Blending and Sounding

Grapheme-ph unmatchableme requires a great claim of sound mimicking from the students, optic and material presentation, as well as article utilization. The teacher should first show that the alphabet is known to be units which induct its own unique sound. Thus, the teacher should clearly establish that there atomic number 18 certain instances wherein sounds in a word constitute more than a single alphabet. Also, students should clearly identify that speech is composed of a re saucyal of sounds.There are different areas that students need to fully practice to enable themselves to adopt the concept of graphemes-phonemes and enhance their reading skills. These are (1) awareness of the relationship amidst sounds and words, (2) generalizeing the connection of a letter to a sound, (3) utilizing the relationship amongst letters and phonemes to identify printed words thence read and spell them, and (4) understand what is read (Good III, Simmons & Smith, 1998).To do this, the tea cher should first tell the students that they will be studying a new-sprung(prenominal) sound. The teacher should then demonstrate how the new sound is vowelised. The enunciation of the sound to be taught should then be mimicked by the students to establish that the students produce fully familiar of the sound. This should be done repeatedly until all the students follow through with the sound enunciation and pronunciation.After the sound has been mimicked and has become familiar by the students, the teacher should then show a visual of the letters comprising the sound. This would make the students identify the sound as a grapheme-phoneme for this particular(prenominal) sound does not consist of a single alphabet hardly a group of it. To fully make the students understand that there are more than one letter that constitutes this certain sound, the teacher should have close to of the students assist in holding separate visuals to make the students aware that the symbols are mor e than just one.After establishing to the students the information that there is more than just one alphabet that makes up the sound taught, the teacher could further make the students understand on their own that the alphabets being presented are separate by having them declare the sound of each letter individually. However, the teacher should have the students know that in spite of of the individual sounds these separate letters make it still creates a new sound when combined. Since the students are familiarized with the letter composition of the sound, the teacher should then make the students understand that these sounds are used in words.To do this, the teacher should make use of words that comprises these grapheme-phonemes. He/she could utilize different materials that would assistance the students identify a word that contains this sound. And ultimately, the students should then become familiar with the word, enunciate it correctly, and understand the word completely. Refe rences Adams, M. J. (1990). Beginning to read Thinking and learning some print. Cambridge, MA MIT Press. Good III, R. H. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with CBM.Early Childhood seek Institute on Measuring Growth and Development. Eugene, OR. The National Strategies, Department for Children, Schools and Families (Producer) point 3 Teaching graphemephoneme correspondence and practising oral blending. Retrieved from February 17, 2009. Wren, S. Phoneme Awareness. Developing Research-Based Resources for the equilibrise Reading Teacher. Retrieved from http//www. balancedreading. com/phonemeawareness. html February 17, 2008