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Subject: Dyslexia certificate module 2 ideas Author: Vanessa-Ann Younis (happy) [ Next Thread | Previous Thread | Next Message | Previous Message ] Date Posted: 01:30:10 03/21/07 Wed Just completed modules 2 and 3 of the certificate, and I know this will be preaching to the converted but I have been asked to shre some of my tried and tested ideas, but I'm sure you have thought of them already! Teaching phonics can often be more difficult than originally thought. Alphabet songs and Nursery Rhymes are great, but not necessarily age appropriate for some members of my class. As well as modern teaching resources, I still use the traditional methods to teach phonics. The auditory and visual game of ‘I-Spy’ can be lots of fun. Card games such as ‘snap’ and ‘match the pairs’ can be played on a one-to-one basis or in small groups. One of my pupils experiences difficulty with remembering the initial sounds of the alphabet, so we sing it. This has also helped her to remember the sequence of the alphabet. To consolidate her knowledge, I will choose a letter at random for her to write with her finger in the sand (kinaesthetic). This has also been made into a paired activity. I have made up alphabet flashcards (both lower and upper case). The children take it in turns to pick up a card and sound out the given letter. The other child then writes it with their finger in the sand. I often pair the children accordingly enabling the children to take turns in being a peer tutor. Educational catalogues often provide a wide range of modern classroom resources. The Toe-by-Toe programme (visual and auditory) is currently being used in my class. This is a great resource for teaching phonics and phonic blending. It is also great for a few of my class members who have moderate learning difficulties. Each child has their own book and the activities are undertaken daily on a one-to-one basis for ten minutes. The children have told me that they enjoy their activities as they try to beat their previous score. They have also told me that they feel “more grown up because Jolly Phonics is for babies.” ‘New Phonic Blending’ cassettes and workbooks (visual and auditory) are also used with my class. The children are encouraged to work on their own and start and stop the tape as often as they need to complete the tasks. Not only has this helped to develop their phonics, but also recognise the written letters. Computer programmes such, as ‘Earobics’ is also popular with my class. Again, the children work on their own and learn to follow instructions to complete phonic related tasks. Two of my pupils have difficulty recognising rhyming words. I have made laminated alphabet strips with word ending cards that slide along the strip (visual and kinaesthetic). At the moment I am just using these for CVC words. The children are given their alphabet strips and a choice of word endings. They then try to find as many real words as they can. Sometimes the children like to have a competition to see who can find the most words. At other times they prefer to work on different word endings and then tell each other the words they have found. A group work activity that my class enjoys involves making three large dice out of card. Again I am using this for the phonic blending of CVC and CVCC words. As a group we make up the dice putting consonants on two dice and vowels on the other. (Just a note: if letting the children make up their own dice, check them for inappropriate words before they use them!) The children take turns to roll all three dice, sounding out the letters as they go. They then record the words they make on a folded piece of paper headed real words and nonsense words. For my older pupils this has also led to dictionary work where the children find out the meanings of words they are unsure of (visual, auditory and kinaesthetic). I try to ensure that the children are involved in using all of their senses when learning. One last multi-sensory and tasty approach that I have used is to combine a Language lesson with cookery. The children made letter shaped biscuits. They then had to choose the biscuits they needed to make their names. Decorating cakes and biscuits using ‘writing icing’ was also fun. The children had made shaped biscuits and had to decorate them by writing. For example on the dog-shaped biscuit, they would write ‘dog’ and so on. Good luck with phonics! ness [ Next Thread | Previous Thread | Next Message | Previous Message ]