This document provides an assessment for teaching and learning phonics elements. It includes a 13-step assessment that tests students' abilities in letter naming, letter writing, rhyming words, compound words, syllables, sounds, counting sounds, reading real and nonsense words, and reading and writing sentences. The assessment is designed to evaluate students' phonics skills and place them in appropriate phonics instruction levels.
Presentation for parents to provide details on the Letters and Sounds Programme.
This programme ensures all children experience best practice in the teaching of early reading and phonics, aligned to the recommendations of the Rose Review.
Presentation for parents to provide details on the Letters and Sounds Programme.
This programme ensures all children experience best practice in the teaching of early reading and phonics, aligned to the recommendations of the Rose Review.
Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5 to 7. Hence this presentation will help you in learning about phonics in early years
This is my 1st semester assignment on "Pronunciation" topic. This assignment will help the reader to understand how to pronounce English phonemes correctly. International Phonetic Alphabet is the tool for English students to practice their pronunciation.
Following an introduction, ensure the pronunciation of each initial sound is correct. Use the exercises and begin to learn the phonic sounds of each letter to enable you to read, write, speak and listen better!
Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5 to 7. Hence this presentation will help you in learning about phonics in early years
This is my 1st semester assignment on "Pronunciation" topic. This assignment will help the reader to understand how to pronounce English phonemes correctly. International Phonetic Alphabet is the tool for English students to practice their pronunciation.
Following an introduction, ensure the pronunciation of each initial sound is correct. Use the exercises and begin to learn the phonic sounds of each letter to enable you to read, write, speak and listen better!
This powerpoint is based on the Hong Kong PLP-RW stories. It is accompanied by a printable Phonics Booklet, available here: http://www.slideshare.net/mod83/hong-kong-plprw-phonics-workbook
See my TEFL resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact me regarding any errors or copyright claims.
Best Practices for Teaching English to Young Learners by Joan ShinVenezuela TESOL
Workshop offered to English Language teachers in Venezuela as part of the Methodology of the ELT Tour 2011-2 organized by VenTESOL and sponsored by the US Embassy
'Can I just interrupt for a moment?' / 'I'm sorry, I didn't catch that'.
These are key phrases for communication skills. BE is full of them. They need revision if students are to remember and use them.
Give your students a very interesting and meaningful reason of bringing their own dictionary in class. Try facilitating this non-conventional dictionary drill. It’s so fun and engaging! This group game allows students to work collaboratively by hunting words from their own dictionary the quickest and exact as they can. To play, it is highly recommended to use common copy of Oxford Dictionary. This can also be used as an enhancer activity to a vocabulary or part of speech lesson.
Give your students a very interesting and meaningful reason of bringing their own dictionary in class. Try facilitating this non-conventional dictionary drill. It’s so fun and engaging! This group game allows students to work collaboratively by hunting words from their own dictionary the quickest and exact as they can. To play, it is highly recommended to use common copy of Oxford Dictionary. This can also be used as an enhancer activity to a vocabulary or part of speech lesson.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1.4 modern child centered education - mahatma gandhi-2.pptx
Teaching and learning phonics elements power point 2
1. Teaching and Learning Phonics Elements Assessment Pre-test, Post-Test by: Renette P. Barretto
2. Phonics refers to a method for teaching speakers of English to read and write that language. Phonics involves teaching how to connect the sounds of spoken English with letters or groups of letters
3. Phonics is a widely used method of teaching to read and decode words. Children begin learning to read using phonics usually around the age of 5 or 6.
4. Teaching English reading using phonics requires students to learn the connections between letter patterns and the sounds they represent. Phonics instruction requires the teacher to provide students with a core body of information about phonics rules, or patterns.
5. (e.g., that the sound /k/ can be represented by c, k, ck, ch, or q spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words.
6. Letter Name and Initial Sound Recognition Assessment letter name sound r s t l n c p x j z d g w f b a
7. 13Basic Phonics Placement Assessment 1. Letter Naming Say to the student: These are letters. Point to the first letter and say the letter’s name. If the student correctly names the letter, ask her to continue with the next letter. Be sure she moves from the left to the right. If the student incorrectly names the letter, point to the letter and say: This is the letter (name of letter) – touch the letter and say (name of letter). Let’s try the next one. Mark the student’s correct responses below. g ____ K ____ L ____ c ____ R ____ S ____ H ___ Z ____ x ____ t ____ m ____ Q ____ i____A____ TOTAL CORRECT _____
8. 2.Letter Writing Say to the student: Now, you will write some letters. I’ll say a letter, and you write that letter on the line. The student may write in capital or lowercase letters. Be sure he moves from the left to the right.Mark the student’s correct responses. J_____ D_____ A_____ W_____ N____ V_____ F_____ O_____ B_____ E_____ P_____ Y_____ TOTAL CORRECT _____
9. 3. Rhyming Words Say to the student: I want you to listen very carefully to the words I’m going to say. I’m going to say three words, and two of the words rhyme. Listen carefully, and then tell me the two words that rhyme. For example, if I say dog…..jet…..log… you would say to me dog/log because those words rhyme. Are you ready for your turn? Listen carefully. hat…..mat…..hip _____ (hat/mat) peg…..sock…..rock _____ (sock/rock) gum…..lap…..hum _____ (gum/hum) TOTAL CORRECT _____
10. 4.Compound Words Say to the student: Listen carefully. I’m going to say two little words. Then, you need to put the two little words together to make one big word. For example, if I say hot…..dog… you would say hotdog. Areyou ready for your turn? Listen carefully. up…..hill _____ (uphill) sun…..tan _____ (suntan) air…..plane _____ (airplane TOTAL CORRECT _____
11. 5.Syllable Say to the student: Listen carefully. I’m going to say two word parts. Then, you need to put the two parts together to make a word. For example, if I say ta…..ble… you would say table. Are you ready for your turn? Listen carefully. Mark the student’s correct responses below. win…..dow _____ (window) mar…..ket _____ (market) o…..pen _____ (open) TOTAL CORRECT _____
12. 6.Sound Say to the student: Listen carefully. I’m going to say two word parts. Then, you need to put the two parts together to make a word. For example, if I say b…..ottle… you would say bottle. Are you ready for your turn? Listen carefully.Mark the student’s correct responses below. h…..at _____ (hat) sh…..ape _____ (shape) br…..ave _____ (brave) TOTAL CORRECT _____
13. 7. Phoneme Say to the student: Listen carefully. I’m going to say some sounds. Then, you need to put the sounds together to create a word. For example, if I say /m/../a/../t/… you would say mat. Are you ready for your turn? Listen carefully.Mark the student’s correct responses below. /kw/../ i /../t/ _____ (quit) /t/../o/../p/ _____ (top) /l/../e/../f/../t/ _____ (left) TOTAL CORRECT __
14. 8. Counting Sounds Say to the student: Listen carefully. I’m going to say a word, and your job is to tell me how many sounds are in the word. For example, if I say dog, you would say, /d/ (hold out your thumb)…../o/ (hold out your index finger)…../g/ (hold out your middle finger – all three fingers should be representing the three sounds in dog). There are three sounds in dog. Let’s do one together. The word is tax. /t/ (hold out your thumb)…../a/ (hold our your index finger)…../ks/ (hold out your middle finger). There are three sounds in the word tax. Are you ready for your turn? Mark the student’s correct responses below. Award 1 point for each sound the student correctly identifies. leg _____ (3 -- /l/../e/../g/) ship _____ (3 -- /sh/../ i /../p/ TOTAL CORRECT _____
15. 9. Read Real Words Say to the student: Please read the list of words to yourself. When you’re ready, read the words out loud to me. Give the student time to read the words to himself. When he is ready, have him read the words aloud. ham _____ jet _____ rip _____ log _____ tub _____ TOTAL CORRECT _____
16. 10. Read Nonsense Words Say to the student: Please read the list of words to yourself. These words are nonsense words – they are silly, made-up words, but it’s still important that you look at the words carefully and try your best to read them. When you’re ready, you’ll read the nonsense words out loud to me. dat_____ (/d/../a/../t/) tel_____ (/t/../e/../l/) bim_____ (/b/../ i /../m/) nox_____ (/n/../o/../ks/) suf_____ (/s/../u/../f/)
17. 11. Read Real Words Say to the student: Please read the list of words to yourself. When you’re ready, read the words out loud to me. Mark the student’s correct responses below. wish _____ much _____ when _____ math _____ thin _____ chop _____ TOTAL CORRECT _____
18. 12. Read Sentences Say to the student: Please read the sentences to yourself. When you’re ready, read each of the words in the sentence out loud to me. Jim hid the bat in the shed. _____ (7 points) Mom and I went to the mall to get some dishes. _____ (11 points) TOTAL CORRECT _____
19. 13. Write Sentences Say to the student: Listen carefully. You are going to write a sentence for me. I will read the whole sentence once, and then I’ll read it a second time. Then, you need to write the sentence correctly. Did you have fun? _____ (6 points) b) I got a big hat from Bob. _____ (9 points) TOTAL SCORE________