
Letter Boogie- Preparation time 15 minutes
    Materials-     large letters made of poster board
                   or card stock
                   tape of instrumental music (optional)
Name That Sound- No materials
Spelling Volcano- Preparation time 15 minutes
    Materials-      index cards or tag board
                   printed letters (enough for each student)
Fan Words- Preparation time 10 minutes
    Materials-      tag board in fan blade shape
                   marker
                   chart stand rings
Syllable Counting- No materials needed
Syllable Creature- Preparation time 15 to 20 minutes
    Materials-      Egg cartons                  pen or marker
                   tape or glue                  Construction Paper
                   pipe cleaners       Words Cards (Split)
Sight Word Scramble- Preparation time 10 minutes
    Materials-     cut out letters in plastic storage bags
Sight Word Baseball- Preparation time 10 minutes
    Materials-     Poster with baseball diamond
                   marker              Velcro sight words cards
                 Resource Bibliography
Jordano, Kimberly and Trisha Callella-Jones. Phonemic
   Awareness: Songs & Rhymes. Cypress, CA: Creative Teaching
   Press, 1998.
Burton, Marilee Robin, Beth Alley Wise and Suzanne I. Barchers,
   Ed.D. Reading Activities. Lincolnwood, Illinois: Publications
   International, Ltd., 2000.
Muncy, Patricia Tyler. Complete Book of Illustrated K-3 Alphabet
   Games and Activities. West Nyack, New York: The Center for
   Applied Research in Education, Inc., 1980.



Statement of proofing:
   We have proofed this paper and corrected all the errors found.
   Any remaining errors in spelling; punctuation; or word usage
   reflect a potential need for remediation and not carelessness on
   our part.

				
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