Day 9 Teaching of Reading – Teaching Strategies Vowels and Consonants Infants Year I & II and Standard I and up

Read aloud poem: When Mother Reads Aloud by Author Unknown celebrates reading aloud by the child’s parents:

When Mother reads aloud, far lands
Seem very near and true;
I cross the deserts’ gleaming sands,
Or hunt the jungle’s prowling bands,
Or sail the ocean blue.
Far heights, whose peaks the cold mists shroud,
I scale, when Mother reads aloud.

When Mother reads aloud, I long
For noble deeds to do…
To help the right, redress the wrong;
It seems so easy to be strong,
So simple to be true.
Oh, thick and fast the visions crowd
My eyes, when Mother reads aloud.

Read aloud story: The Wolf and the Dog a fable from Aesop. The message was clear.  Freedom is priceless and one should be content with oneself, as it is said the grass always looks greener on the other side.

We looked at effective ways to introduce consonants and vowels to learners at the level Infants Year I and Infants Year II.  Vowels have short sounds and long sounds. We also looked at consonant blends, chunking, consonant and vowel digraphs and basic sight words.  Effective teaching strategies to introduce these concepts are the one -two punch activity where the learner is encouraged to punch with one arm when they hear the onset and leave the arm extended, then punch with the other when they hear the rime.

The letters ‘c’ and ‘g’ are to be given special focus as they make different sounds depending on their placement to other letters.

Before vowels /a/ /o/ and /u/ the letter ‘C‘ makes a ‘k‘ sound or hard sound when immediately proceeded by vowel:

• /a/ as in car
• /o/ as in corn

The letter ‘C‘ makes a ‘s‘ sound or soft sound when immediately proceeded by either vowel:

• /i/as in circle
• /e/ as in cent
• /I/as in cycle

The letter ‘G‘ makes a soft sound when it is proceeded by vowels /i/ /e/ and /y/ as in:

• gin
• gesture
• gym

Before vowels /a/ /o/ and /u/the letter ‘G‘ makes a hard sound as in:

• gap
• garden
• good
• gulp

The semi vowels should also be introduced at this level. ‘Y‘ and ‘W‘ are also phonetically known as glides and appear in words such as sky, fly, my, hurry and yes. In those words /y/ represents the sound “ee”.  In words such as water, /w/ represents the sound “oo”.  In cow and in mouse /w/ makes the sound .  Therefore like /c/ and /g/, the letter ‘y‘ /j/ sound. and /w/ possess the ability to make the sound of letters that proceed them.

Here is a teaching strategy to introduce phonetic sounds:

Here are rules for an activity to reinforce a lesson for Standard I and up as part of the KWL strategy to encourage children to discuss and share what they know about an item in which they are interested.  The KWL strategy tests the learner’s knowledge of the subject of the story and gets the learner thinking about what they want to find out from the story.  After the story is read the learner is given the opportunity to share what they have learnt.  Ideally in a classroom the board can be divided into three columns to record the students’ responses to the questions: | K | W| L |.  Then a show and tell activity can be conducted.

We were introduced to the following consonant rules:

To reinforce learning the learners can be given an activity, Sight Word Bingo, after specific words were introduced, where they must look for the identified words in magazines or newspaper and circle them.

05/05/2021