
Important - dealing with the sounds letters represent, not the 'names' of them. And be consisitent. Pointless if you are going to introduce 'ice cream' as part of your set for single /i/ sound. Think about it - or say "ice" a few times. It does not start with the same sound as {iguana, igloo or insect}, does it?!
Likewise, we are not talking about spelling. Words like {dog, bag & log} all in in a hard /g/ sound....but so do {vague, league & plague}. Worry about pointing out the challenges actual spellings provide learners with later!
Getting ahead of ourselves a bit there. All our pre-schoolers needed to do was pay attention, best as possible in the heat, and decide if a sound we were focusing on began a word or finished it , and then to colour the picture of the word one of two colours - then all the words beginning with the sound are all the same colour, and all the words ending with it are another. Then maybe we can see a link. Teacher (pre-writing as yet) writes the letter under the picture to the left, or to the right. Which? Let you think about it!

Best part of the game = kids teaching Naomi sensei, who came back from her Tokyo studies today and noticed how much we've all grown!
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