[ Post a Response | Phonological Awareness and Literacy ]
Posted by sassy on 7/6/2008, 3:47 pm, in reply to "Re: How to begin phonemic awareness in a child with auditory processing concerns"
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slp, I like the way you've done something similar to me and taken it a step further (in a direction where I need more skills - organization). I'm going to work on staying more focused and presenting activities like this for 3 weeks before moving on or jumping around. Thanks.
I did classroom sessions last year where I had an inclusion student. Most of my sessions targeted more phonemic awareness: sounds same/different?, how many?, pattern?, and rhyming. (Research shows that the greatest predictor of reading success in K'ers was rhyming.)
Laurel - here are some ideas I used:
idea 1. I don't know your age - haha - to know whether you would be familiar with the song, "The Name Game". You can get the lyrics online and the song tells how to make rhymes. I used the kids names and they loved it! It does mean you do a lot of singing before they are ready to join in, but they don't even have to, You can see them trying to anticipate what the 'name' will be and you can see some of them react to their own success or 'failure'. If you have the student in a pullout session have a list of his classmates names and a picture of them if possible - so he can show/learn the names of his peers/classmates.
idea 2. use felt squares to indicate a series of sounds (take out the whole letter recongition part, it's not really part of rhyming anyway). One at a time introduce three sounds, each with a different color. Start with the squares separated, then blend the sounds into a 'word' (it doesn't have to be a real word). Ask the kids to predict what it will sound like when you take away the first sound, then what it will sound like when you put in a new sound. The kids like to recommend new sounds once they get a little familiar with the task. There is nothing like ownership for the kids to internalize the concepts and soon after that they begin to apply the skills in novel settings.
idea 3. nursery rhymes are really good for practice rhyming. I don't talk about the rhymes until the kids start to anticipate the word that comes next (I pause and wait for them to remember the rhyming words). I WILL (keyboard stuck) repeat a rhyme with the class four or five times before I start to have them focus on the concept of 'rhyme'. You can even try using the felt squares and show the word patterns for the words they had to recall.
Most important - if attention is a problem - don't have the student sit there, give him some purposeful activities with reasons to move. You might have him manipulate the felt squares (or colored cubes, beads, etc.) once he shows some understanding of the process. You'll find he is much more engaged if he is able to move. Another possiblity is that he may be able to function bette if he has something inoccuous to fiddle with (koosh ball, stress 'ball' that isn't round and won't roll away).
I'll check back after school starts and see if you had any success with some of these ideas. sassy
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