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Transcript

By: Gina Zarate

Awareness

Phonemic/ Phonological

ELPS

Table of Contents

Graphophonic Cueing System

Two-phonicsinstructionapproaches

Grapheme

Cognate

Phonemic Awareness Tasks

Phoneme

Phonological Awareness

Phonemic Awareness

Phonemic Awareness is a subcategory of phonological awareness. It allows students to hear, identify and manipulate phonemes. Teachers can use games, music, and pictures to teach early phonemic awareness skills.

Phonemic Awareness

Phonological Awareness is the ability to take a written word and turn it into a spoken word. The goal is to help a student take the word from paper to spoken out loud. Helping the child sound out the letters to make a word. Below are centers that can be introduced to help with Phonological awareness.

Phonological Awareness

There are 44 Phonemes in the English language.24 consonant sounds and 20 vowel sounds.

Phoneme

Substitution

Addition

Deletion

Segmentation

Blending

Categorization

Identity

Isolation

Phonemic Awareness Tasks

The ability to learn words in two languages. because they look the same.. They are spelled similar and have the same meaning in both laungagues. Teachers can set up cognate walls with the help of their students when they find new words.

Cognate

A Grapheme is a letter used to represent a sound. Think of it as a written form of a sound. Grapheme mapping is a great way to teach your students to understand the process.

Grapheme

  • Click on circles for more information

Word Recognition View

Sociopsycholinguistic View

Two-phonics instruction approache

  • Click on the words to open new window.

Semantic Cueing System

Syntactic Cueing System

Graphophonic Cueing System

  • Note: The photos and videos are taken from public domain. All text is my own work.

-ELPS (c) Cross-curricular second language acquisition essential knowledge and skills.(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. For the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text.

ELPS

Socio-psycholinguistic View

The process of creating meaning with their reading. Building on what they know.

The meaning of the text, and figuring out unknown words. Using Sematic cue cards can be a great addition to your classroom to help your students understand the meaning of their reading.

Semantic Cueing System

Seeing the word and recognizing it immediatly. This should not take the student much effort to recognize a word. You can help your students byusing words they may already know.

Word Recognition View

Syntactic Cueing System

Synatactic Cueing forcuses on if the text sounds correct. The structure of the text. Is the text in the correct order. Having a child read out loud to you may be helpful for them to catch their mistakes while reading. Sometimes reading outloud can help you catch your mistakes easier.