| Subject: Tacile Letter Sounds |
Author:
Kirsten
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Date Posted: 08:52:51 05/23/08 Fri
I've been asked to share with you an activity I completed during module 3. It was a great activity which the children loved so here goes.
From a secondary mathematics background I feel very privaledged as my international school is supporting me as I work with three boys in their primary section. However, I am not the class teacher-I simply go in once a week to try out the different activities from the synthetic phonics course. Having completed the certificate in the teaching of children with dyslexia I find that the present course is informing and consolidating a lot of my previous learning. Learning which I hope to be able to apply in my daily working life in the secondary school.
Being an international school the three boys I work with have different language backgrounds. One first language English boy who is thought to possibly have the dyslexic learning style, a second language English boy who has behavioural issues and a third boy who is truly EAL. They all bring their own challenges to the lessons.One has difficulites perhaps due to his learning style, one, although having had greater exposure to English, whose learning is slowed by his lack of attention, and the last one who is simply having to learn from scratch a whole new set of sounds on top of the sounds in his own language.
The purpose of this activity ( tactile letter sounds) is to choose some sounds for the children to trace out, stick glue and then salt or sand onto, and then, when dry, to run their fingers across. It is a lovely activity which had all three childrens' full attention. I think the fact that they each had their own salt cellar and glue stick facilitated the smooth running of the activity. The children did the sounds “ch”, “sh”, “ee” and “ie” The only sound they were truly unfamiliar with at the start of the activity was the “ie” sound. They greatly enjoyed tracing, clueing and sticking salt onto their sounds. Then they would run their fingers over the sound while saying it. One child actually repeated the last part of the activity when he had all four sounds on his paper- he then made the other two children do the same. As a follow up I asked the children to read four words for each of the sounds used in the activity. There was still some confusion over “ch” and “sh”. However, this is to be expected for the two second language English boys as the “ch “sound is soft in Portuguese. What was very nice to see was the children using the tactile activity to help them read their words . When stuck over the word “pie” one child was directed back to his sheet with the tracings. Seeing the sound once again and putting his fingers over it helped him to remember and read the word. I liked this aspect of the activity very much as it showed the activity to be not only loads of fun, but also extremely useful. I would definitely do this activity again.
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