[senco-forum] Y1 phonological awareness

I'm sorry, I really don't understand this.  What do all these activities have to do with learning to blend?

  What teaching did these children have in YR?  If they were taught  with whole word & onset & rime strategies in YR it's not  surprising that they can't blend.  They would be completely  confused about the whole process of reading.  Have they been given  text to read which is in advance of their phonic knowledge?

  Do they know the simple code (i.e one to one) letter/sound  correspondences to automaticity?  Can they respond to a grapheme  with the correct sound? Can they respond with the correct word if the  teacher says it one phoneme at a time?  Are they being taught to  sound out through a word from L to R and to re-read each grapheme more  rapidly until they do 'get' the word?

  If they can't do these  things I would work on them.  It is a  very rare child who can't learn to blend; you'd be very unlucky to get  a whole group of them in one year group.

  Maggie

Sharon Fawcitt <sfawcitt at dsl.pipex.com> wrote:  Sound Linkage by Peter Hatcher and also SIDNEY programme,  made available to
Hants LEA,  matches very closely to what Aly is suggesting. - interestingly
(as this is a classic dyslexia remedy)
Pauline Bentote - a member of this forum  - may able to inform you how you
can access SIDNEY if you are outside Hants.  Hope you don't mind me
recommending you, Pauline.
Sharon

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of clare north
Sent: 01 October 2006 14:02
To: Anusianena at aol.com; senco-forum at lists.becta.org.uk
Subject: RE: [senco-forum] Y1 phonological awareness

Hi Anusia
I have done this with Year 1 over a number of years with good results.
We ran small 'rotating' groups run by TAs and a couple of teachers. (3-
form intake + S/L Unit)
Try:
* General Listening activities first e.g. colouring sections of a
picture according to the instructions given by the adult e.g. colour the
thickest pencil green/ draw a spider on top of the man's hat. You can
find tour own pictures but Questions Publishing  and Prim-Ed publishing
does some photocopiable listening worksheets complete with instructions.
There is a good (but expensive) game called 'Topologie' (correct
spelling) which relies on the child giving instructions to another child
to complete a scene according to the design shown on a card. A cheaper
option might be 'Near and far' by Buki Ltd or make your own by
photographing Lego or playmobil people etc. Also try 'Headbanz' game and
Reading comprehension activities done as an oral task.

*'odd one out' games - find the picture that does not start with the
same sound as the others (e.g cat dog coat. Try to include a semantic
link (cat/dog) as those with insecure phonological awareness will opt
for these rather than the sound. If the children can manage 3 cards then
try four etc. You can use this for rhyming / final sounds / middle
sounds as well. Use picture cards (Ginn 360 and Oxford Reading Tree do
boxes of playing-card-sized pictures) or - (even more fun) collect
little bits and bobs e.g. button, ball, dog. My collection has been
built up gradually over several years and I wouldn't be without it.

* Rhyming Lotto games - Easylearn have a rhyming game but you can often
get them in Early Learning etc.

* 'Silly Bulls' from Philip and Tacey for syllable awareness

* Clap out syllables and put the picture or small toy in the correct box
or sorting ring

* Use the bomb from 'Pass the Bomb' to pass round a circle while the
children think of things that begin with a given letter

* Sorting Games- use small toys ideally but pictures will do and sort
them according to initial or final sound or rhyme patters. Start sorting
with two obviously different sounds e.g. s and b but move onto similar
sounds such as b and p or t and d. If you have children who have
particular speech immaturities you could use c and t (or whatever their
difficulty is)

* worksheet cut and stick activities - cut out the pictures and stick
them into the correct grid according to initial / final sound, rhyme or
number of syllables. I have got quite a few already made if you are
interested. Also -'Writing with Symbols' (Widget) is really useful for
producing pictures and worksheets quickly. 

* Don't forget to work on memory as well - Kims Game, sequences of cards
which have to be remembered in order, Mastering Memory software (CALSC).
I found the poor blending was often linked to poor memory

If you need any more info I have done quite a lot on listening and
phonological awareness so just met me know.

Clare

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-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
Anusianena at aol.com
Sent: 01 October 2006 13:25
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] Y1 phonological awareness

Dear all
We have a group of children in y1 who are having great difficulties with

blending - they simply "do not get it".  Difficulties include possible
ASD  (2 
awaiting assessment), language delay and EAL.

Clearly they have weak phonological awareness and we will be looking at
ways 
to develop their skills, as well as using whole word and onset and rime

strategies.  Does anyone have good ideas for activities / games which
could  be 
used by a TA in a small group, or alternatively just some further
advice...

Many thanks.

Anusia
Primary SENCO
(actually now called "inclusion manager" but that somehow doesn't
explain  
what we all do!)

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