20 JUN 2017 by ideonexus

## Blending and Segmenting Sounds to Instill Phoneme Awareness

One activity is segmenting sounds and then blending them together using both real words and nonsense words. This activity gives students practice manipulating phenomes and is consistent with the research supporting stimulation of both posterior processing systems (McCandliss, Cohen, & Dehaene, 2003). Another activity is oral blending and segmenting paired with letters. This process may help students practice the alphabetic principle (the establishment of a correspondence between a phonem...

02 SEP 2016 by ideonexus

## Math Exercise: Multiple Approaches to Problem-Solving

For example, if the problem was to fi nd the answer to 8 × 6, students may suggest three options: memorizing the multiplication table for 6, knowing that 8 × 5 = 40 and adding another 8 to equal 48, or adding a column of six 8s. Allowing students to personally choose among approaches all confi rmed as correct and to support their choice will increase their comfort levels. Th is process also builds math logic, intuition, and reasoning skills that extend into other academic subjects and real-...
Folksonomies: education games math exercises
Folksonomies: education games math exercises
1  notes

09 AUG 2014 by ideonexus

## Phoneme Exercises

Start simple, recommends Karen Tankersley in her ASCD book The Threads of Reading: Strategies for Literacy Development (2003): Introduce beginning sounds first. Add medial and final sounds after the child has mastered the beginning sounds. Select one-syllable words that isolate the initial letter. This method lets children clearly hear the individual sound being made. As you speak the word (e.g., pat), draw out the sound of the initial letter so students can clearly hear the sound as it i...
1  notes

23 AUG 2012 by ideonexus

## A Plan for the Improvement of English Spelling

For example, in Year 1 that useless letter c would be dropped to be replased either by k or s, and likewise x would no longer be part of the alphabet. The only kase in which c would be retained would be the ch formation, which will be dealt with later. Year 2 might reform w spelling, so that which and one would take the same konsonant, wile Year 3 might well abolish y replasing it with i and Iear 4 might fiks the g/j anomali wonse and for all. Jenerally, then, the improvement would kontinue...
1  notes

Mark Twain's clever observation of how to simplify English spelling.